Date ____________

Lancaster ISD Library Lesson Plan

Course: US History/Library Skills Grade Level: 11 Title of Lesson: FDRs Big Deal, The New Deal Title of Unit: Study of the New Deal Length of Lesson: :55 (2)?

Description: The purpose of this library activity is to research the chasm between FDRs ambition and criticism of the deal particularly from African American perspective. It also the opportunity to question why FDR even to this day remains one of the most revered presidents for African Americans. Objectives 1: Students will explore the relationship between FDR and the African American community. They will examine the following: black Cabinet, black advisors, voting support, general sentiment for president. They will compile enough notes to frame questions to conduct interview questions of African Americans who are age 80+, or one who is an authority on the subject. Their task is to get first-hand accounts of what these octogenarians experienced or remember about that time. All recorded material will be edited to create a series of cohesive podcasts to migrate to class wiki. Objectives 2: Students will determine, through research, the consistent and persistent criticism of FDRs handling of African American relations. Students will interject themselves into that time and become satellite advisors from locations in the South apprising the presidents black advisor of shortcomings of the presidents New Deal programs. It will be the students role and job to collect information about unrest to phone in to the black Cabinet with hopes of achieving the reversal of adverse conditions. These phone conversations will actually become podcasts outlining the problems of the programs. They will be known as the OnFire Chats. TEKS 13 (D) evaluate the effectiveness of New Deal measures in ending the Great Depression; and (E) analyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and Social Security continue to affect the lives of U.S. citizens.

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Texas School Library Standards: 1.1.B Integrates research process model...into the research projects by collaboratively developing plans, activities, and assessments for... learning experiences. 1.1.C Students [engaged] in the effective use of print and electronic resources related to curricular and/ or independent learning needs to assist students in developing their own research strategies, in compliance with ethical standards. 1.1.D Differentiates instructional strategies according to multiple learning styles of students with consideration to individual and cooperative grouping and aligned with students prior learning and experiences. 1.1.E Collaboratively assists students in developing research strategies and communicating findings in a variety of formats. Library Instructional Objectives. (What the library media specialist will do) Will provide guidance on best social studies information databases for research. Will provide Google Custom Search Engines. Will review features of Google Advance Search functions. Will share information about perusing Google Book previews, advance search for eliminating previews in favor of full view books. Will offer explanation of customized search engines. Will gather podcasts samples for modeling. Will share library blog post featuring audio recording tools. Will introduce Google Forms for interviewing process. Will demonstrate a variety of audio recording tools. Will review any necessary wiki operations. Student Activities: (What students will do to acquire skill) Will refine keywords, synonyms for narrowing topic, FDR-New Deal to African American perspective. Will locate and build support/evidence of criticism of New Deal not addressing African-American issues. Will use Inspiration webbing capability to organize arguments Will research, using essays, personal accounts, to draw inference as to why FDR was so revered by African Americans. Will make effort to examine many of books published on the topic in Google Books previews, full views. Will develop strategic plan for locating an octogenarian, if one isnt within the family, i.e., church, assisted living, neighborhood, et cetera. Will develop a strategy for locating an authority on FDR-African American relations, i.e., community college professor, Roosevelt enthusiast, et cetera. Library Resources: (be specific) Technology (Hardware) : (be specific) information databases cellular device for recording audio wiki USB cable (cellular device) web 2.0 audio recording tools google forms

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Student Outcomes: (What students will be able to do as a result of lesson) Will appreciate the value of oral histories. Will adopt another alternative method of gathering information aurally. Will learn to use directories, organization directories for locating individuals with academic intent. Will become adept at employing research skills professionally as a young historian. Will become confident in audio-editing. Will draw distinctions between perception and reality relating to politicians and African American community. AASL 21st-Century Learner Standards: 1.1.2 Use prior and background knowledge as contest for new learning. 1.1.6 Read, view and listen for information presented in any format in order to make inferences and gather meaning. 2.1.2 Organize knowledge so that it is useful. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 3.2.3 Demonstrate teamwork by working productively with others. Assessments: (What librarian will monitor and observe students doing) Will look for and monitor students searches in Created by Sonja Stewart, Coordinator of Instructional and Library Media

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Date ____________

Lancaster ISD Library Lesson Plan

Course: US History/Library Skills Grade Level: 11 Title of Lesson: Title of Unit: Was FDRs The New Deal a big Continued Study of the New Deal Length of Lesson: deal for African Americans? :55 (2)?

