Social Studies Textbook Evaluation Form



Social Studies Textbook Evaluation Form

|Evaluator: Katie Allers |

|Textbook Title: Meet Michigan |

|Textbook Author(s): David B. McConnell |

|Publication Date/Edition: 2009/1st? |

|Publisher: Hillsdale Educational Publishers, Inc. |

|Intended Grade Level(s): 3rd |

Overall description of the textbook:

This 3rd grade social studies textbook teaches all about Michigan. In the first chapter, we learn the very basics of Michigan, including learning the shape of Michigan and symbols. In the second chapter, we learn about the original tribes to Michigan. In chapter three, we can learn about the fur traders and the French. Chapter four describes Michigan’s becoming a state. In chapter five the reader can see Michigan growing, especially with farming, logging, and mining. Chapter six is all about present day Michigan. In chapter seven we learn about the government of Michigan. Finally, chapter eight covers public issues facing Michigan citizens, including using the Great Lakes.

Each chapter has 3-7 lessons, and each lesson contains its own opening section that may include things like People to Meet, Words to Welcome, Thinking Like a Historian, When was it?, Ideas to Explore, Places to Discover, along with a few others. These pages help you to see what is coming for each lesson, and what objectives you should be meeting for learning. It’s a great place for kids to preview the book.

List and describe all materials that accompany the textbook.

| |Material Type |Description |

| |Teacher’s Edition | |

| |Student Workbook | |

| |Parent Materials | |

| |Materials for ESL/ELL Learners | |

| |Materials for Students with Special Needs | |

| |Audio Media | |

| |Video Media | |

| |Software | |

| |Online Media | |

| |Test Banks | |

| |Blackline Masters | |

| |Transparencies | |

| |Other |Worksheets accompanying CD. |

Assign a numerical score for each statement below. Use the space beside each statement to provide additional comments.

SCORING: 4=excellent; 3=good; 2=adequate; 1=poor; 0=unacceptable/nonexistent

Practical Considerations

|Score |Element |Comments |

|3 |The textbook is clearly organized. | |

|4 |Table of contents and index are clear and expansive. | |

|4 |Units/chapters/sections are of acceptable length for target | |

| |audience. | |

|4 |Page design includes ample white space and acceptable | |

| |backgrounds. | |

|4 |Graphics are clear and accurate. | |

|4 |Appendices are accurate and easy to use. | |

|3 |The book is attractive. | |

|2 |The size of the book is appropriate. |Seems pretty huge for a 3rd grader |

|4 |The book appears durable. | |

|4 |The textbook integrates National Council for the Social Studies |The author is a member of the association, so I’m |

| |Standards. |assuming he integrated! Themes are included |

| | |throughout. |

|4 |The textbook offers clearly stated goals or objectives for each | |

| |chapter. | |

|4 |Provides up-do-date maps, illustrations, and topical discussions.| |

Target Audience

|Score |Element |Comments |

|4 |The content is age appropriate and sensitive to the | |

| |developmental level of the target audience. | |

|4 |The layout and writing style appeal to the target audience. | |

|3 |Topics appeal to students at the targeted grade level. | |

|3 |Explanations are clear and delivered in a manner understandable |I feel like there should be more clearly stated |

| |to students. |definitions when words, names, or places are bolded.|

| | |Students are pretty young to be using inferences of |

| | |what is in surrounding sentences. |

|3 |The text would be enjoyable for students and teachers to read | |

| |and use. | |

|4 |Reading level is age-appropriate. |Pretty close. Got a 3.3 in the readability in Word.|

Content

|Score |Element |Comments |

|3 |The amount of material addressed in each chapter is reasonable. |Seems like a lot to digest, even if content is age |

| | |appropriate. |

|4 |Content material sequencing is logical. | |

|3.5 |Content sequencing provides for review of prior knowledge and |Looks like the “Think about it! Write about it!” area|

| |connections to new knowledge. |reviews information at the end of sections. Also |

| | |includes encouraging further student research or |

| | |opinion discussions/writing ideas. |

|4 |Content information is accurate. | |

|4 |Examples are contextualized, authentic, and "real-world." |Many “Take a Stand!” activities in the chapter |

| | |contain real-life problems and scenarios that are |

| | |going on right now. |

|3 |Content offerings provide depth to individual topics. |A lot of topics, not always in depth. |

