Cengage Learning Webinar, Research & Library, Artemis Primary Sources
Cengage Learning Webinar, Library & Research, Meeting Commom Core Standards
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Meeting Common Core Standards Using Library Research and Collaboration Guest Speakers – Paul D. Schreiber High School Mary Seligman, Librarian Michal Cohan, English Teacher Hosts – Cengage Learning Dinah Ramirez, Product Training Specialist Gayle Grimes, National Curriculum Specialist, School Group
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Showcasing the ways in which librarians and teachers can work together to meet Common Core Standards using existing materials and teaching strategies, this webinar/discussion centered on using existing and new materials to develop and enhance the teaching and learning experience while meeting the new standards. Our special guests from Paul D. Schreiber High School, Ms. Seligman (Library Media Specialist) and Ms. Cohan (English Teacher) discussed how they have successfully developed, implemented and revised numerous projects over the past few years to reach the evolving needs of current students. They suggested ways to collaborate with disciplines from around the school.
Transcript of Cengage Learning Webinar, Library & Research, Meeting Commom Core Standards
Meeting Common Core Standards Using Library Research and Collaboration
Guest Speakers – Paul D. Schreiber High SchoolMary Seligman, Librarian
Michal Cohan, English Teacher
Hosts – Cengage LearningDinah Ramirez, Product Training Specialist
Gayle Grimes, National Curriculum Specialist, School Group
Librarians at the center of Common Core State Standards
Gayle GrimesNational Curriculum Specialist
Cengage Learning, School Group
Librarians and Common Core Standards
Strategic Opportunity The Collection Voice Instructional Shift 21st Century Learning Curator Expert
Paul D. Schreiber High School
Port Washington, New York
Mary SeligmanLibrarian
Michal CohanEnglish Teacher
Meeting Common Core Standards Using Library Research
Intersection of Common Core and Information Literacy Standards :
• Locate information in a variety of formats from multiple sources
• Assess usefulness and critically evaluate
• Integrate information into text and/or presentation to share with others
• Avoid plagiarism
Practical Applications
English Project #1
Title of Project: Daily Life in the Renaissance
Grade Level: 9
This project was done before reading Shakespeare’s Romeo and Juliet. It was explained to students that writers do not write in a vacuum. To better understand Shakespeare’s work, we need to know about his world.
Topics:
Daily Routine Class Structure Food Marriage RitualsClothing Social Customs Games Law and Politics
Task: Research one topic.
Write a 2-3 page paper.
Make a 5 minute presentation to the class using any creative way you choose.
What standards does this project meet?
1. CCSS.ELA-Literacy.SL.9-10.2 : Integrate multiple sources presented in diverse media or formats
2. CCSS.ELA-Literacy.SL.9-10.5 : strategic use of digital media in presentations to add interest and inform.
3. CCSS.ELA-Literacy.9-10.8 : Gather relevant information from multiple authoritative print and digital sources; assess usefulness; integrate information into text; avoid plagiarism.
4. CCSS.ELA-Literacy.W.9-10.2 : Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
5. CCSS.ELA-Literacy.SL.9-10.4 : Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
6. AASL 21st Century Standards : Crosswalk with Common Core
Title of Project: Evil Despots
Grade Level: 10
In this project, students were reading Shakespeare’s Julius Caesar.
Topics:
With the help of the Social Studies department chair, we created a list of history’s most evil leaders. Some of those included were:
Alexander the Great Quin Shi Huang-Di CharlemagneGhengis Khan Mehmed II Mussolini Nero
*Because he is studied extensively, we did not include Hitler.
Task: Students were to select one leader and research their lives and deeds.
The paper was focused on a critical analysis of the leader, drawing connections to a specific character in the play.
English Project #2
What standards does this project meet?
1. CCSS.ELA-Literacy.RI.9-10.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. CCSS.ELA-Literacy.RI.9-10.2 : Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. CCSS.ELA-Literacy.RH.9-10.6 : Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
4. CCSS.ELA-Literacy.RH.9-10.7 : Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
5. CCSS.ELA-Literacy.W.9-10.2b : Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
6. AASL 21st Century Standards : Crosswalk with Common Core
Title of Project: Lord of the Flies and Civil Unrest
Grade Level: 10
• As a follow-up to reading Lord of the Flies, students would connect this fiction book to real world events.