Description/Introduction: The purpose of this library activity is to research the chasm between FDRs ambition and criticism of the deal particularly from African American perspective. It also the opportunity to question why FDR even to this day remains one of the most revered presidents for African Americans. Objectives (Goal) 1: Students will explore the relationship between FDR and the African American community. They will examine the following: black Cabinet, black advisors, voting support, general sentiment for president. They will compile enough notes to frame questions to conduct interview questions of African Americans who are age 80+, or one who is an authority on the subject. Their task is to get first-hand accounts of what these octogenarians experienced or remember about that time. All recorded material will be edited to create a series of cohesive podcasts to migrate to class wiki. OR (Extension) Students will examine a social issue currently disproportionately affecting African-Americans to determine if it traces to this era. Students can videotape themselves from 2011 and send a reverse time-capsule movie back to FDR warning him of the long-reaching effects of his policy, Back to the Future style. The capsule -movie would resemble the visual that Princess Leia received in Star Wars. Objectives (Goals) 2: Students will determine, through research, the consistent and persistent criticism of FDRs handling of African American relations. Students will interject themselves into that time and become satellite advisors from locations in the South apprising the presidents black advisor of shortcomings of the presidents New Deal programs. It will be the students role and job to collect information about unrest to phone in to the black Cabinet with hopes of achieving the reversal of adverse conditions. These phone conversations will actually become podcasts outlining the problems of the programs. They will be known as the OnFire Chats. TEKS Texas Essential Knowledge and Skills 13 (D) evaluate the effectiveness of New Deal measures in ending the Great Depression; and (E) analyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and Social Security continue to affect the lives of U.S. citizens.
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Texas School Library Standards: 1.1.B Integrates research process model...into the research projects by collaboratively developing plans, activities, and assessments for... learning experiences. 1.1.C Students [engaged] in the effective use of print and electronic resources related to curricular and/ or independent learning needs to assist students in developing their own research strategies, in compliance with ethical standards. 1.1.D Differentiates instructional strategies according to multiple learning styles of students with consideration to individual and cooperative grouping and aligned with students prior learning and experiences. 1.1.E Collaboratively assists students in developing research strategies and communicating findings in a variety of formats. Library Instructional Objectives. (What the library media specialist will do) Will provide guidance on best social studies information databases for research. Will provide Google Custom Search Engines. Will review features of Google Advance Search functions. Will share information about perusing Google Book previews, advance search for eliminating previews in favor of full view books. Will offer explanation of customized search engines. Will gather podcasts samples for modeling. Will share library blog post featuring audio recording tools. Will introduce Google Forms for interviewing process. Will demonstrate a variety of audio recording tools. Will review any necessary wiki operations. Pre-Activities: Students are following a continuum of units of the Great Wars and the Peace Time in between. The usual activity of key terms, timelines, lectures, mini-quizzes preceded. The most recent topics in class were the criticisms of the New Deal from both the right and left. Focus for Writing: Venn Diagram Note-taking Students will examine the discontent of both right and left to flow into a venn diagram. This graphic organizer will include FDRs chief rival, Huey Long, Father Charles Coughlin, a priest whos criticism reflected both right and left of FDR. Will carefully list the arguments against FDR by blacks as it will provide suppport for both Objective 1 and 2 and the extension exercises.

