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The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. This set of four tip sheets, in English- and Spanish-language versions, relates specifically to social science. Titles are as follows: (1) "Cooperation in the Preschool Classroom: Class Discussions"; (2) "Neighborhood Geography with Young Children"; (3) "Real Work: Preschoolers Can Help"; and (4) "Understanding and Accepting Differences: Why Can't Maria Walk?" (LPP)

Designed for use with the teacher's guide to the social science strand of unit five, the supplement and ditto packet provides materials for class activities and seatwork for individual students. Kit 17 focuses on what the elements are. Ditto materials for this kit help the students identify similarities and differences in home and school activities, recognize the need for interdependence and cooperation, and identify feelings. Kit 18 revolves around how wants and needs are satisfied. Visuals are used to examine a school in a country setting, illustrate schools in foreign countries, and examine school traditions. Kit 19 deals with how changes occur and ditto masters help students recognize the power structure in the school and identify feelings of characters in a story. Kit 20 concentrates on what happens as a result of change. Materials are provided for work with the cardinal points of north, south, east and west. Visuals from stories help in identifying conflict situations. Language on materials for classroom use is in Spanish. Each kit is designed for a period of instruction of two to three weeks. (DS)

Unit five of the social science strand for second graders expands the conceptual field of the child from the school to the community. This teacher's guide provides instructional and assessment activities for kits 17-20. Focus, materials and objective for each activity are given in Spanish and English, with teacher instructions in Spanish only. Stories, games, interviews, and the child's own experience provide the content sources. Activities include discussions, dramatizations, a field trip, and a discussion by a guest speaker. Using the school environment as a setting, the children are able to identify power structures and vested interest groups, predict disagreements that might occur from conflicting attitudes, and explore ways to deal with disagreements. A story depicting a conflict caused by ethnic-cultural differences is used as a springboard for discussion of the problem and of the feelings of various people involved. The class relates this to similar conflicts in the classroom and defines possible solutions. Students examine their school traditions and history and identify similarities and differences among different types of schools. Basic concepts explored include interdependence, cooperation, values, societal control, traditions, causality, power, conflict, and cultural change and modification. (DS)

The unit's instructional and assessment activities focus on the community. Specific attention is given to four spiraling questions pertaining to the individual, his alternatives, his initiation of change, and the results of change. Focus, materials, and objective for each activity are in Spanish and English; teacher instructions are in Spanish only. Content sources are stories, field trips, role playing, interviews, newspapers, pictures, small group presentations, and the child's own experiences and observations. Activities deal with the concepts of interdependence, cooperation, values, societal control, tradition, causality, power, conflict, differences, cultural change and modification. The child is made aware of the different skills needed to perform certain jobs in the community; how money is spent within his own community; the significance of written and unwritten laws; the changes (i.e., customs, people's roles, and physical changes) occurring in a community within a period of 50 years; the different groups that exert power in the community; how to exert influence in these groups; the different methods existing to influence and bring about favorable changes for the community; the modifications a person has to make when moving to a community where a different culture exists; the necessary skills to bring about certain changes; and the important role which values play in people's lives. (NQ)

Designed for use with the teacher's guide to the intermediate social science unit, the supplement and ditto packet provides visual aids and worksheets for class activities and seatwork for individual students. Visual materials are provided to help stimulate oral language and conceptual development. The worksheets are to be presented under supervision rather than as independent tasks. Language on these materials is in Spanish. Activities deal with the basic social science concepts of interdependence, cooperation, values, societal control, tradition, causality, power, conflict, differences, cultural change and modification. The materials help the students to identify the following: things of importance to the community, the relationship existing between norms and laws, ways money is spent in a community, the interdependence of producers and consumers, things in the community that appear not to change, important events in a child's life, free services provided by the community, how change affects people's lives and values, the importance of gathering information about the culture and life-style of other people, probable causes and effects of physical change in a community, different jobs in the community, differences that can cause conflicts among people in the community, methods to influence different groups that exert power in the community, and things that unify a group or a community. (NQ)

For use with unit four of the bilingual social science program developed for second graders, these revised supplementary teaching materials and ditto packet are designed to help the teacher carry out learning activities which center on the concept of the child and his neighborhood. A teacher's guide corresponding to this unit gives the timetable for when these materials are to be used. The illustrations and worksheets, for activities described in kits 13-16, are intended to help in oral language and conceptual development. Some of the supplementary illustrations are to be cut out for manipulations with small groups and individuals, while the ditto packet contains visuals and worksheets, in Spanish, for use in groups and individually. The worksheets for individual pupils are to be presented under supervision rather than presented as independent tasks. (RS)

