Description:
This lesson may be taught as an introduction to the period of westward expansion. Through guiding students in the choice of research topics, the teacher will foster a broad understanding of the nation's climate during this period of our history. The research and subsequent sharing may be used as an extension of texbook instruction, or stand alone as a resource-based means of instruction about that period.
Goals & Objectives:
LIBRARY MEDIA SKILLS OBJECTIVES
The student will:
-compare subject and keyword search in the electronic catalog.
-research a topic pertaining to westward expansion using keyword searching.
CURRICULUM OBJECTIVES:
The student will:
-understand that some poetry tells the story of significant historical events, and define modern events that would make a good topics for historical poetry.
-identify stanzas and refrains.
-recall information presented in an introductory discussion on the causes of westward expansion.
-design an oral presentation with visual aid using the information discovered in research.
-show mastery of information presented by other students by passing a written test on information shared in the presentations.
MOTIVATIONAL OBJECTIVES:
The student will:
-become interested in the research process.
-understand the importance of information skills.
-experience increased confidence in research ability
-understand the value of information skills.
-achieve satisfaction in research accomplishments.
Materials & Sources:
Resource List
Westward Expansion Crossword Puzzle
Subject ans Keyword Searching
Presentation Rubric
| Credits: |
Eileen Joyce
Adapted for SOS by Kori Gerbig
School of Information Studies
Syracuse University
|
| Sources: |
School Library Media Activities Monthly
December 1997; 14(4); 23-26.
http://www.schoollibrarymedia.com
http://www.crinkles.com |
Procedures:
INSTRUCTIONAL ROLES:
-The classroom teacher and the library media specialist teach this unit cooperatively. Either professional may introduce the unit with this lesson. It is possible to complete this lesson in one 45-minute session, however you can also separate the introduction from the section on keyword searching.
-The classroom teacher chooses topics to be covered, and assigns them. He/She may organize the students into cooperative groups, or allow individual research at his/her discretion. He/She integrates opportunites for research within the context of daily lessons, and monitors the students' progress throughout the research process. The teacher is responsible for evaluating the projects and compiling student study guides for the concluding test.
-The library media specialist teaches the lesson on keyword searching, and helps students conduct their search and to locate reference sources. He/She furnishes additional classroom resources to enhance the teaching of the unit. He/She also helps the classroom teacher monitor students' progress throughout the research process, and provides guidance in media production as needed.
ACTIVITIES AND PROCEDURES FOR COMPLETION:
-Either the teacher or the library media specialist may present this lesson after students have selected their research topics. He/She should point out to the students that there are several objectives for the lesson: some involve poetry and some involve social studies. A written copy of the introduction should be provided for each student. It is more effective to 'talk' the information rather than read it, althought the students should be encouraged to read the poems silently as they are read. (Note: All poems taken from 'Favortie Poems Old and New,' selected by Helen Feris. Doubleday, 1957). The teacher briefly explains/reviews stanzas and refrains in poetry. When the poem "Oregon Trail" is read, students will demonstrate their understanding by choral reading the refrain. The teacher briefly talks about the use of poetry to celebrate historical events. Within the context of a whole class discussion, students will generate a list of at least three modern events or issues that would be appropriate topics for historical poetry (i.e. space exploration, modern genocides such as recent events in Bosnia, or saving the environment). As reinforcement for the factual content of the introduction, students should complete the crossword puzzle.
-The library media specialist then introduces and discusses keyword searching and demonstrates its use with pertinent topics online. By comparing results of subject vs keyword searching, students will see quickly how the use of keyword searching helps identify the best choice of resources for their research topic.
-The students complete their research within a predetermined time frame and give a presentation to the class. The presentation may take the form of a character study, a puppet show, a game show, or whatever approach students and teacher are comfortable with. At least one visual aid should be used with each presentation. Further, students are responsible for providing a fact sheet giving the main ideas of their presentation.
-The teacher will evaluate the projects. He/She may correct and expand upon the students' fact sheets as needed, and reproduce them for a comprehensive study guide. A final test on all research topics completes the unit.
FOLLOW-UP:
Students may:
-trace the evolution of the steamboat and steam engines.
-discuss how the cotton gin contributed to the utility of slavery.
-read fiction about the time period for a book report.
-make scale models of a fort or a covered wagon.
Assessment:
EVALUATION:
-Teacher observation of students' oral responses and completion of the crossword puzzle serve as evaluation for the introductory lesson.
-Students' oral presentations may be evaluated using the included rubric.
-Students will be tested based on student provided facts sheets.
Sources:
School Library Media Activities Monthly
December 1997; 14(4); 23-26.
http://www.schoollibrarymedia.com
http://www.crinkles.com
