Melissa Lewis
  Collection Evaluation Assignment
               Part 1
           March 3rd 2010
www.revolutionaryedsites....
Description of Site and Learners
       I am completing my collection evaluation assignment at Westmont
Elementary School ...
for language arts and social studies. This year there are a total of 105 fourth
grade students in all. Team 1 has 53 stude...
Stamp Act, the slogan “no taxation without representation,” the activities of the
Sons of Liberty, and the Boston Tea Part...
taking on the identify
                            as a colonist from
                            either the New
         ...
Liberty and the
                              Loyalists
SS4H4   The Declaration   •   Define and explain       United Stre...
battles of Lexington
                                         and Concord
                                     •   Use a m...
the informational and biography sections. All of these materials are located
together on the right side of the media cente...
and Revolutionary War; less than twenty. I found two main themes of the fiction
books on this topic, with a few exceptions...
Subject of Materials           Number Materials               Average Age


American Colonies              8              ...
The third way I evaluated the collection was by looking at the circulation of
materials. First, I started with evaluating ...
the facts regarding this curriculum; therefore the facts would not
                 have changed. Yet, at the same time, m...
that said I was able to add a tremendous amount of resources that had been
published within five years.        Another thi...
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Lewis M Collection Evalaution

  1. 1. Melissa Lewis Collection Evaluation Assignment Part 1 March 3rd 2010 www.revolutionaryedsites.pbworks.com
  2. 2. Description of Site and Learners I am completing my collection evaluation assignment at Westmont Elementary School located in Evans, GA. This elementary school is a member of the Columbia County School system which is a distinguished school system located in the suburbs of Augusta, G.A. There are a total of thirty-two schools in this system, with seventeen of them being Elementary schools. The majority of the county is made up of students ranging from lower to upper-middle class Caucasian students. There is also a small population of African American and Hispanic students in this area as well. At Westmont Elementary there are approximately 550 students that come mostly from middle-class house holds. The primary demographic is Caucasian students, with a small population of African American and Hispanic students. The school employs 2 administrators, 38 certified teachers, and 25 classified staff members. It is a Title I school who recently won a distinguished school award in this area, and has made AYP seven years in a row. The media center is located in the main hallway strategically placed near the offices and directly across from the lunchroom, therefore all students pass the facility several times throughout the day. The total number of books in the media center’s collection is 11,247 with the average age being 1992, over fifteen years old. There are also 10 desktop computers for students and teachers to look up book titles and authors on Destiny or research a variety of topic areas. There is a presence of technology throughout the building, that is not completely reflected in the media center. Each classroom has an Active Board and student computers. The media center does not have an Active Board of its own. The media center operates on a flexible schedule. Students come in continually throughout the day when they are given permission by the classroom teacher, but classes can also sign up to come as a class. The media specialist and clerk read to the younger grades when they come in to check out books. There are four fourth grade classes which are set up into two teams. One teacher is responsible for teaching math and science and the other is responsible
  3. 3. for language arts and social studies. This year there are a total of 105 fourth grade students in all. Team 1 has 53 students and Team 2 52 students. Overall, the abilities of this group of students vary tremendously. There reading levels range from a second grade level to above fifth grade. There are a number of students who qualify for special services including a total of eight EIP students, five ESOL students, five Title I students, and four students enrolled in the gifted program. Out of the eight EIP students, four of those students qualify in the subject of reading/language arts. These students are supported by an additional teacher for forty-five minutes during their reading block. The six students that qualify in the math content area, two students qualify in both content areas, are pulled our for an additional forty-minute small group lesson for re-teaching and reinforcement. The gifted students go to the Horizons program located at the school on Friday’s from 9 A.M. to 2 P.M. every Friday for acceleration in the different content areas, with a focus on Science and Social Studies. . Curriculum Review For this activity I have chosen to focus on the Revolutionary War, which is focused on in the fourth grade Social Studies Georgia Performance Standards that follow: SS4H3 The student will explain the factors that shaped British colonial America. a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies. b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans. SS4H4 The student will explain the causes, events, and results of the American Revolution. a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765
  4. 4. Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea Party. b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power. c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown. d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams. Standard Concept Task/Activity/Lesson Resources SS4H3 Life in the • Define the word United Streaming; American colony by using prior Social Studies Text; Colonies knowledge, social Leveled Readers; studies text, and Current media dictionary center books and • Use a map of the videos; maps that colonies to show the show colonies; students the county curriculum locations of each map; relevant • Use KWL chart to websites, chart identify the paper, Active characteristics and Board, Writing ways of life in the graphic organizer New England, Mid- Atlantic, and Southern Colonies • Complete a Venn Diagram to compare and contrast the similarities and differences between the American Colonies • Identify the different jobs held by colonist using text and books. • Write a fictional story
  5. 5. taking on the identify as a colonist from either the New England, Mid- Atlantic, or Southern Colonies. SS4H4 Causes of the • Identify and define United Streaming; American the list of causes of Social Studies Text; Revolution the American Leveled Readers; Revolution Current media • Read about and act center books and out the Boston Tea videos: timeline; Party Various websites; • Discuss the incident Graphic organizers; and aftermath of the Dictionaries; Boston Massacre Thesaurus, Active • Explain what Board happened in the French and Indian War • Identify and describe the variety of British policies and acts that were implemented in 1765 which led to conflict • Use a timeline to show the sequence of events that happened leading up to the Revolutionary War • Write a persuasive letter to the King of England using to in order to promote “No taxation without representation!” • Describe the characteristics and actions of the group Son’s of Liberty • Define the term ‘loyalists’ • Compare and Contrast the Son’s of
