Gina B.

Thomason Collection Evaluation and Development Plan FRIT 7134 Spring, 2012 Description of the site/environment The site for this collection evaluation and development plan is Carnesville Elementary School located in Carnesville, Georgia. Opening its doors in 1957, it is the oldest of four elementary schools in Franklin County. Carnesville Elementary serves a rural farming community and is the center of most community activities. There are currently 415 students ranging from PreKindergarten to fifth grade. It is a title one school and a large percentage of the students receive free or reduced lunch. There are a total of 62 faculty and staff members. Below is a chart displaying the demographics of the school that I am working with compared to the district, state, and nation. School 88% 4% 4% 3% .5% .5% District 87.3% 8.4% 3.9% 1.7% .5% .2% State 59.7% 30.5% 8.8% 2.1% 3.2% .3% Nation 72.4 12.6 16.3 2.9 4.8 .9

White Black Hispanic Reporting 2 or more races Vietnamese American Indian

The media center has a full time media specialist and a paraprofessional. The media center has a good deal of natural light as it has a bank of windows along one wall. There is a main double door entrance close to the schools main office area. A fire exit is clearly visible from most areas in the center. The media center has an open floor plan that allows easy access for wheelchairs. The conference room, media office and storage room are small and have non-wheelchair width doorways. Furnishings include worktables and chairs for at least one classroom to sit comfortably. There are additional individual

workstations and a reading couch. A reading rug and rocking chair is provided for young students visiting the library during read-aloud times. The media center has eight computers for student use. There are two computers used for circulation. There is also a computer and printer for teacher use. The media center has wireless access for patrons who can bring their own laptops to work on projects. Circulation consists of 13,106 items, which include books, DVDs, VHS, equipment, and multimedia kits. There are approximately 800 check-in/check-out transactions daily, which include teachers, students, and parents. The school media center is the hub of literary support for the community. There are no resources such as local libraries, public Internet access, or literacy programs within the Carnesville area. For this reason, some parents use the school library as a place to check out books and use Internet services. The grade level for this collection evaluation and development plan is 4th grade. There are three teachers serving this grade of 73 students. One special education teacher, one gifted teacher and one early intervention teacher also works with the population of students. There are four ELL students currently in 4th grade. The reading level for the students varies greatly from 2.2 to 10.8. There are six special education students and eight of the students are being served through a district provided afterschool program.

Curriculum review/mapping Topic: The unit focus for this collection evaluation and development plan is Building a New Nation

Elaborated Unit Focus: In this unit students will understand why the English colonists decided to separate from England and form an independent nation. Students will use the connecting theme of beliefs and ideals to understand why the Declaration of Independence was created and explain why we enjoy the rights and freedoms we do today. They will also focus on the connecting them of conflict and to explore the causes of the American Revolution and analyze how citizens are able to make changes in their society today. Finally, through the connecting theme of individuals, institutions, students will describe the role of key individuals in the American Revolution and explain how their actions influence the choices people make in their lives. Main Standards/Elements: SS4H4 The student will explain the causes, events and results of the American Revolution. a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan no taxation without representation, the activities of the Sons of Liberty, Daughters of Liberty, and the Boston Tea Party. b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power. c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown. d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams. SS4G2 The student will describe how physical systems affect human systems. d. Explain how each force (American and British) attempted to use the physical geography of each battle site to its benefit (SS4H4c). SS4CG1 The student will describe the meaning of

a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness). Enduring Understandings/Essential Questions: Beliefs and Ideals: The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. EU: The Student will understand that peoples ideas and feelings influence their decisions How do the beliefs and ideals of a society lead to conflicts with other societies? Why was the Declaration of Independence written? How are our natural rights described in the Declaration of Independence? Why is the message of the Declaration of Independence important to our country? How does the belief in the Declaration of Independence affect decisions made by our country? How was the Declaration of Independence a response to tyranny and the abuse of power? Conflict and Change: The student will understand that when there is conflict between or within societies, change is a result. EU: The student will understand conflict causes change. Why do opinions among groups of people and individuals differ? How did the results of the French and Indian War contribute to the revolutionary movement and America? Why did Britain impose direct taxes on the North American colonies after the French and Indian War? How were the colonists opinions of pre-Revolutionary events alike and different? What are the causes and events that lead to the Revolutionary War? Why did the colonists believe British taxation policies in North America were unfair? How did the colonists protest British taxation policies in North America? What is significant about the Battle of Lexington and Concord? Why is the Battle of Saratoga called the turning point of the American Revolution? Why was the Battle of Yorktown the final battle of the American Revolution? Individuals, Groups, Institutions: The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. EU: The student will understand that what people, groups, and institutions say and o can help or harm others whether they mean to or not.

How did the actions of the Sons of Liberty affect other colonists? How did the actions of the British affect the colonists? Why was George Washington chosen to lead the Continental army against Britain? How did Patrick Henry influence the revolutionary movement in America? Why was Benedict Arnold considered an American traitor? How did Benjamin Franklins negotiations with France impact the Revolutionary War? Why was King George III so unpopular with the American colonists? How did resources of the French and the strategic planning of George Washington combine to defeat the British in the Battle of Yorktown? How did British and American forces attempt to use the physical geography of the land to its advantage in the battle of Lexington and Concord, Saratoga and Yorktown? How did the Battle of Lexington and Concord embolden the American revolutionaries? DAY 1 2 TOPIC The French and Indian War Quiz on French and Indian War Results of the War Begin making Forming a New Nation Booklet (Will be added to each day) The Sugar Act and Stamp Act Sons of Liberty and Daughters of Liberty. The Boston Tea Party MATERIALS Poster board White paper Quiz Booklets for each student

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Video Streaming The American Revolution From Colonies to the Constitution.