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Student Activities: (What students will do to acquire skill) Will refine keywords, synonyms for narrowing topic, FDR-New Deal to African American perspective. Will locate and build support/evidence of criticism of New Deal not addressing African-American issues. Will use Inspiration webbing capability to organize arguments Will research, using essays, personal accounts, to draw inference as to why FDR was so revered by African Americans. Will make effort to examine many of books published on the topic in Google Books previews, full views. Will develop strategic plan for locating an octogenarian, if one isnt within the family, i.e., church, assisted living, neighborhood, et cetera. Will develop a strategy for locating an authority on FDR-African American relations, i.e., community college professor, Roosevelt enthusiast, et cetera. Library Resources: (be specific) Technology (Hardware) : (be specific) information databases cellular device for recording audio wiki USB cable (cellular device) web 2.0 audio recording tools google forms Student Outcomes: Long-Term Goals (What students will be able to do as a result of lesson) Will appreciate the value of oral histories. Will adopt another alternative method of gathering information aurally. Will learn to use directories, organization directories for locating individuals with academic intent. Will become adept at employing research skills professionally as a young historian. Will become confident in audio-editing. Will draw distinctions between perception and reality relating to politicians and African American community. AASL 21st-Century Learner Standards: 1.1.2 Use prior and background knowledge as contest for new learning. 1.1.6 Read, view and listen for information presented in any format in order to make inferences and gather meaning. 2.1.2 Organize knowledge so that it is useful. Assessments: (What librarian will monitor and observe students doing) Will, during the troubleshooting process, evaluate questions students may have to determine if research is stagnant or advancing. Will monitor if students continue to research with librarian assistance or are they moving toward independence. Will monitor wiki to see what is being uploaded and if it aligned with what was taught in library and aligned with teachers rubric. Created by Sonja Stewart, Coordinator of Instructional and Library Media

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Rubric: Advocacy aimed at FDR for African-Americans

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Date ____________

Lancaster ISD Library Lesson Plan

Course: US History/Library Skills Grade Level: 11 Title of Lesson: Mapping the Good Neighbor Policy, Title of Unit: Study of the Good Neighbor Policy Length of Lesson: :55 (2)?

Description: (Whats the point of it all) The purpose of this library activity is to provide resources and instruction aimed at the studying the Good Neighbor Policy that largely defined the demands of a war-worn country as reflected in the foreign policy of President Franklin Roosevelt. Objectives 1: Students will look at the territory of the Latin America countries and consider the goals, motives of developing a policy for this area. Through the use of primary sources, (i.e., FDRs address outlining the Good Neighbor Policy in Chautauqua, New York, on August 14, 1936) students will determine how beneficial the policy was to both the United States of American and Latin America. Student will collect all of the resources used to derived at their conclusion for this study and build a common annotated bibliography and webliography to be posted in the class wiki. Objectives 2: Students will create a common Google Interactive Map involving the Good Neighbor Policy. They will embellish the showcasing the US-Latin America key events, precedents, strained relations, and implementation of the Good Neighbor Policy. Map will be linked to the class blog and wiki. TEKS (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;
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Texas School Library Standards: 1.1.A Participates in the ongoing identification and assessment of staff and students learning needs in areas related to information literacy, ethics, and technology. 1.1.B Integrates research process model...into the research projects by collaboratively developing plans, activities, and assessments for... learning experiences. 1.1.C Students [engaged] in the effective use of print and electronic resources related to curricular and/ or independent learning needs to assist students in developing their own research strategies, in compliance with ethical standards. 1.1.E Collaboratively assists students in developing research strategies and communicating findings in a variety of formats. Library Instructional Objectives. (What the library media specialist will do) Will create a brief presentation reiterating what primary source documents are for 11th graders who should already possess some knowledge. Will try to locate a locate a local historian, profession who provide a 5 minute talk (skype or flipvideo) on his/her use of them and how they organize and them. Will prepare a list and blog post of all library-owned primary resources that are relevant for this project. Will provide instruction on framing keywords/search string to cover as much of the Latin America area as the Good Neighbor policy impacted. Will create with teacher a Google Map for project. Will demonstrate that their Google accounts gives them use of a creating customized maps. Will help students who still may not own a Google account to create one. Will provide a tutorial to Google maps for subsequent help. Will, along with teacher, help students to determine projects goal of finding locations of US-Latin America key events, conflicts, implementation, et. cetera. Pre-Activities: Student discussions and activity in class prior to library visit broached the reception of the Good Neighbor Policy by Americans who were financially and emotionally spent on war. Students understand that the country was focused on rebuilding the American way of life. Focus for Writing: Venn Diagram Note-taking Students will brush up on brief, descriptive writing anticipating the postings to the Google map which must utilize word economy. The focus of the writing initially will be coded language of the the presidential address moving toward encyclopedia-style entries regarding other significant events of surrounding the policy.

