Research ppt.


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Research ppt.

  1. 1. Writing to Learn: Support from the Library Media Center
  2. 2. “ Poor writing costs taxpayers Millions…” <ul><li>“ Staggered costs of ineffective writing instruction in our schools, measured by graduates who come into the workforce unable to communicate clearly on paper or even in emails” (Pope, 2005) </li></ul><ul><li>-It is estimated that state governments spend upward of a quarter of a billion dollars per year remediating the writing skills of their employees. (Daniels, 2007, p. 1) </li></ul><ul><li>(This number is far greater for private employers.) </li></ul>
  3. 3. Thesis: How can school library media centers help produce better writers?
  4. 4. Student Questionnaire: <ul><li>95% of surveyed 10 th graders at Pikesville High indicated that they are more motivated by projects that allow them to choose their topic. (May, 2009) </li></ul><ul><li>Teaching students to develop a specific topic or thesis rather than assigning broad themes stimulates individual creativity and engages all students by offering choices. </li></ul>
  5. 5. Many teachers believe that students hate writing… But, Maybe it’s the kind of writing teachers ask them to do that they hate.
  6. 6. Don’t <ul><li>Ask students to complete a research paper on WWII generals… </li></ul><ul><li>Do </li></ul><ul><li>Ask them to create a thesis statement explaining which one was the most influential… </li></ul>
  7. 7. My proposal: <ul><li>I wanted to create a very specific, concrete way to incorporate library resources into the learning objectives in the world history curriculum. </li></ul><ul><li>First, I developed the theme and layout of the assignment. Next I carried out the research to discover which sources were not only available in my schools’ library but are also worth-while for my student’s use. The attached documents are the finished product, stemming from this research. </li></ul><ul><li>I found sources that are accessible and effective in the Pikesville High School library media center to enhance the World History Curriculum. </li></ul>
  8. 8. World History Research Project: Narrative Throughout our study of World History, we have learned of many historical events which have caused the acquisition or loss of power . This power exchange has usually been the result of a military defeat or conquest. In an effort to determine which leader of a military action may have been the most influential throughout our world’s history, it will be the task of my students to research one military leader. The military leader may be from any time period or part of the world. The underlying purpose of this project will be three fold. First, students will practice the research process including gathering information, citing the information properly, summarizing information in their own words, and making a solid argument which has a clearly defined thesis and ample supporting information. Secondly, students will reinforce their critical reading skills by deciphering pertinent information from insignificant facts. Finally, the third purpose of this project will be for students to utilize the world history themes by incorporating at least one of the themes into their thesis. By using a variety of sources, both primary and secondary, students will use many historical thinking skills. Through the analysis of at least three sources, students will be comparing and contrasting authors’ points of view. The criteria of at least one of these sources being a primary source will force students to recreate the past based on their own findings, not simply by reading someone else’s account of what happened. Additionally, students will use this project as a way to reinforce skills outlined in the Baltimore County Public Schools curriculum for 10th grade World History. The 10th grade guide to world history has the students apply themes to events they learn about throughout the year. Even if the students’ military leader is not directly covered in the curriculum, the skill of applying that theme is an aspect of the project that is directly related to the curriculum. However, many of the military leaders that students will choose from are either directly from the curriculum, such as Napoleon, or the event that they were involved in is covered in the curriculum, such as World War I or WWII. In order to prepare students for this type of rigorous historical research, students will have to be taught and practice certain skills in the classroom prior to completing the project. These skills include finding appropriate sources, properly citing a source, writing a report in original wording, and effective reading. assignment
