Yearlong History Paper-What are my resource options?

Created by:

Kent Manno

Title/Role:

Librarian

Organization/School Name:

Delbarton School

Location:

New Jersey

Grade Level:

Type of Lesson:

Stand-alone lesson

Type of Schedule:

Flexible

Collaboration Continuum:

Moderate

Content Area:

Social studies

Content Topic:

European History

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

Dispositions Indicator(s):

1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.

1.2.3 Demonstrate creativity by using multiple resources and formats.

Responsibilities Indicator(s):

1.3.3 Follow ethical and legal guidelines in gathering and using information.

1.3.5 Use information technology responsibly.

2.3.2 Consider diverse and global perspectives in drawing conclusions.

Self-Assessment Strategies Indicator(s):

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

2.4.1 Determine how to act on information (accept, reject, modify).

Scenario:

All 10th grade students are required to write a 15 page research paper dealing with a Global topic relating to European History. Use of available resources is crucial to their success. Collaboration with the course instructor will determine the types of resources the instructor wants the students to be familiar with for this assignment. The librarian and instructor will plan the classroom introduction to various resources detailing the time needed and tasks to be completed.

Overview:

This lesson is designed to teach students research skills to search print, periodical, and Internet sources.

Final Product:

The final product of this library lesson will be the completion of the student introduction to research skills. Ultimately, the academic discipline final product will be the student 15 page research paper. Throughout the year, the students will be required to submit a topic, outline, notes, rough draft, and final paper to the specific course instructor.

Library Lesson:

The students will be introduced to the resources available in the school, local, university, and state libraries. +++ The librarian will review the process of searching for books and periodicals in the school library. The procedure to access the online public access catalog will be reviewed. +++ The Librarian will supply the students with the URL's of the various local, university, and state libraries and help them navigate the online resources available. Students will be asked to focus on library holdings and online databases available to the public. +++ The Librarian will explain the acquisition of resources from local, university, and state libraries using the inter-library loan system. +++ The librarian will remind the students that the school library staff is always here if you have any questions throughout the year as they progress through the various stages of the research paper.

Estimated Lesson Time:

45 minutes

Assessment

Product:

The final product of this assignment will be the student yearlong paper. The course instructor will assess the final product using a grading rubric determined by the instructor or academic department. The school librarian will meet with the instructor after the final paper has been graded to determine how well the students used resources from various sources.

Process:

The librarian and instructor will monitor and assess the students during their library session using a checklist. This checklist, along with the end of lesson discussion, will allow the librarian and instructor to determine if the lesson was successful in delivering the desired material and skills. Using the writing process, research at various levels available, technology skills, and critical thinking skills, the student will produce a coherent and well-organized research paper. The course instructor will provide feedback as the students complete each section of the research paper process.

Student self-questioning:

Throughout the project, the student will assess the information gained and determine if future inquiry is needed. At all times the student should be using any information ethically and responsibly. In addition, the student should assess the quality of his research and analysis as it pertains to his/her paper thesis. The student should always ask: Have I used all the sources available to enhance my paper and defend my thesis?

Instructional Plan

Resources students will use:

Interactive Resource (i.e. webpages, multimedia learning objects, chat services)

Interactive Resource URL:

http://www.delbarton.org

Resources instructor will use:

Laptop

Smart board

Instruction/Activities

Direct instruction:

Students will meet in the library(or computer lab) and use the available computer workstations. A laptop and projector will be used to introduce the students to lesson material via a PowerPoint presentation. The librarian will also provide an outline (handout) of the lesson. The course instructor will aid the librarian in the implementation of this lesson.

Modeling and guided practice:

The librarian will remind the students of the importance of research to the success of their research paper. Students will navigate specific websites as determined by the librarian. A discussion of their current research practices will be directed by the librarian and instructor.

Independent practice:

Students will evaluate resources available as guided by the librarian. The librarian and instructor will help each student as they are navigating a particular library website.

Have you taught this lesson before:

Yes

Strategies for differentiation:

Any difference in strategy will depend on the academic discipline and project focus. The academic instructor and librarian should collaborate as to the focus of the project and the resource expectation for the students.