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Student Activities: (What students will do to acquire skill) Will will comment on library blog to the primary resource post on how particular tools are useful or not. Will determine if the historians suggestions are manageable for this project. Will try to incorporate pointers for using primary source documents. Will, along with keyword demonstration in library, conduct a search for policy and a particular Latin American country impacted, Cuba, Nicaragua, Haiti et. cetera Will conduct search to more Latin American countries impacted outside of the purview of class text, lectures. Will participate in class test of interactive Google Map by posting their birthplace, elementary school, church, first trip complete a detail associated

Library Resources: (be specific) databases with primary sources. Library of Congress Google accounts Google Map Library Blog Class wiki

Technology (Hardware) : (be specific)

Student Outcomes: Long-Term Goals (What students will be able to do as a result of lesson) Will possess knowledge of FDRs foreign policy. Will evaluate how a prominent country can affect it relationship with other countries, impact or depose leadership of another country, can make decision in favor of its own interest at the expense of the other country and its citizens. Will be able to define and know the value of primary documents. Will know how to create a personal, customize Google map for academic and own purposes. Will experience the effectiveness of Skype. Will benefit from expert opinion and weigh it against their own experience or knowledge. AASL 21st-Century Learner Standards: 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.2.4. Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.6 Display emotional resilience by persisting in information searching despite challenge. Assessments: (What librarian will monitor and observe students doing) Will, during the troubleshooting process, evaluate questions students may have to determine if research is stagnant or advancing. Will monitor if students continue to research with librarian assistance or are they moving toward independence. Will determine by students questions and comments if they are finding information relating to topic. Will monitor the interactive map after the test to see success or issues. Created by Sonja Stewart, Coordinator of Instructional and Library Media Rubric:

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Reubric

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Date ____________

Lancaster ISD Library Lesson Plan

Course: US History/Library Skills Grade Level: 11 Title of Lesson: Was The Good Neighbor Policy Really Good? Title of Unit: Continued Study of the Good Neighbor Policy Length of Lesson: :55 (2)?

Description/Introduction: (Whats the point of it all) The purpose of this library activity is to provide resources and instruction aimed at the studying the Good Neighbor Policy that largely defined the demands of a war-worn country as reflected in the foreign policy of President Franklin Roosevelt. Objectives (Goal) 1: Students will look at the Good Neighbor Policy outcomes on the U.S. and Latin Americans, people of color? Based on their research they should become more confident and making judgments and assertions. Students will draft a editorial outlining a Latin American point of view in direct response to an opposing United States newspaper commentary to be posted in class wiki. Objectives (Goal) 2: This exercise is an scaled adaptation of Objective 1 with more brief, succinct responses. Students will create a blog of commentary providing editorials on the US relations with countries in the Carribbean, South and Central America where the people are citizens are color. TEKS Texas Essential Knowledge and Skills (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;

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Texas School Library Standards: 1.1.A Participates in the ongoing identification and assessment of staff and students learning needs in areas related to information literacy, ethics, and technology. 1.1.B Integrates research process model...into the research projects by collaboratively developing plans, activities, and assessments for... learning experiences. 1.1.E Collaboratively assists students in developing research strategies and communicating findings in a variety of formats. Library Instructional Objectives. (What the library media specialist will do) Will provide any necessary extension of research skills on topic. Will train students to transfer information into Inspiration flowchart. Will demonstrate the process of posting comments to a blog post. Will demonstrate procedures for creating a post for a blog. Will cover ethics of posting for school-related blog. Will discuss the permanence of post in cyberspace. Will discuss intellectual property of others work included in blog. Pre-Activities: Students previously discussed US-Latin American relations under FDRs predecessor. Who was in power in Nicaragua and who empowered him and why. Discussion in class also covered US interest. Students have been strategically led to point beyond information recall to drawing conclusion for this unit. Focus for Writing: Students will do brief writing outlining the cause and effect behind major events for this era.
Student Activities: (What students will do to acquire skill) Will will conduct any additional research necessary to fill any information gaps related to query about US relations with a particular country. Will hone skills with Inspiration software to become proficient to create flowcharts. Will connect meaning to events that support assertions about ND policy and foreign countries. Will create a comment to dummy blog post for library class. Will create a brief blog post and create a hyperlink to it. Will examine the acceptable use policy for posting online.