  6. 6. Liberty and the Loyalists SS4H4 The Declaration • Define and explain United Streaming; of the purpose of the Social Studies Text; Independence Declaration of Leveled Readers; Independence Current media • Explain the message center books and that this document videos; various sent to the King of websites; Photos England that capture this • Identify when the event (from books Declaration of or internet); independence was Dictionary; created and why Biographies of • Introduce the term individuals; Atlases; continental congress Active Board • Discuss the role of Thomas Jefferson, Benjamin Franklin, John Adams, John Hancock, and the various other individuals instrumental in creating this document • Watch a video that illustrates the development and signing of the Declaration SS4H4 Events of the • Introduce and United Streaming; Revolutionary describe the major Social Studies Text; War battles of the war Leveled Readers; including: Battles of Current media Lexington and center books and Concord, Saratoga, videos; Specific and Yorktown. texts and pictures • Use a timeline to on Paul Revere; display the graphic organizers; chronological order maps; Props for of the battles as they acting out events; took place Active Board • Identify Paul Revere and his role in the moments prior to the
  7. 7. battles of Lexington and Concord • Use a map to illustrate the place in which each battle took place • Act out the major events of each battle • Use a graphic organizer to define and illustrate key information about each battle • Identify the Battle of Saratoga as the turning point in the war • Explain the significance of the French military in the battle of Yorktown • Identify Yorktown as the last battle of the war Key Individuals • Introduce key people United Streaming; in the individually using a Social Studies Text; Revolutionary graphic organizer to Leveled Readers; War take notes Current media • Play matching game center books and to identify videos; Biographies characteristics and on all individuals; facts of the different Encyclopedias; individuals Relevant websites; • Complete a research Active Board paper on a specific individual Collection Review The first thing I did was go to the media center so that I could get a first- hand look at the collection. This particular media center is well-organized and set-up to encourage easy access to every section. The majority of the books dealing with the Revolutionary War are located in the non-fiction, split between
  8. 8. the informational and biography sections. All of these materials are located together on the right side of the media center. They are labeled by the Dewey Decimal System and the history books are located in the 900 section because they deal with the history of the United States. A sign is posted on the shelves that identifies the hundreds number of the Dewey Decimal System. Along with non-fiction texts about the Revolutionary War, there are also books on this topic located in the fiction section. The fiction section is located on the left side of the media center and is labeled by letters of the alphabet ranging from A-Z. Each book’s spine is labeled with a specific group of letters based on the author’s last name. Letters are visible on the shelves in the fiction section, which makes it easy for students to located books once they know the author or call number. The reference section is located on the side of the media center near the entrance. Our library has a lot of great resources in this section that will be extremely useful during this unit of study, including a variety of encyclopedias. The newest set of encyclopedia’s copyright is 2010 and will offer the most current information available on all of the individuals and battles discussed in these Georgia Performance Standards. The first way I evaluated this collection is by going to the specific sections of the media center, locating specific texts that were relevant to my topic, and then determining their age. I started this process in the non-fiction section. As I glanced through I found most of the books in two places: the 900 section and the biography section. There were a lot of titles I found related to my topic and from the cover they looked fairly new. However, when I found the copyright date I was extremely surprised to see that most of them had a copyright date in the early 1990’s, if not much older than that. The good condition of these dated books tells me that they do not get much use, therefore probably have not been checked out very often. The fiction texts were a different story. It was harder to find these by just glancing through the collection because they are so spread out, so I used DESTINY to do a subject search of non-fiction books. In the collection there is not a huge amount of non-fiction books on the topics of the American Colonies
  9. 9. and Revolutionary War; less than twenty. I found two main themes of the fiction books on this topic, with a few exceptions. The book was either a part of the American Girl Series or The Magic Tree House series. These are both really great book series that give detailed and descriptive fictional accounts of historic events, but there is not much variety. Also, unlike the non-fiction section the books in the fiction section were much newer, but did seem to have a little more wear and tear. This fact tells me that students really enjoy these fiction texts, so I will definitely focus on adding a better variety when I complete my materials order. After I browsed through the collection focusing primarily on age, I moved on to evaluating by Georgia Performance Standard. I logged into the DESTINY catalogue system as the administrator and was able to pull up a list of all the books that covered each of my standards. This is an extremely effective and helpful tool. After I printed the lists of books for each standard, I broke my standard into specific categories and sorted each title. By doing this I was truly able to see how many resources were available for each topic that is covered through these standards. Also, by doing this it became even more apparent how old some parts of this collection are. After making this list I was able to see which topics are covered more heavily than others. For instance, there are a lot non-fiction and fiction texts on the Declaration of Independence, as well as a few of the individuals like Thomas Jefferson and Benjamin Franklin. Some topics that need more items to adequately cover the standards are the American Colonies and the battles. Both the causes and events of the war are covered, with the exception of a few small holes that need to be filled in. I will focus on ordering materials that will help to fill in these gaps in these standards. Below is a chart that breaks up each standard into smaller topics and graphs the age each topic, as well as the number of materials of each.
