Information Literacy Lesson Plan Erin Altmeyer FRIT 7136 November 13, 2012

americanhistoryinfilmpathfinder.pbworks.com

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GRADE: 12th TEACHER(S): Mrs. Altmeyer (SLMS), Ms. Taylor (History Teacher) CONTENT TOPIC: American History in Film STANDARDS FOR THE 21st-CENTURY LEARNER GOALS Standard(s): Standard 1: Inquire, think critically and gain knowledge. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations,
and create new knowledge.

Skills Indicator(s): 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. 2.1.1: Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. Benchmarks(s): -Use consciously selected criteria to determine whether the information contradicts or verifies information from other sources. -Select the most appropriate technologies to access and retrieve the needed information -Resolve conflicting evidence or clarify reasons for differing interpretations of information and ideas.

Disposition Indicator(s): 1.2.4: Maintain a critical stance by questioning the validity and accuracy of all information. 2.2.4: Demonstrate personal productivity by completing products to express learning. Responsibility Indicator(s): 1.3.1: Respect copyright/intellectual property rights of creators and producers. 1.3.5: Use information technology responsibly. Self-Assessment Strategies Indicator(s): 1.4.2: Use interaction with and feedback from teachers and peers to guide own inquiry process. 2.4.2: Reflect on systematic process, and assess for completeness of investigation. 3.4.2: Assess the quality and effectiveness of the leaning product. CONNECTION TO LOCAL OR STATE STANDARDS SSUSH4: The student will identify the ideological, military, and diplomatic aspects of the
American Revolution. SSUSH9: The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.

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ELACC11-12WHST9: Draw evidence from informational texts to support analysis,

reflection, and research. ELACC11-12RH9: Integrate information from diverse sources, both primary and secondary, into coherent understanding of an idea or event, noting discrepancies among sources. CC11-12WH/SS/S/TS8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

OVERVIEW:

The students in Ms. Taylors 12th grade history class have been reviewing their text, articles, websites, and film clips to explore American History throughout the semester. Their final assignment will revolve around fact checking and understanding the American Revolution and the Civil War. Ms. Taylor created a list of films from which they could choose; 8 films on the American Revolution and 10 films on the Civil War. Students will be write papers on their topic and evaluate what was portrayed correctly and incorrectly in their chosen film using research materials in multiple formats. Ms. Taylor has asked that I help in providing the students with the necessary films, provide instruction on using the library resources, Internet resources, distinguishing between primary and secondary resources, and implementing proper citation. Students were asked to have their parents sign a consent form to view the movies.

Film List: American Revolution

Johnny Tremain 1776 The Patriot Revolution The Crossing Drums along the Mohawk Benedict Arnold April Morning

Civil War
Little Women Red Badge of Courage Shenandoah Glory Gods and Generals Gettysburg Cold Mountain Gone with the Wind Ride with the Devil Andersonville

FINAL PRODUCT:
Students will write a 5-7 page paper with a minimum of 2 primary resources and 3 secondary resources. They may have multiple Internet resources.

LIBRARY LESSON(S):
Using the class pathfinder wiki and with Ms. Taylors and Mrs. Altmeyers guidance, students will locate, evaluate, and properly incorporate resources into their papers.

ASSESSMENT:
Product: Ms. Taylor will use a rubric to assess whether all required aspects of the assignment criteria were met.

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Process: Ms. Taylor and Mrs. Altmeyer observe and assist students using resources and formatting their papers. Student Self-Questioning: What is a primary resource? What is a secondary resource? Did I take notes while watching my film? What is the library database password? Did I access the class wiki? How do I evaluate the information that I find? Have I found accurate information to answer all my questions? Did I follow the rubric guidelines? Did I meet my citation requirements? Did I use proper citation? Did I consult the MLA Handbook? Did I ask for help when needed?

INSTRUCTIONAL PLAN
Resources students will use: Online subscription databases Websites Books Reference eBooks Textbook Instruction/Activities Direct Instruction: The first class visit to the library is a review of the paper guidelines and students are given a handout with the information (including the rubric and class wiki URL americanhistoryinfilmpathfinder.pbworks.com). A discussion of what the class has learned about their topics is conducted. At this point the students have not watched their films. Students will check out their film during this library visit. They are instructed to watch their films over the weekend and take notes about what they want to research for accuracy. Modeling and guided practice: The second classroom visit to the library focuses on demonstrating how to use resources found on the wiki pathfinder. Students gather in the reference room for this demonstration. All students (should) have watched their film over the weekend and produce typed or handwritten notes. Instruction about the difference between primary and secondary resources is given and the importance of primary resources. Hints on how to detect bias in resources is also discussed. After instruction, students get on the library computers and explore the class wiki. Before the end of the day students locate one primary and secondary resource they can use in their paper. They identify the resources to Ms. Taylor or Mrs. Altmeyer. Independent practice: On their third and final class visit to the library, the class has a brief discussion about the importance of using proper citation and avoiding plagiarism. The rest of the time is used to research resources on the class wiki. This includes making copies of reference book pages, checking out non-fiction

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books, and asking questions about composing their papers. This allows Ms. Taylor time to visit with students who may need more one-on-one interaction about the paper requirements. This also allows Mrs. Altmeyer a chance to answer any specific questions about access to the wiki and library resources. Students are reminded they have two weeks to complete their paper. They are strongly encouraged to visit the library on their own time to conduct additional research using the class wiki resources and ask questions as they evaluate their resources. This is not required but encouraged. Sharing and reflecting: Students visited the library as a class three times over the course of two weeks. The paper was due two weeks after their last visit. On the paper due date, students are asked whether they feel they had sufficient time to research their topic and compose their papers, and whether they found the pathfinder resources to be useful. Students also discuss what they discovered about Hollywoods take on history.

