CURRICULUM SUPPORT MATERIAL IN SOCIAL STUDIES

Teaching and Learning History with Creativity

Course Code SS 65 Course Title World History II
A study on the important events, individual and groups, movements, institutions, nations and eras from
Course Description ancient times to present. It provides a comprehensive overview of the development of nations, their
contributions and roles in shaping the world today.
Topic World War II
The students are expected to:
a) give details about the events happened in the occurrence of the World War II;
Learning Objectives b) create an output, project or oral presentation to show strong disposition against the effects of
wars and;
c) internalize the events of the war by showing empathy, respect for differences and understanding.
Learning Strategy Description and Objectives Target Audience Materials Needed
The Jigsaw strategy is a cooperative High School, College students Handouts with specific
learning technique that reduces racial contents
conflict among children, promotes better
learning, improves learner motivation, and
increases enjoyment in the learning process.

This strategy in classroom is based on

research and was invented and developed
in the early 1970s by Eliot Aronson and his
students at the University of Texas and
University of California.
1. Jigsaw
Objectives:
 The general objective of the
strategy is to give students a sense
of responsibility and control over
their own learning.
 Specifically, the students will be able
to develop expert knowledge of the
given topic;
 teach a given concept to other
students and;
 to improve listening, communication
and problem-solving skills of
 students.
Presentation Plan Assessment Strategies
1. The students are divided into 6-person jigsaw groups. FORMATIVE ASSESSMENT
2. Appoint one student from each group to be the leader.  Open-ended question that allows students to
3. Divide the topic into 6 segments. The segments are the subtopic express thoughts, assess feelings, and reflect
of the lesson.  Pen-and-Paper quiz to check on the acquired
4. In each group, assign each student to learn one segment by knowledge and comprehension of student
giving them handouts.
5. Give students time to read over the handout at least twice and SUMMATIVE ASSESSMENT
become familiar with it. There is no need to memorize the  Create an advocacy poster. Share this poster online
content of the handout. or with a peer and let them do the peer assessment
6. Form temporary “expert groups” by having one student from guided with rubrics.
each jigsaw group join other students assigned to the same
segment. Allow them to discuss the main points of their segment
and to rehearse the presentations they will make in their original
jigsaw group.
7. Bring the students back to their original jigsaw groups.
8. Ask each student to present his or her segment to the group.
Encourage the member to ask questions to clarify points.
9. Float from group to group, observing the process. If the groups
encounter trouble, make an appropriate intervention but it’s
best for the group leader to handle this task.
10. At the end of the session, give an assessment regarding the
material.
References
Aronson, E. (2000-2008). Jigsaw Classroom: Overview of the technique. Retrieved through https://www.jigsaw.org/ on March 14, 2020.

Aronson, E., & Goode, E. (1980). Training teachers to implement jigsaw learning: A manual for teachers. In S. Sharan, P. Hare, C. Webb,
and R. Hertz-Lazarowitz (Eds.), Cooperation in Education (pp. 47-81). Provo, Utah: Brigham Young University Press.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley
Longman.

Clarke, J. (1994). Pieces of the puzzle: The jigsaw method. In S. Sharan (Ed.), Handbook of cooperative learning methods. Westport CT:
Greenwood Press.

Muskingum College - Center for Advancement and Learning (CAL). (n.d.). Retrieved 2008, February 15, from
http://www.muskingum.edu/~cal/database/general/attention4.html. Retrieved on: March 14, 2020.

Slavin, R. E. (1980). Cooperative learning in teams: State of the art. Educational Psychologist, 15, 93-111.

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon. Tierney, R. (1995) Reading
Strategies and Practices. Boston: Allyn & Bacon.

Learning Strategy Description and Objectives Target Audience Materials Needed

It is a discussion technique that allows High School, College students Station Boards containing
students to be actively engaged in the question, pictures, texts or
topic as they walk throughout the quotations.
classroom. Because this strategy requires
students to physically move around the
classroom, it can be especially engaging to
kinesthetic learners. For teachers or
instructors, it’s a flexible way of to gauge
the depth of students’ understanding of
2. Gallery Walk particular concepts and to challenge
misconceptions.

