Main Core Tie
Social Studies - 2nd Grade
Students will learn how to handle grievances without getting angry or using violence.
For each group:
- Listen Buddy, by Helen Lester; ISBN 0-590-21236-2
- Me First, by Helen Lester; ISBN 0-590-87923-5
- Somebody Loves You, Mr. Hatch, by Eileen Spinelli;
- Bootsie Barker Bites, by Barbara Bottner; ISBN 0-440-83070-2
- Timothy Goes to School, by Rosemary Wells; ISBN 0-440-84053
- Nosey Mrs. Rat, by Jeffrey Allen/James Marshall;
- Hooway for Wodney Wat, by Helen Lester; ISBN 0-590-212356-2
Background for Teachers
Students should realize that the choices they make in their lives affect
others. They should understand that relationships need strong values, and
that there are other ways to handle grievances besides being angry or
Intended Learning Outcomes
1. Demonstrate a positive learning attitude.
2. Develop social skills and ethical responsibility.
3. Demonstrate responsible emotional and cognitive behaviors.
Invitation to Learn
Would you like to be in charge and make important decisions? How
would you like to be rich? Would you like to have great adventures?
Would you like to be powerful and a strong leader? Today we are going
to do all these things in a pirate activity.
- Divide the class into
groups of six to eight. (Situations may
include Pirate’s ship, cowboys, pioneers, pilgrims, settlers,
trappers, astronauts, space station, or an underwater city.)
- Give each
group a container filled with gold coins, Character
Cards, a deck of Water and Food
Cards, a deck of Situation
Cards, a deck of Plunder Cards, a deck of Code
of Conduct Cards, and a deck of Curse You Cards.
- Each student selects a Character
Card. This card tells them
who they are and what their characteristic traits are. (Always
include the Captain card when playing. Other character cards
may be set aside depending on the number of players.)
- Each student is given
five gold coins, three Water Cards and
three Food Cards to begin the game. Gold coins may be
exchanged for two Water or Food Cards.
- Place the Character
Card in front of you.
- The Captain draws the first Situation Card and follows the
instructions on that card.
- Players only pay other players when instructed
on the card. All
other “bounty” is put back into the container.
- Play continues
to the Captain’s left until all cards have been
turned over, or until time expires.
- After the game has ended, each player
counts their coins and
Food and Water Cards.
- Compare what the other players have to
your own “bounty.”
- The teacher instructs the Captains to take
all the treasure from
- Captains then either keep it all for themselves, or divide
however they’d like.
- After each team is finished, the teacher opens
the Treasure Map
- If the captain kept all the treasure for himself, everyone on
ship died, including the Captain, because he can’t sail the ship
- If the Captain shared part of the bounty, the crew didn’t
enough strength to get the treasure back to the ship. They
made it half way back and then couldn’t row anymore. The
rowboat was too heavy to move, so they had to tip the treasure
out of the rowboat into the depths of the ocean.
- If the treasure was
divided equally, everyone wins because
each person had enough strength to find the treasure and bring
it back. They split it equally and then were able to buy an
island and build a lovely community where they all lived
happily ever after.
- Using the Content
Venn Diagram, Content Flow Chart,
Content Web, lead a class discussion highlighting the objectives
of this Content Standard.
- How living on a pirate ship is similar to living
in a community
and how it is different.
- Why rules are important in a community and what
happen if there were no laws.
- How cooperation and sharing play an important
working with others.
- How the Captain’s choice affected each player.
- How to handle
conflict and come to a peaceful resolution.
- The teacher may need to assist
students who require assistance in
reading the cards. It may be necessary to place the students in
close proximity or have parent helpers, aides, or a peer tutor help.
this game by first giving no instruction and no cards.
Explain there is gold, food, and water in the middle of the table
and students may do whatever they like. After the initial
confusion, stop and explain why rules are important. We need
guidelines in our schools, families, and communities, or all we
have is chaos.
- Make a list of qualities you want in a friend and then a list
your own qualities that are valuable in a friendship. Read Listen
- Create a character charm booklet. On each page write a
trait you feel is important in a family setting.
- Show how a community has
grown by designing a flow chart
showing the student's grandparents, parents, and children in each
family. Discuss what changes would need to be made if all of
these people stayed in one community (e.g., more homes, more
water needed, more stores, wider roads, larger landfill, etc.).
- As a family, discuss ways that
each member can help make the
family unit stronger and make a Family Code of Conduct.
- Visit areas of the
community and find older buildings and
compare them with newer structures.
- Write a Pirate’s Code of Conduct listing rules and consequences,
both positive and negative. Compare the lists from each group
and compile them into one final document.
- Write a Classroom Code of Conduct.
Display these rules on a
poster in the classroom and print a smaller copy to send home
- Give students situations that happen in daily life and ask
write the correct response to solve each problem (e.g., What
should you do if you find a wallet on the ground outside a store?
What should you do if your parents ask you to clean your room?
What should you do if someone is making fun of another
person?). Type these up and display them.
- Have students design a brochure
encouraging people to come and
live in or visit their real or imaginary community. They should
focus on the positive strengths of their area.
- List reasons why solving problems
calmly is an effective way to
work through conflicts.
Gentner, D., Markman, A.B. (1994). Structural alignment in comparison: No
difference without similarity. Psychological Science,
Researchers have found identifying similarities and differences to be
basic to human thought. Indeed, they might be considered the "core" of
Potts, B. (1994). Strategies for Teaching Critical Thinking. ERIC Clearinghouse
Assessment and Evaluation (ERIC Identifier ED385606). Retrieved February
Problem-finding is an excellent group activity, particularly if two or
more groups work on the same task independently and then come
together to compare strategies. In this way, each student has the benefit
exposure to several ways of solving the problem.