Social Studies Techbook - World History (Prehistory-Present)
Core Code Alignment
Social Studies
Other Social Studies
09090000010: Social Studies (Grade 6)
Other Social Studies
09090000010: Social Studies (Grade 6)
Recommendation
Recommended Limited
Evaluation
The Discovery Education Techbook provides a good overview of information about the topics in World History, many good extension activities, many professional development resources, some engaging classroom activities, a solid reference encyclopedia, Spanish translations of assessments, and a good number of written test prompts. This source is designed like a digital textbook. The contents section is straightforward and aligned to the state standards. The reading level is not difficult and the platform is more user friendly than other online resources. I would recommend this resource over some of the other ones that are out there especially the purely online article data bases where teachers have to create their own "text". However this is indicated for 6th grade and World History is taught in 10th grade. There is more breadth than depth in the material. Teachers could rely on this source for a primary guide but need to supplement with more rich content readings. The additional resources are good and there is a great video clip section aligned with each topic.
Educators Using These Materials
No educators found.
Rubric : Generic
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| The content addresses each of the state standards. There is breadth just not depth. The level of coverage is somewhat minimal for a High School Course. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| There are many types of materials that enhance the learning such as videos, images, learning guides, glossary terms, and encyclopedia articles. Students could explore on their own, however it would be up to the teacher to guide the extension activities. | ||||||
| Navigation | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| This resource is user friendly and easy to navigate through. Concepts and activities can be assigned in the platform itself or shared to Canvas, Teams, Schoology, and Google Classroom. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | The design of the material is ADA-compliant and can be utilized by all students. In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. The material contains modern, up-to-date, and relatable visuals, including diverse groups of people. | In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. | In physical terms, this material is fragile in construction, and provides limited tactile experiences for students. | In physical terms, this material is designed to be disposable and temporary. | ||
| There are several different types of resources included. Extensive discovery Education video library, images, primary and secondary sources and learning guides. | ||||||
| Technical Standards | The material goes above and beyond meeting all the technical standards, ensures student data privacy is safeguarded, and can be easily installed or accessed without technical assistance. Licensing information is clearly stated in the description. | The material meets all the requirements of federal and state laws, along with the accepted technical standards (ISTE Standards and VPAT Compliance). Additional technical specifications and limitations, including hardware requirements, bandwidth demands, student data privacy, and software/ web access restrictions, are adequately noted in the description. The design of the material allows for error-free installation or access without purchasing additional components. | The material is limited by specifications requiring additional materials, technical assistance, hardware, software, or infrastructure. Student data privacy could be at risk. Resources within the material end after a trial period. | Student data privacy is at risk. | ||
| The material is easily sharable to the different learning platforms such as Canvas, Teams, Schoology, and Google Classroom used throughout the state. | ||||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | The material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. The material can be utilized by diverse learners (not customizable). | The material has some features adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners. | The material is not adaptable or easily incorporated into various educational settings or with various diverse learners. | ||
| The material can be shared with different learning platforms such as Canvas, Teams, Schoology, and Google Classroom as the original reading or as pdfs. You can also share the videos this way too. This way a teacher can link the resources right to Canvas without having to have students log into another learning platform. Material can be translated into a read aloud Spanish. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Instructional Support | The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: -Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. Furthermore, this material has content that can be problem/project-based, with incorporated skills and concepts that are integrated with all disciplines equally to support student sense-making. (Transdisciplinary/ Interdisciplinary Content Integration) | The material provides some examples to educators of ways to deliver instruction. It contains a few of the following: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. | The material contains limited instructional support on using the material with diverse groups of students, various skill levels, and student needs. | The material does not provide instructional support or examples for the educator. | ||
| This resource provides adequate instructional support in some areas. While there is Spanish translation, there is little to help ELL students besides a few simple ELL graphic organizers. Most learning resources are identified as being for 6-8 grade, while World History is a tenth grade course. ELL resources, for example, employ untranslated instructions at a lower grade level, while non-marked ELL assignments are leveled 6-8 and 9-12. All resources for activities, etc. are embedded in pdf through a document reader. Activities marked as “PDF Activity” do not appear to be submitted or edited by students via the resource, and resources are instead provided as printable PDF’s. PDFs could be liked to Canvas and made fillable. Teachers can edit the PDFs. Activities include both a lesson plan and student worksheets. One of the best benefits may be that each topic section includes a “Model Lesson,” essentially a unit lesson plan with vocabulary (and definitions), objectives, activities, and resources. There is also an assessment builder and quiz section. When students click on a video the page they are taken to includes sections for "More Educational Resources like this" and "More Videos Like This." | ||||||
| Supplemental Resources | The material provides a wide variety of supplemental resources that are evidence-based and are linked to real-world circumstances and current events. | The material references numerous available supplemental resources. | The material references some available supplemental resources. | The material does not refer to any supplemental resources. | ||
| There is a section for each topic that includes supplemental resources that offer students in choice in learning more. The textbook provides a variety of supplemental resources for students that could be used as extension activities, such as the index that encourages further exploration. Teachers also are given supplemental videos on how to teach instructional strategies such as Point of View and Summarizing. It also includes Educator Supports that include professional development from Discovery Education, including “English Language Learners," Social-Emotional Learning,” “Digital Citizenship," "Literacy,” and others. There is a Global News link that provides current events for k-5, 6-8, and 9-12 students in addition to an Atlas and a Whiteboard. When students click on a video the page they are taken to includes sections for "More Educational Resources like this" and "More Videos Like This." | ||||||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards, Personalized Competency-Based Learning, and Universal Design for Learning. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The assessments are ADA-compliant. | The material contains summative assessments aligned with Utah Core Standards with few interventions and is ADA-compliant. | The material contains a limited number of assessments without intervention strategies but is ADA-compliant. | The material does not provide assessment materials. | ||
| The resource offers few assessment capabilities, with only fairly simple formative quizzes and a collection of basic essay prompts for each chapter. There is an assessment development section. The teacher would need to design further assessment strategies that align with district priority skills. | ||||||
Culture of Learning and Belonging
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and is in compliance with all relevant federal and state laws, rules, and regulations, as listed in the next “2-Adequate” section for this item. Furthermore, this material focuses on shared identity and includes the unique characteristics & cultural differences of students in Utah. (53E-4-204.1) This material supports civic and character education. (53G-10-204) | This material is neutral and is in compliance with the laws, rules, and regulations below: -It can be used by all students regardless of sex, race, religion, sexual orientation, gender identity, or membership in any other protected class, such as ethnicity, or disability, as described in (R277-328). -This material supports educators to be in compliance with (53G-10-202.4), where they may not use their positions to endorse, promote, or disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint. -The material is free from discrimination and does not support stereotyping of character traits, including hard work ethic. (53G-10-206) -It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards. | This material may be interpreted as biased. Or promoting advertising, e-commerce, or political interest. Or maybe considered to regard or treat some groups unfairly. | This material does not comply with federal and state laws, rules, and regulations. This material is biased and favors a point of view that may be distracting to the educational experience of students. | ||
| The material is straight forward. There is a broad range of primary and secondary resources. | ||||||
| Cultural Awareness | This item has not been graded. | |||||
| Inclusive Components | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807