The Spanish-English teacher's guide to unit four of the bilingual social science program for second grade students contains instructional activities to expand the child's conceptual field to the neighborhood. Kits 13-16 include assessment activities; each kit is to be used for two to three weeks. Focus, objective, and materials are listed for each activity. Content is as follows: (1) who the child is--concepts of interdependence, cooperation and social control, activities about identification of neighborhood elements, dependency of neighborhood members, interdependence of various neighborhoods; (2) the child's needs and wants--concepts of tradition and causality, activities about child/neighborhood relationship, neighborhood characteristics and events, moving; (3) the child's resources--concepts of power, conflicts and differences, activities about differences in the neighborhood, solving conflicts through democratic process, group efforts; (4) the child's use of his resources--concepts of cultural change and modification, activities about change as a constant element, natural changes, technological change, interaction of man/environment. Content sources include personal experiences, stories, dramatization, games and visual aids. Inquiry strategies help reach the objectives. (RS)

The child's conceptual field is expanded from his world of the classroom and family to the school as a whole in this teacher's guide to a bilingual social studies unit. Instructional and assessment activities for kits 9 through 12, each requiring up to three weeks, are contained in this Spanish-English guide. For each activity, its focus, objective, and needed materials are outlined. Content is as follows: (1) who the child is--concepts of interdependence, cooperation, values, and societal control, activities about individual and school expectations, cause/effect relationships, school physical setting; (2) the child's needs and wants--concepts of tradition and causality, activities about threads linking the child with the past and future, influence of traditions, rules and expectations, individuality; (3) the child's resources--concepts of power, conflict and differences, activities about individual/group characteristics, human interaction, others' feelings and values and dealing with conflict; and (4) the child's use of his resources--concepts of cultural change and modification, activities about the school's human and physical resources, impacts of change, population mobility and school personnel roles. Activities include stories, games, group planning and discussions, dramatizations and the child's experiences. (RS)

The revised supplementary teaching materials and the ditto packet are to be used with the third unit of the bilingual social science program developed for grade one. Designed to help the teacher carry out learning activities, the instructional aids center around the theme of the child and the school, broadening concepts of the classroom and family taught in the previous two units. A timetable for when these materials are to be used is given in the teacher's guide corresponding to this unit, which contains kits 9 through 12. The illustrations, intended to help stimulate oral language and conceptual development, include charts and pictures for use in stories, games, group planning, group discussions, and dramatizations. The ditto packet contains visuals for group use and individual student worksheets. The individual student worksheets are to be presented under supervision rather than as independent tasks. Where writing appears on the materials, it is in Spanish only. (RS)

Ditto masters and visual aids to be used with the bilingual, multiethnic social science instructional unit developed for grade one are found in this ditto packet and supplement for teachers. Materials are to be used with the four kits in this social science unit, which is built around the theme of helping first graders adjust to the classroom environment. The teacher's guide, also a component of the unit, includes a timetable for when these materials are to be used. The supplementary illustrations are designed to help stimulate oral language and conceptual development. Some are to be cut out for manipulations with small groups and individuals; others are full size to be left intact. The pictures for illustration of concepts and discussion, patterns, materials for games, and resources for various classroom activities are designed to help the teacher carry out the instructional and assessment activites found in the teacher's guide. The ditto masters are for individual worksheets, which are usually to be presented under supervision rather than as independent tasks. (RS)

Building on a unit designed to help first graders adjust to the classroom environment, this teacher's guide for the second bilingual social science instructional unit includes material which expands the conceptual field of the child to the family. The Spanish-English guide presents instructional and assessment activities for kits five through eight. The guide outlines the focus, objective, and materials needed for each activity. The kits focus on (1) who the child is--concepts of interdependence, values, cooperation; activities about nuclear and extended family, division of labor, roles, and love; (2) the child's needs and wants--concepts of tradition, causality; activities about basic family needs, home environment, cultural background; (3) the child's resources--concepts of power, conflict, differences; activities about family interaction, characteristics, roles, traditions, and decision making; (4) the child's use of resources--concepts of time; activities about use of present, past and future time; impact of change on individuals, family, education, and cultural change. Content sources are open-ended stories, pantomimes, dramatizations, finger puppets, skits, improvisations, games, group reports, and visual aids. Also included are the assessment activities, criteria used to develop them, their focuses, and an indication of when they should be used. (RS)

