Teacher's Guide

TEACHER TIPS
and TOOLS

How to implement engaging research, including mini skills lessons, and professional resources
TARGETED LEARNING STYLES

Field Dependent

Field Independent

 Visual

 Auditory

 Kinesthetic

 Tactile

Active

Reflective

Global Understanding

Analytical Understanding
TIME FRAME:


This research model will require three 45-minute class periods for research plus additional time for creating the oral report and PowerPoint presentation

 UNIT:

   Military History: Leadership/The Human Factor & Strategy and Tactics

FOCUS:
Enduring Understanding or EssentialQuestion

   How do significant military leaders throughout history compare to the exemplary military leader, strategist, and tactician Napoleon Bonaparte?

MSDE Voluntary State Curriculum: Social Studies Standards/Core Learning Goals

   Currently there are none available for Military History.

BCPS Military History Curriculum Indicators

  
  • Students will compare innovative military leaders in order to evaluate their effectiveness.
  • Students will analyze the components of military planning in order to evaluate the effectiveness of selected military operations.
BCPS logoBCPS Library Media
 

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)
MD flagMSDE 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.

 NationalCurriculum Standards for Social Studies

   Power, Authority, and Government: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.

National Information LIteracy Content Standards (ALA)

 Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.

National Technology Education Standards for Students (ISTE)

  

Standard 3: Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Standard 4: Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Standard 5: Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.

Standard 6: Technology problem-solving and decision-making tools
Students use technology resources for solving problems and making informed decisions.


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Last update: November 2010, by Michael Morgan
Created by Ann B. O'Neill
BCPS Research Module, Copyright 2001, 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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