History and Government: How does a teacher use the collateral materials in the teaching of History and Government.

CHAPTER THREE

3b iii). Explain how a teacher can implement the use of the collateral materials in the teaching of History and Government.

How to use collateral materials in history teaching and learning

For effective use of collateral materials the history teacher needs to be very careful in selecting the relevant material. This is because most of the material available is addressed to adult readership and also to the wider public rather than the schools. Furthermore, the teacher should read and digest the material to determine what will be useful for the learners.

While the learners may be keen to search for information by themselves, they may not know what exactly they need: what sources to consult and how to go about processing the information.

They may not also be able to understand available, useful but difficult materials partly due to their limited language capability and partly due to lack of supportive knowledge. To overcome these problems the teacher should do the following:

  1. Survey the available reading first to evaluate their suitability
  2.  Identify a theme on which to focus reading.
  3. Prepare a series of focused questions to enable learners to know exactly what they are required to extract from the readings.
  4. Evaluate learners’ answers to determine which areas need further attention.
  5. Display on the bulletin board some newspaper cuttings, showing some historical or current information, photographs, and illustrations, These could be mounted in a book later or filed for future reference.
  6. Prepare relevant notes such as vocabulary and actual information to be stressed
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