To be used with the second unit of the bilingual social science program developed for grade one, these revised supplementary teaching materials and the ditto packet are designed to help the teacher carry out learning activities which center on the concept of the child and his family. A timetable for when these materials are to be used is given in the corresponding teacher's guide, which contains kits five through eight. The supplementary illustrations, intended to help stimulate oral language and conceptual development, include pictures for use in open-ended stories and for discussion and illustration, finger puppet and mask patterns, materials for games, and resources for various other classroom activities. The ditto packet, a small part of the total publication, contains visuals and individual student worksheets. The worksheets are to be presented under supervision rather than as independent tasks. (RS)

The social science strand of unit six for second graders expands the conceptual field of the child from the school as a community to the neighborhood as a community. Both instructional and assessment activities are featured in the four kits of this teacher's guide. Focus, objectives, and materials for each activity are given in English and Spanish, with teacher instructions only in Spanish. Instructional activities in Kit 21 deal with the basic concepts of interdependence, cooperation, values and societal control as the children identify occupations, the elements of a neighborhood, kinds of neighborhoods, and ways families contribute to the welfare of other community members. Kit 22 deals with tradition and causality as children identify old but useful things in the neighborhood, report on changes, and explore the cause-effect relationship. Kit 23 works with the concepts of conflict and differences as it makes the child aware that neighborhoods are composed of people who think differently and have different ethnic and cultural backgrounds. The child identifies ways groups settle differences and learns how minorities can influence the democratic process. Kit 24 seeks to make the child aware that he can initiate change as it studies the basic concepts of cultural change and modification. (DS)

Supplementary materials for unit 10 of the bilingual social science strand developed for grade three are designed to help the teacher carry out learning and assessment activities which focus on communities around the world. A timetable for when these materials are to be used is found in the teacher's guide for unit kits 37-40. Illustrations are to help stimulate oral language and conceptual development; and, there are ditto masters of worksheets for individual seatwork by students. The worksheets are to be presented under supervision rather than as independent tasks. Instructional aids included here are maps of Cuba, Mexico, and Puerto Rico; visuals for use with the story of the explorer Balboa; and worksheets on maps, cultural background, Balboa's life, natural resources of the countries, and elements of culture. All classroom materials are in Spanish. (RS)

Communities in the nation is the theme of this social science strand for Spanish-speaking third graders. Content sources in kits 29-32 are stories, games, interviews, visual aids, and the students' own experiences. Focus, objective, and materials for each learning and assessment activity are given in English and Spanish; detailed teacher instructions are in Spanish only. Activities focus on the elements, wants and needs, change occurrences, and results of change. Concepts dealt with are interdependence, cooperation, values, societal control, tradition, causality, power, conflict, differences, cultural change, and modification. Kits cover Spanish-speaking and other communities in the nation; similarities/differences in ethnic group values, customs, and interdependence; U.S. geography; occupations; use of natural resources; sources of income in communities; community problems/events, architectural differences; similarities of communities; comparison of four communities with given physical and economic environments--income sources, population density, power structures; effects on individual of environmental and technological factors; and influences of population mobility. (RS)

Designed for use with the teacher's guide to unit eight of the social science strand developed for grade three, these support materials for Spanish-speaking children include instructional aids for classroom use and worksheets for students which may be reproduced for individual seatwork. Worksheets are to be used under supervision rather than as independent tasks. The visuals and ditto masters are to help the teacher carry out both learning and assessment activities which focus on the unit's theme--communities which make up the nation. A timetable for the use of these materials is found in the guide for kits 29-32. The supplementary materials include maps, assessment sheets, and visuals to illustrate classroom stories and to be used with study about early inhabitants of the U.S., different types of architecture, occupations, interdependence in a community and among communities, and pollution. All classroom materials are in Spanish. (RS)

Expanding the conceptual field of the child from his neighborhood to the total community, this social science unit for Spanish-speaking third graders presents instructional and assessment activities in kits 25-28. Activities address four spiraling questions pertaining to the elements, wants and needs, change occurrence, and results of change. Focus, objective, and materials needed for each activity in the kits are outlined in English and Spanish; detailed teacher instructions are in Spanish only. Inquiry strategies in both cognitive and affective domains are used along with stories, games, visuals, a field trip, research on biographies, and the child's own experiences. Kits cover occupations; needs; human interaction; man/environment interrelationships; concepts of interdependence, cooperation, values, power, conflict, differences, societal control, tradition, causality, cultural change, and modification; community past, present, and future as reflected in landmarks; construction projects; traditional events; ethnic groups; universal social issues; cultural influence/persistence; adaptation; and natural resources. (RS)

