LIBRARY MEDIA SKILLS OBJECTIVES

The student will:
-identify historical fiction as a genre.
-locate and read suitable work of historical fiction.
-distinguish between and use subject and Boolean key word searches.
-locate, select, retrieve, and cite information from different media formats.'
-take notes.
-demonstrate an understanding of ownership of ideas and copyright protection

CURRICULUM OBJECTIVES:

Language Arts:
The student will:
-read a historical fiction book related to his or her study of American history.
-take notes from print and nonprint sources to use in a research report.
-compile an accurate bibliography of sources used for research work.

Social Studies:
The student will:
-use research skills to verify historical references in fictional works.
-select sources for a given purpose from different media formats.
-develop skills for historical analysis to make generalizations about events and life in the United States and to distinguish fact from fiction.

Technology:
The student will:
-create a product by using word processing, graphics, database, scanning, and drawing software programs.
-process, store, retrieve, and transmit electronic information by using different formats.

MOTIVATIONAL OBJECTIVES:

The student will:
-become interested in the research process.
-understand the importance of information skills.
-experience increased confidence in research ability.
-achieve satisfaction in research accomplishments.

INSTRUCTIONAL ROLES:

-The language arts and social studies teachers introduce the unit and give an overview of the specific goals and expectations. The library media specialist compiles a bibliography of suitable titles and presents the genre of historical fiction through booktalks. The computer resource teacher oversees the creation of the final products in the computer lab.

ACTIVITIES AND PROCEDURES FOR COMPLETION:

-The language arts teacher introduces the unit with an example of historical fiction. The audiotape of Gary Paulsen's 'Nightjohn' serves this purpose well. This is followed by a discussion in social studies class about the historical details in the book and how fact and fiction are often blended. The teachers then give an overview of the unit and the specific expectations. At this point the instruction shifts to the library media specialist who presents booktalks to illustrate the genre of historical fiction and provides a bibliography of titles appropriate to the reading levels and interests of the students to help them make their selections.

-Ideally, this unit would fall in the second half of the school year so that students have developed skills in writing, word processing, using the library media center, and using basic computer software and have been exposed to several of the time periods upon which historical fiction is often based. While the students are reading their chosen novels, the language arts teacher and the library media specialist jointly teach proper note-taking and bibliography form as well as respect for the copyright protection of the work of others. Next, the social studies teacher and the library media specialist join forces to teach research strategies and help students locate the necessary sources for their projects. The technology teacher and the subject area teachers collaborate and schedule adequate time form both subject periods to allow students to create their final products. Rubrics for each element of the project are developed to allow all the instructors to evaluate the work in the area of their expertise.

-This project takes three to four weeks after the students have finished reading their novels. While they read, they will note historical references that they want to verify. A form for recording this information may be kept folded in their books and used later during the research stage.

Activity 1:
-After completion of their novels and instruction in note-taking and proper bibliographic citation during their language arts class, the students visit the library media center for three or four social studies periods to research the notes they took on the historical references found in their novels. The students will research the time period to verify whether the “fact” is accurate, inaccurate, or unverifiable. The library media specialist and the social studies teacher collaborate on this activity to make available a wide range of resources including print and nonprint sources such as CD-ROMs, videos, videodiscs, and bookmarked sites on the Internet. During the following week, the students use this information in their language arts class as they follow the steps in the writing process to draft a research report that explains and evaluates the historical accuracy of the novel. During the third week, students use the computer lab to create their final report by using a word processing program with the assistance of the technology teacher.

Activity 2:
-During the week that students are writing their research reports in language arts class, they return to the library media center with their social studies teacher. Each student locates a recipe for a dish that is either mentioned in the selected novel or is typical of the culture and time period of the novel. The social studies teacher also schedules lab time during the next week so that each student can create a page for a cookbook that features American cooking. The recipe should be presented with borders and/or graphics and include a paragraph that connects it to the novel and/or the time period. The recipe pages will be organized into a “cookbook” format for the class or library media center.

Activity 3:
-While the students are locating recipes, they also will search appropriate sources for pictures or drawings of clothing that would be historically accurate for the characters in their novels. These sources are reserved for use in the third week when the social studies class is in the computer lab. After completing the recipe pages, the students scan the clothing images into a document in which they describe the outfit or individual items of clothing worn by their characters. These costume pages may be gathered into a 'magazine' format or displayed in the classroom or library media center.

Activity 4:
-This activity may be used as extra credit to allow advanced students to stay engaged in the project even when the required products are finished. This can be arranged for either social studies or language arts lab time. Students can create one of several possible products by using painting software. Depending on the skill levels of the students, the technology teacher may decide to have all students do the same option or allow them to select the option that most suits their novel and/or abilities. (Print final products in black and white, then allow students to color if they desire). Possible projects include:

-a book jacket that can be displayed in the classroom, library media center, or hallway.
-a bookmark advertising the novel.
-a bumper sticker that relates to the time period (even if bumpers did not yet exist).
-a personalized license plate for a character or family or a license plate that demonstrates knowledge of the state/regional setting of the novel (even if cars did not exist).
-a map, diagram, or floor plan that relates to the novel.

Activity 5:
-As students complete the research project in the computer lab, they enter information about their books in a database that will be housed in the library media center to help other students select American historical fiction. Information such as title, author, time period, state/region, age of protagonist, gender of protagonist, and a reader's rating are some probable fields. The technology teacher shows how a database is set up and trains students to oversee other students' entries. The students also should show proficiency at using the database to sort information.

Activity 6:
-During the fourth week, each student takes part in a Fact or Fiction Festival during which they dress as characters from their novels and share their projects with the classmates. The students view a video base on historical fiction, such as 'Across Five Aprils' and share foods from their cookbook (or popcorn, if home cooked food is prohibited). To complete the project, students form a human timeline in the main hall or gym arranging their novels in the appropriate time period. The library media specialist may photograph or videotape these activities to use later to promote similar projects.

FOLLOW-UP:

 
-The students will be encouraged to read more historical fiction, add new information to their database, and use the database to select books to read. Their projects and photographs or videotape of the timeline will be on display in the library media center for others to see.