Library Resources: (be specific) databases with primary sources. Library of Congress Library Blog

Technology (Hardware) : (be specific)

Student Outcomes: Long-Term Goals (What students will be able to do as a result of lesson) Will acquire skill to objectively view the United States positions in foreign matter. Will make relevant historic connections on American policy and chart them. Will learn achieve proficiency of working with blogs.

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AASL 21st-Century Learner Standards: 1.2.4. Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.2. Seek divergent perspective during information gathering and assessment. 1.3.5 Use information technology responsibly. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. Assessments: (What librarian will monitor and observe students doing) Will monitor if students continue to research with librarian assistance or are they moving toward independence. Will scan flowcharts being formulated for relevant information. Will monitor blog for relevant posts. Created by Sonja Stewart, Coordinator of Instructional and Library Media Rubric:

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Date ____________

Lancaster ISD Library Lesson Plan

Course: US History/Library Skills Grade Level: 11 Title of Lesson: WWII changing the homefront Title of Unit: Study of the WWIl Length of Lesson: :55

Description (Introduction): The central focus of the library visits will be to provide resources and instruction on the expanding role of the federal government on the American way of life during WWII. Objectives (Goals) 1: Students will investigate the many impacted areas of American way by the U. S. Government. Students may investigate any or all of the following: married women outnumbering single women in the workforce, farmers transforming into industry workforce, migration from rural areas swelling city population, urban housing shortages, conservation and recycling of household materials including trash, change in fashion to conserve material/fabric, wartime investments, full employment vs high unemployment during Great Depression, labor unions becoming more powerful, federal deficit because of wartime expenditures. Objectives (Goals) 2: This option is a smaller-scaled adaptation of Goal 1 Students will choose a singular American norm (mentioned in Objective 1) and study this norm and transformation in depth thus fully explaining the nuances of the issues, i.e, single women generally were on their own ensure that they had provisions. Their married counterparts stayed at home to care for the family. Their numbers on the other hand were a small percentage of the female workforce. WWII changed that. After achieving an faceted understanding of topic, students will develop a comprehensive anime, manga presentation, i.e., graphic novels explaining change in norm to peers. Graphic books will be loaded to class wiki to later be presented on whiteboard. TEKS Texas Essential Knowledge and Skills (14) Economics. The student understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society. The student is expected to: (A) describe the economic effects of World War II on the home front, including rationing, female employment, and the end of the Great Depression; (15) Government. The student understands changes in the role of government over time. The student is expected to: (B) explain the impact of significant international events such as World War I and World War II on changes in the role of the federal government;

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Texas School Library Standards: 1.1.C Students [engaged] in the effective use of print and electronic resources related to curricular and/ or independent learning needs to assist students in developing their own research strategies, in compliance with ethical standards. 1.1.D Differentiates instructional strategies according to multiple learning styles of students with consideration to individual and cooperative grouping and aligned with students prior learning and experiences. 1.1.E Collaboratively assists students in developing research strategies and communicating findings in a variety of formats. Library Instructional Objectives. (What the library media specialist will do) Will prepare on demand digital books. Will include Google Scholar to research repertoire. Will, prior to library session, conduct several search strings anticipating any particular keyword search issues for such varied topics on WWII. Will share comic generator resources using library blog. Will cover the general features of comic generators. Will demonstrate how to convert comics into a file type that is complimentary to class wiki. Pre-Activities: Several lectures ago, students took notes on the Hoover Administration, the Great Depression, FDR presidency taking off, the disappointment of the New Deal. Most recently, the Focus for Writing: Hypothetically suppose that you were going to write an editorial on big government. To gather all of your facts, list every conceivable ways in the government seems to be getting larger. This information will feed Objective 1. Student Activities: (What students will do to acquire skill) Will use acquired research skills to mine database to gather relevant, suitable information. Will adjust keyword search, search questions to arrive closest to the information desired. Will explore a variety of media to research topic. Will examine a variety of comic strip generator to determine the best for personal preference for assignment. Will practice converting a comic strip document to upload to class wiki. Library Resources: (be specific) Technology (Hardware) : (be specific) information databases online comic strip generator comic life software