The supplement and ditto packet to the social science strand of unit six for second graders contains materials for both group activities and seatwork for individual students. Based on the theme of the neighborhood as a community, the visual materials can be used to help stimulate oral language and conceptual development. Pictures of businesses, occupations, and types of neighborhoods are used to help students identify the elements of various neighborhoods. Other visuals aid in class discussions on changes, ethnic differences, group formation, and conflict resolution. The ditto packet contains ditto masters for making multiple copies of visuals and individual seatwork sheets. Written activities include matching occupation with job descriptions, multiple choice, fill in the blanks, and yes-no type questions. The written work is intended to be presented under supervision rather than as independent tasks. Language on materials for classroom use is in Spanish and the brief introductions to the supplement and ditto packet are in Spanish and English. Each kit within the unit is designed for a period of instruction of two to three weeks. (DS)

Designed for use with unit nine of the grade three social science strand, this supplement and ditto packet contains visual aids to help the teacher carry out the activities described in the teacher's guide to this strand. Seatwork for individual students as well as material for group activities is included. Language on materials to be used in the classroom is in Spanish, with brief introductions to the supplement and ditto packet in Spanish and English. Expanding the conceptual field of the child in terms of the nation as a community, the materials are used to underscore the concepts of interdependence, cooperation, societal control, traditions, cultural change, power, and conflict. Illustrations are provided to help stimulate oral language and conceptual development; some are designed to be cut out for manipulation for small groups and individuals, and others are full size to be left intact. Supplement pictures serve as visuals for class discussion of such topics as story content and feelings of the characters portrayed. Other illustrations show historical landmarks and changes in the physical environment. Maps are used to trace early exploration routes, show state locations, and identify earth zones. Written exercises include matching and fill-in-the-blanks type activities and are intended to be presented under supervision. (DS)

Instructional and assessment activities for grade 3 social sciences are presented in this teacher's guide to unit nine of the social sciences strand. Focus, objectives, and materials for each activity are given in English and Spanish, with teacher instructions only in Spanish. The unit expands the conceptual field of the child in terms of the nation as a community; each of its four kits treats a spiraling question and is designed for instruction of two to three weeks. Kit 33 examines who the individual is, as students learn about the territory explored and colonized by the Spanish and the historical backgrounds of states along with their resource, need, and income relationships. Kit 34 revolves around what the individual's alternatives are as students trace their ethnic backgrounds and study historical landmarks, events and traditions. Kit 35 questions how one can initiate change with looks at past and present conflicts. Kit 36 concentrates on what happens as a result of change as it compares past and present life styles and identifies the impact man and environment have on each other. Seatwork and group activities are presented. Content sources include stories, newspapers, maps, dramatizations, research work, group reports, guided discussion, and the child's own experience. (DS)

Communities around the world is the theme of unit 10 of a bilingual social science strand for grade three. Inquiry strategies in both cognitive and affective domains serve as instruments to reach objectives of learning and assessment activities in kits 37-40. Each kit focuses on one of the spiraling questions of who the individual is, what his alternatives are, how he can initiate change, and what the results of change are. Content sources are stories, U.S. and world maps, dramatizations, research work, group reports, guided discussion, and the child's experiences. Focus, objective, and materials for each activity are given in English and Spanish; teacher instructions are in Spanish. Kits cover the concepts of what being bilingual/bicultural means and of interdependence, cooperation, values and societal control; extended family values common to three ethnic groups (Mexicans, Puerto Ricans and Cubans); beginnings of Indians in America; concepts of tradition and causality; the Spanish explorer Balboa; other explorations; a child planned expedition; concepts of power, conflict, and differences; origin of customs; identification of cultural elements related to the historical background of the child's ethnic group; concepts of cultural change; and modification. (RS)

Helping first graders adjust to the classroom environment is the theme of the bilingual social science instructional unit. The Spanish-English guide presents instructional and assessment activities for four kits: (1) who the child is--concepts of interdependence, cooperation, values, societal control; activities for building self-confidence and clarifying self-image; (2) the child's needs and wants--concepts of tradition, causality; activities to help the child become aware of how use of available emotional, physical, and environmental resources may help him satisfy his wants and needs in the classroom; (3) the child's resources--concepts of power, conflict, tradition; activities where the child analyzes all aspects of given situations and offers possible solutions; introduction of map skills; (4) the child's use of resources--concepts of modification, cultural change; identification activities making the child aware of the physical and social environment and their interaction. Inquiry strategies in both cognitive and affective domains are utilized to reach the objectives. Content sources are the child's own experience, games, stories, interviews, visits to other classrooms, and dramatizations. Assessment activities measure knowledge of material and reinforce previous instruction. (RS)