  9. 9. <ul><li>World History Research Project : Guide Sheet </li></ul><ul><li>Throughout our study of World History, we have learned of many historical events which have caused the acquisition or loss of power. This power exchange has usually been the result of a military defeat or conquest. </li></ul><ul><li>The United Nations (UN) is planning the opening of an international war museum in a location that has not been determined yet. The purpose of the museum is to spread awareness of the dangers of war and the lessons that can be learned from them. The museum will include a section dedicated to military leaders that are considered to be the most influential throughout world history . There are no specified time periods or countries that these leaders must be from. </li></ul><ul><li>To due your part in the development of this museum, it will be your task to research one military leader and make a decision regarding whether or not they should be included in the museum. Please keep in mind that the museum wants the most influential leaders, which could mean positive or negative . </li></ul><ul><li>Your research will take the form of a two-page report and must include the following: </li></ul><ul><li>A clearly defined thesis statement that applies the 6th world history theme, dealing with the acquisition and loss of power. Additionally, your thesis statement should do three things: </li></ul><ul><li>identify your historical military leader </li></ul><ul><li>identify the event he or she was involved in </li></ul><ul><li>State whether or not they should be part of the UN’s museum. </li></ul><ul><li>A body of supporting information including the following: </li></ul><ul><ul><li>Methods used by your military leader to achieve their goals </li></ul></ul><ul><ul><li>Military successes achieved by your person </li></ul></ul><ul><ul><li>The historical context of your leader (Time, place, event) </li></ul></ul><ul><ul><li>Changes that occurred due to the actions of your leader. </li></ul></ul><ul><ul><li>Long term influences of your leader. </li></ul></ul><ul><li>A Works Cited page: </li></ul><ul><li>You must use at least three sources </li></ul><ul><li>At least one source must be primary </li></ul><ul><li>You must included a works cited page, using the proper format </li></ul><ul><li>(To be discussed in class) </li></ul><ul><li>Due Dates: </li></ul><ul><li>1. Choose Topic-______ 2. Have all 3 sources- _______ 3. Rough Copy- _________ </li></ul><ul><li>4. Final Copy- __________ </li></ul>
  10. 10. Library Resources: <ul><li>Bolivar, Simon </li></ul><ul><li>REF 920 ENC Encyclopedia of World Biography, 2nd edition. 1998. </li></ul><ul><li>Web Resources: </li></ul><ul><li>Biography of Simon Bolivar </li></ul><ul><li>Grade Level: 6-8 9-12 </li></ul><ul><li>Learn about how Bolivar liberated many Latin American colonies from Spanish rule. You'll find several images of paintings depicting the life of Simon Bolivar at this web site as well. </li></ul><ul><li>Topic: Venezuela </li></ul><ul><li>URL: </li></ul><ul><li>Source: WebPath Express </li></ul><ul><li>Bonaparte, Napoleon </li></ul><ul><li>REF 920 ENC Encyclopedia of World Biography. 1998. </li></ul><ul><li>909 DUR Durant, Will. The age of Napoleon: a history of European civilization from </li></ul><ul><li>1789 - 1815. 1975. </li></ul><ul><li>921 NAP Fisher, H. A. L. Napoleon. 1912. </li></ul><ul><li>944.05 NAP Napoleon Bonaparte </li></ul><ul><li>944.05 NIC Nicholls, David. Napoleon: a biographical companion. 1999. </li></ul><ul><li>945.08 CAR Carrie-Albrecht, Rene. Italy from Napoleon to Mussolini. 1950. </li></ul><ul><li>Web Resources: </li></ul><ul><li>Meet Napoleon Bonaparte and discover why he is considered one of the greatest commanders of his time. </li></ul><ul><li>URL: </li></ul><ul><li>Explore the life of Napoleon Bonaparte through this online biography. </li></ul><ul><li>URL: </li></ul><ul><li>Churchill, Winston </li></ul><ul><li>REF 920 ENC Encyclopedia of World Biography. 1998. </li></ul><ul><li>REF 920 GRO Grolier Library of International Biographies. 1996. </li></ul><ul><li>Web Resources: </li></ul><ul><li>Grade Level: 6-8 9-12 </li></ul><ul><li>Winston Churchill was a soldier, writer, artist and statesman. He was a British leader who played an important role in our historic wars. Learn about his childhood, his family and his political career. This site gives a complete guide to all his battles, including his role in World War I. </li></ul><ul><li>Topic: Churchill, Winston,--Sir,--1874-1965 </li></ul><ul><li>URL: </li></ul><ul><li>Source: WebPath Express </li></ul><ul><li>Cornwallis, General Charles </li></ul><ul><li>REF 920 ENC Encyclopedia of World Biography. 1998. </li></ul><ul><li>REF 920 DIC Dictionary of American Biography. 1977. </li></ul><ul><li>Web Resources: </li></ul><ul><li>Charles Cornwallis </li></ul><ul><li>Grade Level: 9-12 </li></ul><ul><li>British general Charles Cornwallis was involved in the Revolutionary War. A caption and picture give a general overview of who Cornwallis was and why he became an important figure in American history. The encyclopedia article that is accompanied by the picture elaborates upon the caption. Cornwallis' life before becoming a major general and the details of the battles he and his forces engaged in demonstrate why his life has been documented. </li></ul><ul><li>Topic: Cornwallis, Charles Cornwallis,--Marquis,--1738-1805 </li></ul><ul><li>URL: </li></ul><ul><li>Source: WebPath Express </li></ul>
  11. 11. Final Quote: <ul><li>“ American schools should graduate people who can raise hell when it is necessary and posses the tools to do so.” </li></ul><ul><li>-Daniels </li></ul>
  12. 12. References: <ul><li> </li></ul><ul><li> </li></ul><ul><li>Daniels, H., Steineke, N.,Zemelman S. (2007). Content-area writing every teacher’s guide. Portsmouth: Heinemann. </li></ul>