|4 |Content offerings provide breadth across the curriculum. | |

|4 |Interdisciplinary relationships are obvious. |Other subjects integrated: |

| | |Writing: |

| | |Example=Write a pen pal in another state telling |

| | |about Michigan. (1-1) |

| | |Science |

| | |Learn about state tree, fish, how the Petoskey stone |

| | |came to be, state reptile, state game, what a fossil |

| | |is, Mastodon bones (1-2) |

| | |Learn about climate, lake effect, glaciers |

| | |English/Poetry |

| | |Talks about song/poem to look at (2-4) |

| | |Cause and effect (4-2) |

| | |Math |

| | |Story problem with trade (3-2) |

| | |Working with timelines (many lessons) |

| | |Charting Michigan’s population growth (5-4) |

| | | |

| | | |

| | | |

| | | |

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|3 |Content addresses each of the NCSS Standards thematic strands. | |

|4 |Provides a balanced perspective of history and culture. | |

|3 |Provides suggestions for diversified activities. | |

|4 |Assessment extends beyond lower cognitive taxonomic levels. | |

|4 |Includes non-traditional assessment methods. | |

Cultural Appreciation

|Score |Element |Comments |

|4 |Myriad cultures are represented. |Many countries are represented with the fur trade and|

| | |explorers. A huge part of chapter 6 explores |

| | |ethnicity and heritage. |

|4 |Images represent individuals from multiple cultural | |

| |backgrounds. | |

|2 |Images represent individuals from both genders in equal roles |Women are showcased, but not until later chapters. I|

| |of power and authority. |found showcases of Sojourner Truth, Madeline |

| | |LaFramboise, a female fur trader. Pictures of |

| | |generic people are a balance of male/female. |

|0 |Images represent individuals with and without handicapping |Did not see 1 handicapped individual. |

| |conditions. | |

|4 |Text encourages cultural appreciation. | |

|4 |Content coverage is unbiased. | |

|Major strengths of textbook: |

|The book is very colorful and fun to look at |

|The book is age-appropriate |

|Showcases Michigan history well, and does it in an engaging, narrative fashion |

|Different cultures are celebrated |

|Reading level is appropriate |

|GLCEs outlined each lesson |

|Integration of many other subjects |

|Lessons aren’t overwhelmingly long for a 3rd grader |

|Major weaknesses of textbook: |

|Altogether too big…not sure you’d get through it |

|Just use it as a resource |

|Too many concepts in every chapter |

|No handicapped people are shown |

|There were no chapter summaries or reviews, which I think is a huge problem. Each lesson just jumps from the next lesson, and will |

|transition into the next chapter without you knowing. I think kids could get really confused by this. |

|Not a lot of expressing various viewpoints…example, when the French fur traders come, just purely American point of view |

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GLCEs and Objectives

At the start of each lesson, Michigan Social Studies GLCEs are listed in the bottom left corner. I went to the GLCEs that were listed in a particular lesson, 3-1, to see how well they fit. In 3-1, things learned about should be opportunity cost, scarcity, French, traders, and France. While you read, you are supposed to be thinking of the following question: “How did life change for Michigan’s tribes once they started trading furs with the French?” Let’s see how they did.

I listed out all the GLCEs and went through them. The chapter lays out the information in somewhat narrative fashion. At the end, there are things like Think About it. Write About It!, Brain Stretchers, and Think Like an Economist. Even with activities like this, not all of the GLCEs were addressed using the higher order thinking skills that were written. Therefore, as teachers, using this book needs to make us realize that the GLCEs will not be covered simply by reading the chapter and doing the sample questions the book gives. We have to take the information presented, and fashion it to the GLCEs. No book will be able to cover all the GLCEs, but I think the book does a good job of giving the information you would need to complete each of them.

3 – H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)

3 – H3.0.3 Describe the causal relationships between three events in Michigan’s past (e.g., Erie Canal, more people came, statehood).

3 – H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.

3 – H3.0.6 Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan.

3 – H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood).

3 – E1.0.1 Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan.

3 – E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic development (e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile manufacturing, and furniture making). (H, G)

3 – G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate environment.

3 – G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). (H)

3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.

3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. (H)

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