AUTHOR: Max Echevarria
SUBJECT: 7th Grade Social Studies
ROLE OF TEACHER: Guide
TIME NEEDED: 2-3 classes
TEACHER ASSUMPTIONS:
1. Students will have some knowledge of computers and Internet browsers.
2. Students will know the location of the Library.
PURPOSE: The students will be able to use this information in their attempts at finding both primary and secondary sources. They will be able to use the knowledge they gained for writing research papers that will be later incorporated into the first phase of the Salem Witch Trials Unit.
OBJECTIVES: Students will be able to visually and/or orally:
1. Be able to find materials using the Library of Congress Classification System.
2. Be able to distinguish between the Dewey Decimal System and LCC System.
3. Be able to find books and journals using the computerized card catalog.
4. Be able to find Internet resources by using search engines.
RESOURCES/MATERIALS: The students will be provided with a map of the
library and a packet of papers explaining where to find things in the library
as a reference guide. Students will provided with computers and will
have access to the services provided by the Reference Librarian.
PROCEDURES:
1. The teacher will begin with an introduction to the location of various
libraries in the area, including school libraries, public libraries, and
university libraries.
2. The teacher will then bring them to the school, public, or university
library.
3. The teacher will then allow the resident Liberian take the students
on a tour of the facility.
4. The librarian will give an overview of the library its materials
and classification systems
5. The students will be given instructions on the use to the computerized
card catalog and the Internet search engines.
6. Students will break into groups and be given a work sheet of materials
to find in the library.
7. The students will meet in class and discuss where they found the
materials in the library and give the teacher suggestions on how to improve
the lesson.
CLOSURE: As a class we will have some discussion of the lesson and the practical uses of the library. We will then begin our discussion of the next lesson and how both lessons tie into each other.
ASSESSMENT: Students will be assessed on their knowledge by how they found materials in the library. They will be assessed on how the group worked together. Their final assessment of this lesson will be tied into the next lesson on the History of Salem, Massachusetts.
Research Unit developed by M. DuBeau
The E.H.S.
English Department has chosen a theme that all English teachers will incorporate
into their lessons for the year. The theme this year is "youth". The following
is a plan for incorporating that theme into a library research project.
This project is proposed for a Grade 10, Level 1 class.
Objectives: Students will use technology in the library, e.g. CD ROM data bases and on-line sources - Grolier's Encyclopedia, EnCarta, SIRS, Magazine Index, Newsbank, and WWW search engines like Alta Vista or Yahoo - to find information . Students will evaluate, synthesize and organize that information into a written report while working collaboratively.
Day l.
In the classroom, the teacher and students will brain storm a list
of current social issues that have an impact on teens. Guided by the teacher,
the list could include such issues as media violence, gangs, AIDS, teen
pregnancy, teen fathers, costs of higher education, sports recruiting,
etc.
The class will be divided into groups of four students. Each group will choose a topic. The groups will assign one of four portions of their topic to a member of the group: 1)Definition of the topic 2) Current scope of the problem (statistics) 3) Programs , therapies or strategies that have been devised to overcome the problem. 4)Persons who have been involved in the issue. The person who is to define the topic will serve as group secretary. The report will include a list of sources.
Day 2
The class will come to the library. The librarian will give a brief
review of the technology resources and discuss which ones would be most
appropriate for finding each part of their topic. The students will begin
their searches. The teacher and the librarian will be available for assistance.
Day 3
The class will continue its research in the library The students will
be given a homework assignment to write the first draft of their part of
the report.
Day (s) 4+
The groups will meet in the classroom. First drafts will be read and
given peer review. The teacher will discuss writing a conclusion and that
portion of the report will be written collaboratively.
Evaluation: Students will be graded individually for the portion of the report they were responsible for . The group will receive a grade for the project. The grade will reflect the quality and quantity of the sources and the information as well as the writing.