• Each student would research one of the four possible conflicts as a foundation of their essay.
Topics:
Syria Libya Egypt Darfur
Task: In a well developed essay, students were to connect a controlling idea
from Lord of the Flies to civil unrest in today’s world.
English Project #3
What standards does this project meet?
1. CCSS.ELA-Literacy.RH9-10.1 : Citing specific primary and secondary sources, inc. date and origin of info
2. CCSS.ELA-Literacy.RH.9-10.2 : Central ideas; how these develop over time
3. CCSS.ELA-Literacy.RH.9-10.3 : Analysis; cause of earlier events or simply preceding?
4. CCSS.ELA-Literacy.RH.9-10.8 : Gather relevant information from multiple authoritative print and digital sources; assess usefulness; integrate information into text; avoid plagiarism.
5. CCSS.ELA.Literacy.RH.9-10.9 : Draw evidence from informational texts to support analysis, reflection, and research.
6. CCSS.ELA-Literacy.W.9-10.2b : Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
7. AASL 21st Century Standards : Crosswalk with Common Core
Social Studies Project #1
Title of Project: 19th Century Revolutions
Grade Level: 10
Students had studied the French Revolution of the early 1800s. This was the catalyst for other revolutionary events around the world.
Topics : Austria Russia GreeceHaiti France South America
Task : Students were to research a mid-nineteenth century revolution and
connect its origins to the ideas that were the foundation of the earlier French Revolution.
Write a 2 page newspaper article.
Make a presentation to the class outlining their conclusions.
What standards does this project meet?
1. CCSS.ELA-Literacy. RH9-10.1 : citing specific primary and secondary sources, including date and origin of info.
2. CCSS.ELA-Literacy.RH.9-10.2 : Central ideas; how these develop over time.
3. CCSS.ELA-Literacy.9-10.3 : Analysis; cause of earlier events or simply preceding?
4. CCSS.ELA-Literacy.WHST.9-10.8 : Gather info from authoritative print and digital sources; assess usefulness; integrate into text; avoid plagiarism.
5. CCSS.ELA-Literacy.WHST.9-10.9 : Draw evidence from informational test to support analysis, reflection, and research.
6. CCSS.ELA-Literacy.RH.9-10.9 : Compare/contrast treatments of topic in primary & secondary sources.
7. AASL 21st Century Standards : Crosswalk with Common Core
Title of Project : U.S. History from 1700s to Current Times
Grade Level: 11 AP
Students were to create a thesis statement on a topic in U.S. History in which they were interested.
Topics:
Possible areas of inquiry included:• The role of propaganda in the American Revolution• Political philosophies• Social reform movements• The legacy of the Great Society• Affirmative action• Supply side economics
Task: After substantial research, students were to write an 8-10 page paper
defending or disproving their thesis.
Social Studies Project #2
Gale E-Book
What standards does this project meet?1. CCSS.ELA-Literacy.RH.11-12.1 : Cite specific textual evidence to support
analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
2. CCSS.ELA-Literacy.RH.11-12.3 : Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
3. CCSS.ELA-Literacy.RH.11-12.6 : Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
4. CCSS.ELA-Literacy.RH.11-12.7 : Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
5. CCSS.ELA-Literacy.RH.11-12.8 : Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
6. CCSS.ELA-Literacy.RH.11-12.9 : Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
7. AASL 21st Century Standards : Crosswalk with Common Core
Philosophy of Working Together
• The teacher and librarian each bring their skills and resources to the party.
• Work within your comfort zones and be supportive of each other. It makes the students happier when they see a positive relationship happening.
• Projects are designed around available resources. Confirm that materials meet the needs for student success.
• Offer students choices within parameters – help them ‘own’ the project.
• Begin with more basic projects, then build on that foundation. As complexity increases, remind students of what they already know.
• Be willing to take a risk and try something new. Have fun!
Questions? Please Contact Us!
Dinah RamirezProduct Training Specialist
[email protected] ext# 8047
Gayle GrimesNational Curriculum Specialist, School Group
[email protected] ext# 2899
-- OR -- Your Gale Cengage Learning Representative
1-800-877-4253
To learn more about any of the resources mentioned today, please visit www.gale.cengage.com for product
info, training services, customer care support, and more!
