Learning Objectives:

1. To use a variety of print and electronic resources to locate information about life in one of the 13 colonies.

2. To demonstrate an understanding that no one single information source is a complete representation of what is known about a given subject.

3. To use indexes in non-fiction sources.

4. To understand what life was like for children in colonial America.

Motivational Goals:

1. Generate interest in the research process.

2. Establish the importance of information skills.

3. Build confidence in research ability.

4. Promote value of information skills.

5. Reinforce confidence in research ability.

6. Maintain interest in research process.

Day 1 (approximately 60 minutes):

1. As students enter the library, there will be a display of "Dear America" and "My Name is America" books, posters of the colonial period, and non-fiction books of the colonial period. Begin a discussion of one of the "Dear America" books on the colonial period. Try to elicit from students that the books are diaries of a person's experience in a colony to develop a link to the task.

2. Task: You have been teleported back in time to Colonial America and have found yourself in one of the 13 colonies. (You may choose which colony you land in.) While you are waiting to return to your own time period, you will keep a diary of your daily life in the colony. Report back to your world what homes were like, food, clothing, daily tasks, schools, entertainment, and any other observations you may make. Explain how your life has changed for the better or worse.

3. Together brainstorm a list of resources to find this information. Show students the books on reserve for them. Ask how they would use the encyclopedia to find information. Show title page of a book to remind them where the information is located. Provide students with Big6 checklist as a guide to the research process. It will include a list of the print resources and CD-ROM encyclopedias available along with examples of how to cite their sources. Have students check which steps they have completed.

4. Begin print resource research. Classroom teacher will have instructed students on use of index cards for notetaking. Students have notecards labeled with subjects to research. Remind students you are here to help them.

Day 2 (or after students have had time to use two or more print sources):

1. To reinforce motivation, ask if students have been successful in locating information about their colony. After listening and responding to student respondents, tell them you have another terrific resource for them. On the projection video monitor, show students bookmarked Internet sites. Model how to access and navigate the sites. Using one site, demonstrate what they might find, such as photos, newspaper articles, diaries, etc. Explain primary source documents.

2. Students continue independent research. Remind them you and their teacher are here to help.

Day 3 : Students continue research in library and classroom as needed. Synthesis: Once research is completed, students finish diary in classroom. Extension: On next class visit to the library, invite students to display diaries. Discuss how the research process worked for them and where they had frustrations. Give students a bibliography of historical fiction related to colonial period.