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Closing the Boston Harbor and other Intolerable Acts Patriots and Loyalists. Cause and Effect Chart John Adams, Patrick Henry, King George III The Ride of Paul Revere and The Battle of Lexington and Concord Assessment Second Continental Congress, Olive Branch Petition General Washingtons War The Declaration of Independence Thomas Jefferson Paragraph Paper The Battle of Saratoga Benedict Arnold

Patrick Henrys Speech Video United Steaming Then What Happened Paul Revere Quiz Picture book George Washingtons Teeth The Journey of the One and Only Declaration of Independence Video Surrender at Saratoga Segment and

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11 12

Benjamin Franklin Battle of Yorktown Assessment

Benedict Arnold Segment

Collection evaluation Summary of Current Collection: I first looked to see what the media center currently has for this unit. The books available were easy to locate in the media center at my school. Since this is a 4th grade unit, a list of materials was provided on the media center teacher server. Below is a list of the books found on the server for the unit. Book Name A Picture Book of John Hancock George Did It A Picture Book of Samuel Adams The Revolutionary John Adams A Picture Book of Georgia Washington George Washington The Many Rides of Paul Revere Nathan Hale Patriot Spy Sybil Ludingtons Midnight Ride Saving the Liberty Bell Which Way to the Revolution Key Battles of the American Revolution Let it Begin Here The Boston Tea Party by Kroll The Boston Tea Party by Edwards The Declaration of Independence Magic Tree House American Revolution Crossing the Delaware The Story of Lexington and Concord Heroes of the Revolution The Signers Reading level 5.1 4.7 5.8 7.0 4.1 4.9 7.5 3.8 3.7 4.0 1.4 7.8 5.9 6.0 5.4 5.8 4.5 5.4 5.8 5.3 7.7

Will You Sign Here, John Hancock? Cant You Make them Behave? George Washingtons Teeth John, Paul, George, and Ben Dangerous Crossing Revolutionary War on Wednesday Keeping Room Fighting Ground Paul Reveres Ride Winter of the Red Snow Five Smooth Stones

5.8 5.6 3.7 5.0 3.5 4.9 4.2 5.7 5.5 4.4

Once I printed a list of the books, I browsed the shelves to see if the books were still in circulation. I wanted to determine if the list provided was up to date. I found that most of the books were available. I could not locate about seven of the books on the list. The media specialist noted that the list did need updating. Many of the books were worn and needed replacing. The media specialist stated that fourth grade teachers and students used the books a great deal during the American Revolution unit and during the Famous Americans wax museum unit. The books were hard to locate due to the way the media center collections are organized. Sections are divided by the following: Accelerated Reading, Childrens book award nominees, Georgia Performance Standards district required reading, reference, Literature circle reading, and Dewey. With the media specialists help, I found the books on this list in several of the media center sections. I did notice that there are very few lower reading levels for this topic. There are only two DVDs on this topic. When I asked the media specialist about this she stated that the VHS were weeded due to age. Few DVDs had been purchased due to budget cuts. Most teachers use videos on united streaming available through the school. There are no books for Spanish speaking students. There are also no ebooks available for this topic. There were only a few books about women of the time.

After visiting the media center, I surveyed the 4th grade teachers and the supporting teachers that would use the materials being ordered for this topic. The teachers stated that they would like some books that fit more reading levels. They had a hard time finding materials for the struggling readers and the very advanced readers. They also stated that they would like some materials in Spanish. These books could be checked out by the Spanish-speaking students and parents. Another wish that the 4th grade teachers had was more multi-media resources on the topic. I finished my review of the collection by looking at how closely the books matched the curriculum needs for the unit. There are several books on major American Revolution men and events. The books available fit the Georgia Performance Standards and were a good resource for the teachers to use. However, books on women, children, Native Americans, and what is called minor men and events were missing from the collection. This was a large focus for the collection need budget. Summary of collection needs: After reviewing the collection I have several areas that needed to be addressed and I created a list of needs for the collection. I placed the list in order of importance based on my review of the materials already available in the medial center. 1. Purchase books and materials that have been published since 2000. 2. Purchase materials that discuss women and children during the topic time period. 3. Purchase materials that are multicultural in nature. 4. Purchase materials for Spanish speaking students and parents 5. Purchase ebooks 6. Purchase audio recordings, videos, and other multimedia materials

7. Purchase materials that have unusual information for the topic time period (spies, untold heroes, etc)

Materials order, including budget summary After creating the list of needs I was able to search for materials using several media vendors. I found Bound to Stay Bound and Title Wave to be the easiest and most informational of all the vendors therefore most of the materials were found through the two sites. In order to purchase the materials needed for the topic American Revolution: Building a New Nation I complied a materials list totaling $3,990.85. After purchasing the materials the material collection for this topic will be more complete. All seven listed needs were addressed through the collection search. All materials have a copyright date between 2000 and 2012. Several e-books and other multimedia materials were added. Many books that included information about women, children, blacks and non-traditional heroes were added. I also found various websites that could be excellent resources for the unit. I added them to my wiki page https://ginathomason.wikispaces.com.