1. High School Social Studies and Language Arts
In studying Hamlet, the history teacher explains the importance of understanding the society in which
Shakespeare belonged and how it might have influenced his writing. This gives students a deeper background in
which to appreciate and comprehend Shakespeare’s writing and the time in which the play was performed. Students
transport themselves to Elizabethan England in 1600. Each assumes a role from a list given by the teacher, such as
14-year-old male apprentice to the Globe organization, Shakespeare himself, 10-year-old daughter of tavern-keeper
next to the Globe, 50-year-old merchant who is a patron of the Globe and of Shakespeare, Sir Walter Raleigh, and
others. The student is responsible for writing a journal entry in which he reveals what his character did on that date.
Students will refer in some way to the production of the new play, Hamlet, and also reflect the daily routine of his
life in England near 1603, and the death of Queen Elizabeth.
The library media specialist shows students the history databases to which the library subscribes in addition
to print resources and sites on the free Web. Journal entries from various historical time periods complete the list of
sources. Students learn how to use the school’s Web site evaluation guide that requires them to assess each site that
they find on their own. She instructs students on how to access and use a note taking organizer she created using
Microsoft Word. The students seem enthusiastic to have such an organizer and are especially grateful when she
demonstrates Citation Machine <http://www.landmark-project.com/citation_machine/index.php>, simplifying the
traditionally tedious job of citing sources. After a short session on plagiarism, students understand the importance of
citing sources when they quote, summarize, or paraphrase.
Students research life in Elizabethan England in 1600, taking notes and reading authentic journal entries to
understand the proper format. When they finish researching their subjects, they draft their journal entries, revise, and
write the final entry, attempting their best cursive script. Some students get creative with the type of paper they use
for the journal, trying to simulate parchment. As they write, they use the rubric provided by their teacher to meet his
expectations. Students turn in notes, Web site evaluations if needed, and all drafts of their work. The library media
specialist assesses their note taking skills and works cited lists, while the social studies teacher and English teachers
assess the journal entries.
Instructional scenario from: McGhee, M. W. and Jansen, B. (2010). The Principal’s Guide to a Powerful Library
Media Program. ABC-CLIO/Linworth Books. (in press)
Big6 Steps and Activities ELA TEKS Research Skills
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