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Student Outcomes: Long-Term Goals (What students will be able to do as a result of lesson) Will refine skill to apply cause and effect to major historical events. Will achieve greater practice in refining search queries for more precision hits. Will distinguish Google Scholar from other information databases. Will become creators, not just an audience of anime, graphic novels. Will, with increase use of class wiki, use social network tool with fluidity. AASL 21st-Century Learner Standards: 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 2.1.2 Organize knowledge so that it is useful. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 4.1.8 Use creative and artistic formats to express personal learnings. Assessments: (What librarian will monitor and observe students doing) Will through probing questions and active monitoring, determine if students searches are yield a fair amount of relevant information on topic. Will prior to deadline date continue to examine class wiki for uploads of graphic novels. Created by Sonja Stewart, Coordinator of Instructional and Library Media

Rubric

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Your Rubric: Story Telling : WWII Changes American Society Comic Book

7/20/11 12:37 AM

RubiStar

Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

Story Telling : WWII Changes American Society Comic Book Teacher Name: Sonja Stewart Student Name: ________________________________________

CATEGORY Knows the Story

4 The comic book author knows the story well and has obviously crafted the story over time and wrote, based on research and knowledge, with confidence. The student turns in an attractive and complete copy of the story in the correct format.

3 The comic book author knows the story pretty well and has some factual knowledge of topic and is relatively confident.

2 The comic book author knows some of the story, but did not appear to have fully researched topic well. The story seemed shaky.

1 The comic book author could not tell the story well because the author did not know details of the historical events.

Copy of Comic Book

The student turns in a complete copy of the story in the correct format.

The student turns in an complete copy of the story, but the format was not correct. Connections between events, ideas, and feelings in the story are sometimes hard to figure out. More detail or better transitions are needed.

The student turns in an incomplete copy of the story.

Connections/Transitions Connections between events, ideas, and feelings in the story are creative, clearly expressed and appropriate.

Connections between events, ideas, and feelings in the story are clearly expressed and appropriate.

The story seems very disconnected and it is very difficult to figure out the storyline.

Sequence

Retells story in correct sequence leaving out no important parts of story. The storytelling lasts 6 -9 pages. Covers the full story well. Lots of vivid, descriptive words are used to tell the audience when and where the story takes place.

Retells story in sequence with 2 -3 omissions.

Retells story Retells story with several out of omissions, sequence. but maintains sequence of those told. The storytelling lasts 3 -4. Full story not developed well. The storytelling lasts less than 2 pages. Story fragmented and incomplete. The audience has trouble telling when and where the story takes place.

Story Development

The storytelling lasts 4 -5 pages. Cover most of the story.

Setting

Some vivid, descriptive words are used to tell the audience when and where the story takes place.

The audience can figure out when and where the story took place, but there isn\'t much detail (e.g., once upon a time in a land far, far away). It is fairly

Problem

It is very

It is fairly

It is not clear
Page 1 of 2

http://rubistar.4teachers.org/index.php?screen=CustomizeTemplatePrint&

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Date ____________

Lancaster ISD Library Lesson Plan

Course: US History/Library Skills Grade Level: 11 Title of Lesson: WWII changing the affairs of African-Americans Title of Unit: Study of the WWIl Length of Lesson: :55