Assessment of Student Learning and Results

Ms. Taylor and Mrs. Altmeyer were able to observe the students while visiting the library as a class and Mrs. Altmeyer was able to observe additional research efforts after school in the library. An outline and a potential resource list were due four days after the last class visit to the library. Using the outlines and resource lists, Ms. Taylor and Mrs. Altmeyer were able to make sure the students remained on task and in line with accepted resources. Ms. Taylor was able to use a rubric to evaluate her students ability to follow guidelines, demonstrate newly gained knowledge, exploration and use of different kinds of resources, and implementation of proper MLA citation. Of the 18 students in the class, 6 As, 10 Bs, and 2 Cs were awarded.

Reflection:
I have worked with Ms. Taylor on this assignment on 3 separate occasions. The movie list was different this time. She uses a different list each semester but wanted to stick with two time periods rather than numerous this go around. This was also the first time Ms. Taylor used a rubric for the assignment. I found our rubric online (as indicated on the week 9 discussion board) and with some tweaking she was able to use it as a guideline for students and herself. Personally, I love this assignment because it combines some of my favorite things: research, history, and watching movies. My enthusiasm about this assignment may have been a little excessive but the paper requirements can be daunting at first and I wanted the students to understand that researching history can be fun. We usually only have two class visits to the library for this assignment but we felt an additional day devoted to using the class wiki would be helpful. Before, the first class visit was used to demonstrate the databases, using the library catalog, eBooks, and the difference between primary and secondary sources. The second class visit was used for independent study and research. Creating a pathfinder for this assignment was a first for Ms. Taylor and me but she was open to the idea. Ms. Taylor gave me a chance to drop by her classroom on the outline due date day. I asked her students how their research was going and if

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they were having any issues. It was during this visit that a major oversight, or lack of communication, was brought to my attention by some of the students. They were under the impression that they could only use the resources provided in the pathfinder. I assured them they could use other database articles and books that were not in the pathfinder. I did suggest that websites not on the pathfinder should be discussed with Ms. Taylor or me before they used them as a resource for their paper. This oversight was embarrassing but Im glad I had the opportunity to address the issue before their paper due date. Overall, the students found the list of books and primary resources to be the most helpful out of all the wiki content. Previously, Ms. Taylor gave her students the choice to use MLA or Chicago formatting but for this assignment she asked her students and they all stated they would prefer to use MLA. Our collaboration efforts took place through email and over the phone to reserve the library. I did stay late one evening after work to speak with her in person and to show her the beginnings of the wiki and the rubric I found. She was fine with all of the suggestions and interested in seeing how these adjustments would affect the lesson. The only issue I ran into with this project was the independent study students visiting the library on their own time. Ms. Taylor has a very loud voice and her students tend to imitate the volume when together as a class. This really isnt a problem when the class visits because they did reserve the library. Its when groups of two or three students visited on their own time and continued the loud volume that I had to use my librarian voice. I did not have any panicked students on the paper due date in a rush to find resources. I think this was due to the three scheduled class visits and the outline and potential resource list assignment.

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Unacceptable 1 Knowledge
-Demonstrates minimal new knowledge about the topic and the significance of events. -Larger connections not made. -Show no understanding of how Primary Research can be used. -Collects and presents minimal evidence that is not always relevant or accurate. -Does not use a variety of resources; primary, secondary, web. Little evidence presented. In-text citations and Works Cited List are not properly used. -Sometimes makes connections of the parts of the whole. -Sometimes makes transitions. -Lacking discernible introduction or conclusion. -Writing is unclear with no particular style, individuality, or student voice. -Grammar and punctuation errors interfere with understanding of content.

Acceptable 2
-Demonstrates solid new knowledge about the topic and significance of events. -Makes larger connections. Shows some understanding of how Primary Research can be used. -Collects and presents some specific, relevant and accurate evidence. -Some use and evaluation of primary resources, 2 non-web resources, and web resources. -Mostly proper intext citations and Works Cited list. -Organized so that most parts support the whole. -Makes transitions. -Clear introduction and well-constructed conclusion. -Writing is clear and focused; style is straightforward but not original. -Some grammar and punctuation errors, but does not impair understanding of content.

Target 3
-Demonstrates that author has gained indepth new knowledge about the topic. -Makes larger connections often. -Shows strong understanding of how Primary Research can be used. -Collects and presents specific, relevant, and accurate evidence. -Very effective use and evaluation of at least 2 primary resources, 3 nonweb resources, and web resources. -Proper in-text citations and Works Cited list. -Organized so that all the parts support the whole. -Makes effective transitions. -Clear, compelling introduction; to conclusion effectively synthesizes strands of the main argument. -Confident writing style; writes with lively, engaging language. -Grammar and punctuation are nearly flawless.

Score

Evidence

Organization/ Writing

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Works Cited

12th Grade History Interpersonal Research Paper Rubric. Retrieved from http://www.beaconschool.org/departments/history/docs/12Historyrubric.pdf American Association of School Librarians. Crosswalk of the common core standards and the standards for the 21st-century learner. Retrieved from http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/ American Association of School Librarians. (2009). Standards for the 21st-century learner in action. Chicago, Ill: American Association of School Librarians. Georgia Department of Education. Common core Georgia performance standards. Literacy for history/social Studies, science, and technical subjects Gr 11-12 CCGPS literacy. Retrieved from http://www.doe.k12.ga.us/Curriculum-Instruction-andAssessment/Curriculum-and-Instruction/Documents/1112%20literacy%20history,%20science,%20and%20technical%20subjects%20pdf.pdf