Background for American Literature

Teacher Guide


TEACHER TIPS & TOOLS
resources, lessons, and forms to support the implementation of the research models

TARGETED LEARNING STYLES

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TIME FRAME:


On-going small group research work prior to the presentation.

Presentations to be given at the beginning of each new unit throughout the school year.

 Unit:

  

All units in the Advanced Placement English Language and Composition/Gifted and Talented English 11 curriculum, specifically:

  • Colonial America (1600 - 1760)
  • The New Nation (1760 - 1800)
  • American Individualism (1800 - 1860)
  • A Divided America (1840 - 1890)
  • A Changing America (1890 - 1914)
  • A Modern America (1915 - present)

Focus:

  

Students will engage in historical research to answer the essential question:  How are the tensions of the time reflected in the writings of the time?

BCPS 
AP/GT English 11 
Curriculum Indicator:

   Select, interpret, evaluate, and organize information to summarize the results of an investigation.

BCPS
Library Media
Indicators:

  
  • Use reference skills in order to locate information in a variety of sources (LG-3)
  • Use research skills in order to evaluate, select, record, and reorganize information (LG-3)
  • Use critical thinking skills in order to solve research problems (LG-3)

Maryland Library Media VSC

 
 
 

2A
1. Match resources to topic of interest or need.
3A
1. Students will use print resources efficiently and effectively.
3. Students will use computer/online/digital resources efficiently and effectively.
7. Use appropriate graphic organizers or note cards to record relevant information. 
8. Use own words to capture concepts and avoid plagiarism.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.

AASL Standards 

  

1.1.4    Find, evaluate, and select appropriate sources to
1.2.4    Maintain a critical stance by questioning the validity and accuracy of all information.
1.3.1    Respect copyright/ intellectual property rights of creators and producers.
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.
2.2.4    Demonstrate personal productivity by completing products to express learning.
2.4.3    Recognize new knowledge and understanding.
3.1.3    Use writing and speaking skills to communicate new understandings effectively.
3.3.4    Create products that apply to authentic, real-world contexts.
4.1.5    Connect ideas to own interests and previous knowledge and experience.
ISTC NETS for Students

Performance Standards and Indicators:

Grades 9- 12
  • Students use technology to locate, evaluate, and collect information from a variety of sources.
  • Students use technology tools to enhance learning, increase productivity, and promote creativity.
  • Students use productivity tools to collaborate in constructing technology-enhance models, prepare publications, and produce other creative works.
  • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Last update: July 2003
Created by Joyce Caldwell, with assistance from Barb Falkinburg, Sharon Grimes, and Ann O'Neill

BCPS Research Module, Copyright 2003, Baltimore County Public Schools, MD, all rights reserved. This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly.

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