Standards in Action History

Action Example Template
CREATED BY: DANIEL A. SABOL

SCHOOL/LOCATION: PURCHASE, NY
GRADE: 9TH
LIBRARY CONTEXT: Combination
Multiple lessons in a unit
COLLABORATION CONTINUUM: Moderate
CONTENT TOPIC: The Revolutionary War
ESTIMATED LESSON TIME: 3 WEEKS
STANDARDS FOR THE 21 -CENTURY LEARNER GOALS

ST
Standard:
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations,
and create new knowledge.
3. Share knowledge and participate ethically and productively as members of our
democratic society.
Skills Indicator(s):
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.9 Collaborate with others to broaden and deepen understanding.
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.
3.1.5 Connect learning to community issues.
Benchmark(s):
• Students will select sources of information based on specific information needs
and strengths of different information formats.
• They will evaluate and select information based on authority, accuracy and
reliability.
• Evaluate historical information for validity of interpretation and accuracy and
reliability of data.
Dispositions Indicator(s):
1.2.1 Display initiative and engagement by posing questions and investigating the
answers beyond the collection of superficial facts.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.6 Display emotional resilience by persisting in information searching despite
challenges.
2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions
and test them against the evidence.
2.2.4 Demonstrate personal productivity by completing products to express learning.
3.2.2 Show social responsibility by participating actively with others in learning
situations and by contributing questions and ideas during group discussions.
Responsibilities Indicator(s):
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
2.3.1 Connect understanding to the real world.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
3.3.1 Solicit and respect diverse perspectives while searching for information,
collaborating with others, and participating as a member of the community.
3.3.3 Use knowledge and information skills and dispositions to engage in public
conversation and debate around issues of common concern.
3.3.4 Create products that apply to authentic, real-world contexts.
Self-Assessment Strategies Indicator(s):

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and
adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry
process.
SCENARIO:
The library media specialist is approached by the history teacher who wants to co-
teach a unit on the Revolutionary War. The history teacher explains that the students
will come to the library to find information on the Declaration of Independence. Each
student will have a set of questions that need to be answered with the help of the
librarian.
CONNECTION TO LOCAL OR STATE STANDARDS

Standard 1: History of the United States and New York Students will use a variety of
intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning.
Standard 5: Civics, Citizenship, and Government Students will use a variety of

intellectual skills to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the United States and other nations; the
United States Constitution; the basic civic values of American constitutional democracy;
and the roles, rights, and responsibilities of citizenship, including avenues of
participation.
OVERVIEW:
The librarian will provide the student’s access to the many resources that the library has
to offer. Each student will be working in groups to create a colonial newspaper. They
will come to the library seeking sources from a historical perspective. Students will also
be looking for sources to discuss grievances the colonists had with the King of England
in 1775.
FINAL PRODUCT:
• Working in small groups, students will create a colonial newspaper.
• Students will construct a letter to the King of England in 1775 after the Battle of
• Lexington and Concord. The letter will include a strategy that the king can use to
stop the rebellion before it is too late.
• Students will create their own political cartoon of events leading to American
rebellion depicting the points of view of both the British and the American
colonists.
LIBRARY LESSON(S):
Students will utilize the library and online resources that they feel suitable to find out
information on the Declaration of Independence. The librarian will help students
prepare a list of items in the document, which include: Who is the author? What are
the theories of government? List 4 grievances and explain them in your own words.
What are 3 rights of man? Who is He? What words does the document use to refer
to him? What do the delegates pledge? What signees are from New York? Who
was the first to sign the document? Students will share their finding with class
members using the jigsaw method.
ASSESSMENT
• Product
Students will be given a checklist of the different types of resources that are available
to them in the library: online, database, print, encyclopedia and periodicals. When the
student uses one of these sources they will have the space to write down
bibliographic information about the source and will be able to show their teacher the
variety of resources they used to complete their project.
• Process
Using the jigsaw method, students will reflect on what they found in the library by
sharing their resources checklist.
• Student self-questioning
Are the resources I found good sources of information?
Are the sources relevant to my class work?
How do I site my findings?
INSTRUCTIONAL PLAN
Resources students will use:
Students will use online subscription databases, web sites, books,
periodicals/newspapers and scholarly web sites.
• Instruction/activities
o Direct instruction:
I will review search strategies with the students and assist them by
exploring the different resources in the library. I will also review how to
correctly write a bibliography.
o Modeling and guided practice:
I will demonstrate how to appropriately use library materials and evaluate sources. I will
monitor how each student is doing with their research and ensure that they are going in
the right direction.
o Independent practice:
For homework, students will draft a letter explaining effective measures of protest
against the British colonial policies.
o Sharing and reflecting:
Students will share their finding with class members using the jigsaw method.

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Action Example Template

CREATED BY: DANIEL A. SABOL

LIBRARY CONTEXT: Combination

Multiple lessons in a unit

COLLABORATION CONTINUUM: Moderate

CONTENT TOPIC: The Revolutionary War

ESTIMATED LESSON TIME: 3 WEEKS

STANDARDS FOR THE 21 -CENTURY LEARNER GOALS

Self-Assessment Strategies Indicator(s):

CONNECTION TO LOCAL OR STATE STANDARDS

Standard 5: Civics, Citizenship, and Government Students will use a variety of

o Modeling and guided practice:

o Sharing and reflecting:

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