standards in action history

8/8/2019 Standards in Action History

1/4

Action Example TemplateCREATEDBY: DANIEL A. SABOLSCHOOL/LOCATION: PURCHASE, NY

GRADE: 9TH

LIBRARY CONTEXT: Combination

Multiple lessons in a unit

COLLABORATION CONTINUUM: Moderate

CONTENT TOPIC: The Revolutionary War

ESTIMATED LESSONTIME: 3 WEEKS

STANDARDSFORTHE21ST

-CENTURYLEARNERGOALSStandard:

1. Inquire, think critically, and gain knowledge.2. Draw conclusions, make informed decisions, apply knowledge to new situations,

and create new knowledge.3. Share knowledge and participate ethically and productively as members of our

democratic society.

Skills Indicator(s):1.1.4 Find, evaluate, and select appropriate sources to answer questions.1.1.9 Collaborate with others to broaden and deepen understanding.2.1.1 Continue an inquiry- based research process by applying critical- thinking skills(analysis, synthesis, evaluation, organization) to information and knowledge in order toconstruct new understandings, draw conclusions, and create new knowledge.3.1.5 Connect learning to community issues.

Benchmark(s):

Students will select sources of information based on specific information needsand strengths of different information formats.

They will evaluate and select information based on authority, accuracy andreliability.

Evaluate historical information for validity of interpretation and accuracy andreliability of data.

Dispositions Indicator(s):1.2.1 Display initiative and engagement by posing questions and investigating theanswers beyond the collection of superficial facts.1.2.3 Demonstrate creativity by using multiple resources and formats.1.2.6 Display emotional resilience by persisting in information searching despitechallenges.


2/4

2.2.2 Use both divergent and convergent thinking to formulate alternative conclusionsand test them against the evidence.2.2.4 Demonstrate personal productivity by completing products to express learning.3.2.2 Show social responsibility by participating actively with others in learningsituations and by contributing questions and ideas during group discussions.

Responsibilities Indicator(s):1.3.1 Respect copyright/ intellectual property rights of creators and producers.

1.3.2 Seek divergent perspectives during information gathering and assessment.1.3.4 Contribute to the exchange of ideas within the learning community.1.3.5 Use information technology responsibly.2.3.1 Connect understanding to the real world.2.3.2 Consider diverse and global perspectives in drawing conclusions.3.3.1 Solicit and respect diverse perspectives while searching for information,collaborating with others, and participating as a member of the community.3.3.3 Use knowledge and information skills and dispositions to engage in publicconversation and debate around issues of common concern.3.3.4 Create products that apply to authentic, real-world contexts.

Self-Assessment Strategies Indicator(s):1.4.1 Monitor own information-seeking processes for effectiveness and progress, andadapt as necessary.1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiryprocess.

SCENARIO:The library media specialist is approached by the history teacher who wants to co-

teach a unit on the Revolutionary War. The history teacher explains that the studentswill come to the library to find information on the Declaration of Independence. Eachstudent will have a set of questions that need to be answered with the help of the

librarian.

CONNECTIONTOLOCALORSTATESTANDARDS

Standard 1:History of the United States and New York Students will use a variety ofintellectual skills to demonstrate their understanding of major ideas, eras, themes,developments, and turning.

Standard 5: Civics, Citizenship, and Government Students will use a variety ofintellectual skills to demonstrate their understanding of the necessity for establishinggovernments; the governmental system of the United States and other nations; theUnited States Constitution; the basic civic values of American constitutional democracy;

and the roles, rights, and responsibilities of citizenship, including avenues ofparticipation.

OVERVIEW:The librarian will provide the students access to the many resources that the library hasto offer. Each student will be working in groups to create a colonial newspaper. Theywill come to the library seeking sources from a historical perspective. Students will also


3/4

be looking for sources to discussgrievances the colonists had with the King of Englandin 1775.

FINAL PRODUCT:

Working in small groups, students will create a colonial newspaper.

Students will construct a letter to the King of England in 1775 after the Battle of

Lexington and Concord. The letter will include a strategy that the king can use to

stop the rebellion before it is too late.

Students will create their own political cartoon of events leading to Americanrebellion depicting the points of view of both the British and the Americancolonists.

LIBRARYLESSON(S):

ASSESSMENT

ProductStudents will be given a checklist of the different types of resources that are availableto them in the library: online, database, print, encyclopedia and periodicals. When thestudent uses one of these sources they will have the space to write down

bibliographic information about the source and will be able to show their teacher thevariety of resources they used to complete their project.

ProcessUsing the jigsaw method, students will reflect on what they found in the library bysharing their resources checklist.

Student self-questioningAre the resources I found good sources of information?Are the sources relevant to my class work?

How do I site my findings?

INSTRUCTIONALPLAN

Resources students will use:

Students will use online subscription databases, web sites, books,periodicals/newspapers and scholarly web sites.

Instruction/activities

Students will utilize the library and online resources that they feel suitable to find outinformation on the Declaration of Independence. The librarian will help studentsprepare a list of items in the document, which include: Who is the author? What arethe theories of government? List 4 grievances and explain them in your own words.

What are 3 rights of man? Who is He? What words does the document use to referto him? What do the delegates pledge? What signees are from New York? Whowas the first to sign the document? Students will share their finding with classmembers using the jigsaw method.


4/4

o Direct instruction:

I will review search strategies with the students and assist them byexploring the different resources in the library. I will also review how tocorrectly write a bibliography.

o Modeling and guided practice:

I will demonstrate how to appropriately use library materials and evaluate sources. I willmonitor how each student is doing with their research and ensure that they are going inthe right direction.

o Independent practice:

For homework, students will draft a letter explaining effective measures of protestagainst the British colonial policies.

o Sharing and reflecting:

Students will share their finding with class members using the jigsaw method.

standards in action history

Documents