Taught by Christy Keeler, Ph.D.
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Adjunct Materials
Objectives:
- Describe and evaluate adjunct educational materials for their usefulness in social studies classrooms.
- Identify means of randomly pairing students using social studies content.
- Evaluate and provide constructive recommendations for elementary-level social studies-themed units.
- Develop social studies-themed unit plans for elementary-level students.
- Computer with DVD player and lecture
slides
- Word/Definition cards
- Adjunct Materials Evaluation Form (1 per student)
- Unit
Outline Peer Evaluation Form (3 per student)
- "Shot Heard Around the World" video (Schoolhouse Rock)
- Timer
- Dry erase markers
- White sheet
- Examples of trade books, reference books (e.g., atlasses), globes, posters, social studies related "toys" (globes, LeapPad, and Leapster), computer games (e.g., "GeoBee"), social studies board games (e.g., Life), primary documents, baseball cards, DVDs, kits (e.g., "Suitcase for Survival," BizWorld Kit), curriculum resources (e.g., Teaching Tolerance's materials), music CDs, and pillows/blankets/quilts
Before class, set out a wide array of adjunct materials and resources useful in K-8 social studies classrooms. Cover these with a large sheet so students do not know what they are until later in the lesson.
Have students sit in groups from the previous sessions' activity.
Guided
Practice: Evaluating
Adjunct Materials — Schoolhouse
Rock (“Shot Heard Around the World”) (20 minutes)
Give each student an evaluation
form. Show the Schoolhouse
Rock video titled “Shot Heard Around the World.” Following the
viewing, have students independently complete their evaluation forms.
Ask:
Ask:
- How would you evaluate this video? What did you like and dislike about the video?
- When and how might you use the video within the social studies curriculum (e.g., grade, unit)?
Opening
(5 minutes)
- Review daily objectives.
- Review daily outline.
Ask students:
Ask students:
- What is adjunct material?
- What types of adjunct materials are available for social studies instruction?
Ask students:
- What are the pros and cons of using specific pieces of adjunct material?
- How would you evaluate the instructional usefulness of
materials?
Explain to students that part of
planning thematic units includes identifying instructional strategies
for each day and evaluating the quality of the resources available to
enact those strategies.
Word/Definition Activity (10 minutes)
Provide each student with a card
listing either the title of a class reading or a quote from those
readings. Inform students that the
objective is to find matching cards. For instance, one card may read:
“Burr et al.,” while another has the quote: “Social studies is a
schizophrenic bastard child.”
As students find their match, they are to write the matching names/phrases on the board and help other students find their matches. They should learn the names of their partners sit with two sets of pairs (creating a group of four). Students should take out their draft unit plans.
Once all matches are complete, ask:
As students find their match, they are to write the matching names/phrases on the board and help other students find their matches. They should learn the names of their partners sit with two sets of pairs (creating a group of four). Students should take out their draft unit plans.
Once all matches are complete, ask:
- “Under what circumstances would you give an activity such as this?” Answers may include:
- To randomly pair students
- To determine if students are reading the material
- To get students moving around and communicating (perhaps with other students they do not know)
- “How could this activity be modified for use in elementary social studies classrooms?” Answers could include:
- Students could be asked to match definitions and words, names and short biographies, or events and facts.
Hand out three Unit Plan Peer
Evaluation Forms to each student. Provide each student an
opportunity to present his/her unit
plan to the small group. Following the presentation, students will
receive suggestions
from their group members. Each student will each have five minutes to
present
and get feedback on their individual units.
After all students have had their units reviewed, tell students that by knowing what others are working on, they should keep out a watchful eye for resources that may assist each other.
After all students have had their units reviewed, tell students that by knowing what others are working on, they should keep out a watchful eye for resources that may assist each other.
Closing (5 minutes)
- Review daily objectives and outline.
- Assign readings and remind students to complete their reading synopses/syntheses.
- Remind students that their unit plans are due on the unit planning form in one week.
- Review this lesson plan, the associated lecture slides, and lecture audio.
- View the Schoolhouse Rock video titled “Shot Heard Around the World." Then, evaluate the video using this evaluation form. Next, answer the following questions using a bulleted format:
- What did you like and dislike about the video?
- When might you use the video within the social studies curriculum?
- How might you use this video within a unit or lesson?
- Construct a matching card activity to use with students in a K-8 social studies classroom that reinforces content by randomly placing students in pairs. See the word/definition activity for instructions, an example, and suggested content.
- Have one pre-service or in-service teacher review your unit
plan using the unit
plan peer evaluation form.
Homepage: Christy Keeler