Return to Social Studies Module Overview

Title:  Print and Computer-Based Tools for Social Studies Research and Lesson/Unit Planning

Context:  Two 75-minute class sessions are needed for this module, one of which requires use of a web-capable computer lab/classroom. It is one necessary prerequisite for the lesson and unit planning assignments.  Addresses ISTE Basic Technology Standards 1.2.7, 1.3.1, 1.3.3., 2.3.2, 2.3.3.  Addresses NCSS Pedagogical Standard 6.

Description:  This module introduces students to a range of print and computer-based resources useful in curriculum planning and their future pupils’ research in social studies subjects.  Activities include a tour and demonstration of library resources, as well as small group work in planning use of computer-based materials for instruction.

Learning Goals and Objectives:
 

• Be able to access and use effectively library print and electronic searching tools while conducting research in social studies subjects.
• Be aware of and able to locate social studies texts in the print-based curriculum materials collection of the Education Library.
• Be aware of and able to locate social studies CD-ROM programs in the computer materials collection of the Education Library.
• Understand the importance of balance between print and electronic materials in teaching social studies.
• Practice use of important social studies web sites useful in planning lessons and units.

Bookmark and browse the following core social studies web sites:

Ask ERIC National Education Database
http://ericir.syr.edu/

Fred Risinger’s Social Studies Sources
http://education.indiana.edu/~socialst/

History/Social Studies Web Site for K-12 Teachers
http://www.execpc.com/~dboals/boals.html

Library of Congress: American Memory
http://lcweb2.loc.gov/ammem/

Historical Text Archive:  History of the United States
http://www.geocities.com/Athens/Forum/9061/USA/usa.html

The White House (Executive Branch Information)
http://www.whitehouse.gov/WH/Welcome.html

Library of Congress:  Thomas (Legislative Branch Information)
http://thomas.loc.gov/

Congressional Quarterly
http://www.cq.com/FreeSites/freesites.htm

National Geographic
http://www.nationalgeographic.com/main.html

U.S. Census Bureau:  Map Stats
http://www.census.gov/datamap/www/index.html

Major Learning Activities:

Tour and Use of Education Library Print and Electronic Resources.   The Education Librarian or one of his staff should lead or participate equally in this activity.  One of the emphases should be upon the balance between print- and electronic-based materials in research and lesson creation.  The tour should include the following:

Identification of the social studies textbook and other print materials in the collection.  Examples in at least three subject areas should be used in demonstrating the range of the collection and how to access it:  U.S. History, Government, and Geography.

Identification of the print reference section and some key social studies-related titles, such as:

   Almanac
   Encyclopedias
   World Geographical Encyclopedia
   Statistical Abstract of the U.S.
   Curriculum Standards for History, Civics, etc.

Identification of the periodical sections, including both bound and unbound (current) titles.  Point out important social studies journals, including Social Education and The Social Studies.

Identification of the CD-ROM social studies titles available in the library, how to access them, check them out, and where to use them.  The teachers’ manuals and other related print materials should be emphasized.

Introduction to the range of bibliographic database search engines available in the library, including the on-line catalog and:

   Academic Search Full TEXT
   Anthropology Literature
   Congressional Masterfile
   Econ Lit
   ERIC
   Newspaper Source
   PsychInfo
   SocioFile
   U.S. Government Periodicals Index

Use of Web Sites as Research and Lesson Planning Tools.  Note:  This class session requires the use of a web capable computer classroom.  The first part of the session might be done at the end of the library tour above, with small groups formed,  their content identified, and the task specified so that there might be some work done before the next class, or at least more time could be spent in small group brainstorming and reporting/discussion.

Instructor can model one specific lesson/unit activity idea taken from a web site in the list above, or using one not listed there to avoid overlap with the small group work.  Modeling should include a brief report/demonstration of the kind expected from each small group.  This should be done quickly, in about 5 minutes.

Using the list of social studies web sites from above, small groups of students work on either U.S. History, Government, or Geography sites in brainstorming the outlines of at least three different lesson/unit activities.  These activities should use one or more of the web sites, incorporate the principles of engaged learning, and relate to one or more social studies curriculum standards.  This work should take about 40 minutes.

Each small group should make a report/demonstration of their best idea of the three they came up with.  After each report, another group should give a brief critique of the ideas, using the following as criteria:

• Use of one or more specific features or information sources of the web sites
• Use of principle of engaged learning
• Relation to at least one social studies standard or Indiana state proficiency

Assessment:

The short term performance assessment for this lesson will be based on the reports from small group work, and success will be judged based on the extent to which the groups were able to create lesson or unit activities with the following components clearly evident (both instructor and students are judging):

• Use of one or more specific features or information sources of the web sites
• Principle of engaged learning
• Relate to at least one social studies standard or Indiana state proficiency

Resources:

See list of core social studies web sites in "Student Preparation Prior to Class Sessions" section above

Instructor Reflections After Teaching the Module: