us hist and 21st csa

7/31/2019 US Hist and 21st CSA

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FRIT 7737: Information Literacy Collaborative Unit

Using Information Literacy Data to preemptively address the new Common CoreLiteracy Standards.

In analysis of the data from the 21 st Skills Assessment it is clear that there is a lack

of proficiency across the board. There is however a notable weakness in the area of communication and collaboration. (See Figure 1.) This area corresponds to the AASL

Standard 1.1.9 which in turn corresponds to the new Common Core Literacy Anchor

Standard for Writing #5 WH/SS/S/TS5. It is difficult to find more than an ephemeral

relationship between such new and important standards and a previous years standardized

testing data in a content area such as Social Studies or Science. However, teachers and

Library Media Specialists alike, share the belief that the relationship is both real and

timely.

Due to various factors our district has seen a relative lack of success in

implementing the Social Studies curriculum. We see this in EOCT results for 2012 World

History. McIntosh remained in the bottom quartile in the state. While it is possible to

perform further data analysis to determine the contributing factors we want to assess the

implementation of the Common Core Literacy Standards and our districts new writing

initiatives.

We decided to focus on the third domain of US History; Industrialization, Reform,

and Imperialism. We also decided to focus primarily on the AASL standards 1.1.9 and

1.3.4 to stress collaboration and communication. Our secondary standard focus was AASL

1.2.3, 1.1.4 and 1.1.8 to include elements of information fluency and research skills,

another area of relative weakness in our 21 st Century Skills Assessment results. We can use

the AASL/Common Core Crosswalk to also determine the associated standards for these

additional standards. For 1.2.3 the corresponding standard is CC9-10WH/SS/S/T8.


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UbD Stage 1 :W. Bryan Boone

Title of Unit

Industrialization, Reform,and Imperialism

GradeLevel

9th

CurriculumArea

Social Studies US TimeFrame

4 weeks

Stage 1 Identify Desired ResultsContent Standards:

Domain:Industrialization, Reform, and Imperialism

Assessment in this domain focuses on key events, historical figures, and themes related tothe history of the United States from the rise of big business in the late 1800s to Americanexpansionism at the turn of the twentieth century.

SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impactof this growth in the early decades of the new nation.a. Explain the Northwest Ordinances importance in the westward migration of Americans, and on slavery,

public education, and the addition of new states. b. Describe Jeffersons diplomacy in obtaining the Louisiana Purchase from France and the territorysexploration by Lewis and Clark.c. Explain major reasons for the War of 1812 and the wars significance on the development of a nationalidentity.d. Describe the construction of the Erie Canal, the rise of New York City, and the development of the nationsinfrastructure.e. Describe the reasons for and importance of the Monroe Doctrine.

SSUSH7 Students will explain the process of economic growth, its regional and national impact in the firsthalf of the 19th century, and the different responses to it.a. Explain the impact of the Industrial Revolution as seen in Eli Whitneys invention of the cotton gin and hisdevelopment of interchangeable parts for muskets.

b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.c. Describe reform movements, specifically temperance, abolitionism, and public school.d. Explain womens efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the developmentof American nationalism.

AASL Standards:

1.1.9: Collaborate with others to broaden and deepen understanding.1.3.4: Contribute to the exchange of ideas within the learning community.1.1.4: Find, evaluate, and select appropriate sources to answer questions.1.1.8: Demonstrate mastery of technology tools to access information and pursue inquiry.1.2.3: Demonstrate creativity by using multiple resources and formats.

Common Core Literacy Standards:

CC9-10WH/SS/S/TS5: Develop and strengthen writing as needed by planning, revising,editing, rewriting, or trying a new approach, focusing on addressing what is most significant for


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a specific purpose and audience.

CC9-10WH/SS/S/T7 : Conduct short as well as more sustained research projects to answer aquestion (including a self- generated question) or solve a problem; narrow or broaden theinquiry when appropriate; synthesize multiple sources on the subject, demonstratingunderstanding of the subject under investigation.

CC9-10WH/SS/S/T8: Gather relevant information from multiple authoritative print and digitalsources, using advanced searches effectively; assess the usefulness of each source in answeringthe research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Understandings

Students will understand: (GPS)-the effect the Monroe Doctrine had on the world political stage

-the role that the acceptance of Manifest Destiny had on American politics

-specific and significant industrial advancements and their effect on imperial goals

-the impetus for reform movements such as temperance, abolition, and public schools

(AASL) :

- We live in a connected world now. The student will understand that most of their educative process can take place within the realm of collaboration and be improved by it.

- The student will understand their responsibility to our online learning community issimilar our responsibilities to our IRL community.

- The Student will produce evidence of the research process in the form of a research paper following a brief annotated bibliography.


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Essential Questions

Overarching Questions:

What causes wars between nations?

What were the larger causes for the massivegrowth of US power.?

How did the many factors of the industrialrevolution and expansionism create theAmerica of today.

1.)What role does collaboration play in thewriting process?2.)What role does the internet play in

connecting us?3.) What does it mean to be a responsible and ethic user of information?

Topical Questions:

What was the impact of territorial

expansion of the United States during the1800s?

How did technological advances change theU.S. during the 1800s?

What was the motivation for movingWestward?

Who were: Eli Whitney, Elizabeth CadyStanton?

What was the Seneca Falls Conference?

How did the War with Mexico impactAmerican expansion?

Knowledge and Skills

KnowledgeStudents will know:

the Northwest Ordinances importance in thewestward migration of Americans and onslavery, public education, and the addition of new states

Jeffersons diplomacy in obtaining theLouisiana Purchase from France

the Lewis and Clark exploration the major reasons for the War of 1812 and thewars significance on the development of anational identity

the construction of the Erie Canal, the rise of New York City, and the development of national infrastructure

the reasons for and importance of the MonroeDoctrine

the impact of the Industrial Revolution (EliWhitneys invention of the cotton gin and hisdevelopment of interchangeable parts for muskets)

SkillsStudents will be able to:

Utilize online learning community tocommunicate and collaborate with their peersin an effort to create meaningful research onthe topics of this unit.

Make sense of expansionism and imperialismand how it has shaped the United States?

Demonstrate their knowledge of the standardsthrough a formal research paper that includesevidence of online collaboration and the peer review process.


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the westward growth of the United States andthe emerging concept of Manifest Destiny

reform movements, specifically temperance,abolitionism, and public schools

womens efforts to gain suffrage, the role of Elizabeth Cady Stanton, and the SenecaFalls Conference

Jacksonian Democracy, expanding suffrage,the rise of popular political culture, and the

development of American nationalism


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Stage 2 - Evidence

Performance Task(s)Be sure to indicate:

Goal: Your goal is to be able to demonstrate your ability to research and write effectively

about the industrial revolution and expansionism in the US.Role: Your job is to inform your classmates and enrich their understandingof our nation during this time period.Audience: Your audience is your classmates who will be judging andcritiquing your online participation, writing and works cited.S ituation: The context in which you will be striving is one of collaborationand connectivity. Your classmates have all worked hard during theirresearch and have collaborated with you as peers to help with your researchand writing. They will look to see that you did as well.P roduct Performance and Purpose: Throughout this semester we haveworked to use the technology available to us in the classroom to collaborate

with each other so that the learning process involves everyone. We now willuse these skills to perform effective peer review.S tandards and Criteria for Success: Your research project will be held tothe provided rubric. However, the rubric will account for only 60% of yougrade. An additional 30% will come from a second rubric to be scored byyour classmates and their perception of your participation in the process.

The remaining 10% will come from your online participation statistics, i.e.the number of response and time spent within our online learningcommunity.

Stage 3: Planned Learning Experiences (WHERETO)

Week 1


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W-E. The lesson begins with Manifest Destiny PowerPoint and Video

Participation quiz to be delivered via Clickers.followed by discussion of webquest H.W. Introduction of essential questions

E. Video PresentationShow previous years best two research presentations. H.Discussion on presentations role in the unit. R.

T. Separate students into groups by differentiation chart . Thinking Maps exercise on including timelines from each group O.

H. Showing of History Channels The S and passing out of assignment with rubric

O. Have students draw names for their partner and give them time to discussthe individual, battle, or significant event they will be researching.

Be available during group work. Have iPad cart available for

students who want to immediately start research

E. (explore) Brainstorming and rough outlines Due by weeks end.Instructions to bring in above mentioned ThinkingMaps and

OutlinesHomework: post preliminary research and respond to at least two

other postsUtilize Webquest: http://www.radford.edu/~sbisset/westward.html

Resources:

1.) Class Blog2.) iPads3.) Media Center Computer Lab Reservations4.) http://www.radford.edu/~sbisset/westward.html
http://www.radford.edu/~sbisset/westward.htmlhttp://www.radford.edu/~sbisset/westward.htmlhttp://www.radford.edu/~sbisset/westward.htmlhttp://www.radford.edu/~sbisset/westward.html


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Performance Task w/ Rubric

0 1 Score

Moving onand out!American Exspansionismand Big Business. C o

m p l e t e n e s s Project and

presentationwhollyincomplete

Contains greatmajority of requirements andwas submitted ontime.

/1

0 1 2 3 Score

S t a n d a r

d sDoes notaddress thestandards or essentials of

the assignment

Shows only a literalunderstanding of thecontent

Demonstrates basicunderstanding withsome higher depth of understanding

Demonstratescomprehensiveunderstand of assignment, contentand purpose. /3

0 1 2 3 Score

T e c

h n o l o g y

Presentation does notinclude qualityinformation and only oneor less of multimediaelements

Some of therequiredmultimediaelementsintegrated but notseamlessly.

2 or 3 out of 3multimediaelementsincluded but oneor more are notused properly

All multimediaelementsincluded andfunction properly /3

0 1 2 3 Score

R e s e a r c h

Research inadequate ,fewer than 3 sourcecited, citation doneimproperly, etc.

Research approachedminimum

requirements, 3sources cited, Citations properly formatted for the most part.

More than 3 qualitysources, properly

cited. Researchshowed initiative

Researchdemonstrative a high

level of motivationand understanding of topic and writingstandards/conventions

/3

0 1 2 3 Score

A s s e s s m e n

t s Work was notsubmitted to network folder nor was self assessments completed

Work was submittedto network folder butself assessments werenot completed.

Work was submittedto network folder butself assessments wereonly partiallycompleted.

Work was submittedto network folder and self assessmentswere thoroughlycompleted.

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0 1 2 Score

C o l

l a b o r a

t i o n

Did not turn in peer evaluations or did sowithout providingany constructivecriticism.Participation inonline discussionnonexistent

Turned in evaluations butdid not meet minimumcritique guidelines.Minimum participation inonline discussion and didnot contribute during bothVoiceThread Sessions

Turned in all peer evaluations and showedthoughtful attention tothe work of peers.Participate fully inVoiceThread Sessionsand online discussions.

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Total Scor

e /15


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Student Self-Assessment, Follow-up Activities and Reflection

1. Have students complete online rubric via My Big Campus.

2. Submit a reflection in narrative form to your blog.


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Other Evidence(e.g. tests, quizzes, work samples, observations)

1. Submit completed research project via eBackPack.2. Observations of online participation and demeanor 3. Participation in VoiceThreads with small Q&A and

discussion.

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