Description/Introduction: The library session is an opportunity place the World War II conflict within the context of African American life. It will help determine if the conflict provided any opportunities for this ethnic group to advance. Objectives (Goal) 1: Students will investigate the day-to-day living for African Americans in the late 30s to 40s. Students will also investigate limited opportunities for blacks, level of education and training, job outlook, housing, level of integration of at-large society. Further investigation and analysis is expected to reveal what conditions and circumstances did gave African-Americans leverage to push for greater civil rights during the war. Objectives (Goal) 2: Students will use GoAnimate XtraNormal, Creaza and Voki tools to create stills to be incorporate in political cartoons and satire about the conditions of African Americans and opportunity for advancement OR Adaptation: Student will create a radio announcement of the battle African American soldiers during WWII on the front lines and the homefront. TEKS Texas Essential Knowledge and Skills (14) Economics. The student understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society. The student is expected to: (A) describe the economic effects of World War II on the home front, including rationing, female employment, and the end of the Great Depression; (15) Government. The student understands changes in the role of government over time. The student is expected to: (B) explain the impact of significant international events such as World War I and World War II on changes in the role of the federal government;

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Texas School Library Standards: 1.1.D Differentiates instructional strategies according to multiple learning styles of students with consideration to individual and cooperative grouping and aligned with students prior learning and experiences. 1.1.E Collaboratively assists students in developing research strategies and communicating findings in a variety of formats. 3.1. D. If statewide consortia information sharing projects exist, librarian provides participation, including electronic subscriptions (online databases, magazines and newspapers, encyclopedias, reference books, primary sources, etc.), interlibrary loan, and library, school-wide, and remote access to the Web. Library program provides a minimum of 4 at secondary level. 3.1.H Uses 5 or more professional, up-to-date resources, both print and electronic, to locate, evaluate and select materials. Library Instructional Objectives. (What the library media specialist will do) Will provide any additional database necessary for narrowing topic to African American context. Will share videoediting tools using library blog. Will cover the general features of social online videoediting tools. Will demonstrate process of capture stills from video. Will train students basic operation for creating political cartoons series. Will demonstrate how to convert comics into a file type that is complimentary to class wiki. Pre-Activities: Students, through class lectures, discussions, using timelines, discuss the US involvement in WWII, the causes, allies, axis alliance. The assignment emerges near the end of this study as it is extension and enrichment. Focus for Writing: Script-writing Tragic as the circumstances of war is, African Americans saw the potential for advancement in the war and were eager to as a community participates. Enumerate all of the civil rights advantages they could exploit. Student Activities: (What students will do to acquire skill) Will extend initial WWII research to include the African-American context. Will adjust keyword search to collect any information on African-Americans, their experienced discrimination, advancement during WWII. Will create accounts for social videoediting tools to determine preference for assignment. Will frame a storyline to create a series of political cartoons about a particular aspect of the assigned topic. Will experiment creating a political cartoon during library session for troubleshooting with librarian and peers. Library Resources: (be specific) Technology (Hardware) : (be specific) information databases online videoediting tools class wiki

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Student Outcomes: Long-Term Goals (What students will be able to do as a result of lesson) Will gain insight of long, historical fight that led to todays semblance of equality for African Americans Will develop knowledge of a continuum of the fight for civil rights in the U.S. Will continue to refine skill to apply cause and effect to major historical events. Will benefit from practice of narrowing topic to a particular, singular focus for depth of knowledge. Will derive pleasure of creating with a new form of expression in social media/video. Will use cynicism, sarcasm filtered through a historical perspective for academic persuasive expression. Will become creators, not just an audience of political cartoon. AASL 21st-Century Learner Standards: 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.2.2 Demonstrate condence and self-direction by making independent choices in the selection of resources and information. 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. 2.4.1 Determine how to act on information (accept, reject, modify). 2.4.2 Reect on systematic process, and assess for completeness of investigation. 3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. Assessments: (What librarian will monitor and observe students doing) Will through probing questions and active monitoring, determine if students searches are yield a fair amount of relevant information on topic. Will view monitors in library lab for modicum of success with social videoediting tools in trial run for project. Created by Sonja Stewart, Coordinator of Instructional and Library Media

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Rubric

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