Objectives:
 The students will be able to examine
historical documents and pictures;
 discuss and exchange thoughts with
their peers and;
 to create conclusions from the
evidences that they examined.
Presentation Plan Assessment Strategies
1. Preparing the Station Boards DIAGNOSTIC ASSESSMENT
Select 5 to 6 questions (depending on the class size) that cover the  Misconception check. Present the students with
topic. Select pictures, historical text/documents, quotations that common misconception about a concept
might be included in each question. For maximum participation, regarding the topic. Ask them if they agree or
students may be allowed to prepare the station boards with the disagree
teacher’s guidance on what might they include in their board.
2. Group the students according to how many station boards are
prepared.
3. Display the station boards around the classroom. Make sure that it is
 labeled with its station number and it should be displayed in a FORMATIVE ASSESSMENT
“gallery style” that allows the students to be dispersed around the  Introspection. Ask students about their feelings for
classroom to reduce crowding. Stations boards may be hung on the topic or making the questions personalize like “if
walls or placed on tables. you were there during that time…”
4. Explore the Station Boards. Each group will start at a different station.  Peer instruction. Let the students teach or explain
At the first station, groups will read what is posted and one recorder concept. It teacher learning responsibility,
should write the group’s responses, thoughts and comments in a communication, organization and leadership skills
post-it note to be posted in the station boards as feedback. For to the students.
individual student accountability, they may also record their own
responses on their notebook or worksheet. SUMMATIVE ASSESSMENT
5. Rotate. After 3-5 minutes, have the groups rotate from the next  Unit Test. Assesses the over-all competencies of the
station. Students read and discuss the previous group’s response students.
and add content to their own. Repeat until all groups visited each
station.
6. Monitor. As the facilitator, circulate around the station, clarify
questions, gauge student understanding, and address
misconceptions. Write down misconceptions and lapses that
students encountered and address these problems before the end
of exercise or when it’s time to debrief the activity.
7. Debrief the Gallery Walk. Discuss problems or misconceptions that
students encountered. Students are also asked to share information
that they collected in each stations and to draw conclusions from
what they learned.
References
https://serc.carleton.edu/introgeo/gallerywalk/what.html. Retrieved on: March 28, 2020

https://www.facinghistory.org/resource-library/teaching-strategies/gallery-walk. Retrieved on: March 28, 2020

http://www.theteachertoolkit.com/index.php/tool/gallery-walk. Retrieved on: March 28, 2020

Learning Strategy Description and Objectives Target Audience Materials Needed

This is a strategy that provides a quick and High School, College students Video/Picture/Text
straightforward way for the students to DLP, Speakers for video
3. S-I-T (Surprising, demonstrate their engagement with a text,
Interesting, Troubling) image or video. As the students complete
an S-I-T activity, it can be an effective way
to help them prepare for a class discussion
 in which everyone have something to
contribute.

Objectives:
 The students will be able to freely
react to a stimuli they have seen,
watched or heard;
 to be able to handle their emotional
intelligence after reading, observing
or watching;
 to share their thoughts and emotions
regarding the topic.
Presentation Plan Assessment Strategies
1. Choose a text, image or video that you expect students will find FORMATIVE ASSESSMENT
engaging and will want to discuss after reading or watching.  Exit Tickets. It is a simple yet effective formative
2. After reading, watching or observing the stimulus, ask the students to assessment technique that allows the students to
identify the following: deposit small pieces of paper or index cards with
 1 Surprising Fact or Idea an accurate interpretation of the main idea of the
 1 Interesting Fact or Idea topic.
 1 Troubling Fact or Idea SUMMATIVE ASSESSMENT
3. Give students an opportunity to share and debrief their S-I-T  Info-graphic. Create a graphic presentation with
responses, either in pairs or as a class discussion. Or collect their facts about the events happened in World War II. It
responses and read them to find out how students are feeling about should be eye-capturing and cultivates a sense of
and understanding the material presented in class awareness about the harmful effects of war on
viewers.
References
https://www.facinghistory.org/resource-library/teaching-strategies/s-i-t-surprising-interesting-troubling. Retrieved on: April 14, 2020

https://wabisabilearning.com/blogs/assessment/5-great-formative-assessment-strategies. Retrieved on: April 14, 2020

Prepared by:

SHEINA ANGELLI P. SADURAL