  10. 10. Subject of Materials Number Materials Average Age American Colonies 8 1974 There was one text from 1951 and it brought the average age if this section down substantially. Causes/Events Leading to 20 1996 the Revolutionary War Events of the Revolutionary 23 1991 War Key Individuals 18 1988 As you can see above the average age of each specific topic is starling. The American Colonies, as stated before, is definitely an area which needs major improvement. The average age was brought down by one or two specific texts that were extremely dated, but even without those two the average age would not be much better. The only topic area whose age is within fifteen years is the causes of the war and overall this topic is covered well. These numbers reflect the entire media center collection which has an average age of 1992, as does the fiction section. The 900 section, where the majority of the informational texts are housed is one year better averaging 1993. The age collection will be a main focus as I create my order for new materials. I will focus on ordering items that have a recent copyright date, in order to ensure that the latest information about this topic is covered, as well as texts that cover multicultural perspectives. Basically, I would like to weed a significant amount of materials from this part of the collection and use my budget to replace the materials with recent titles. Also, I would very much like to add to the number of texts under each topic of the standards. As the GPS have changed I feel that it may have caused there to be holes in the media center materials. I will attempt to fill all of those holes during my book order.
  11. 11. The third way I evaluated the collection was by looking at the circulation of materials. First, I started with evaluating the circulation of the whole collection which holds a total of 11,247 books. Overall this year there have been 32,778 circulations which calculates to around 3 per item in the collection. I then wanted to be specific and make sure that I determined the circulation for the materials that refer to my standards. Although they are somewhat spread out, I focused mostly on the 900 section because the majority of the information texts are found there, and overall most of materials at the moment that deal with this topic are in the informational section. In the 900 section there have only been 265 circulations this year for the 271 items, which is roughly 1 per item. This is lower than the average for the entire. Over ¾ of the books related to my content area are found in this section and proves that they are not being checked out consistently; therefore literature is not being effectively used to extend the learning of this curriculum. I want to change this by choosing newer texts that contain more relevant information, as well as literature and other resources that will grab students’ attention. The last criteria I used to evaluate the collection was related to the multicultural aspects of each text. Although there were a few texts that represented different cultures and opinions on this topic, overall it was very one sided. Most of these texts told the story of the Revolutionary War from the American perspective, painting the founding father as heroes. Also, there were very few texts that spoke of other cultures that fought in the war or were affected by the many events. I will strive to find texts that tell multiple sides of the story, as well as find resources that represented the different groups of people who were involved outside of the ‘typical’ Anglo Saxon colonists. As I build the colonies topic area, I will strive to find resources that describe the perspectives of the Native Americans as these actions were taking place. Summary of Needs 1. Focus on updating the collection and buying resources that were published in the last five years. Although five years may seem too far back to order books, there have not been any changes in
  12. 12. the facts regarding this curriculum; therefore the facts would not have changed. Yet, at the same time, many new, diverse materials would have been written and made about the Revolutionary War and the colonies, so I will definitely focus on finding titles with the most current copyright date. The average of the collection will also be increased significantly even if texts that are ten years old are purchased. 2. Add multicultural texts that cover the perspectives of the Native Americans regarding the development of the colonies, the loyalists and their views/reasons/opinions, the perspective of King George the III, as well as resources that highlight slaves were impacted and their role in the war. 3. Find a variety of fiction texts that tell the story of colonists, loyalists, redcoats, and many of the other people and events that are covered through these standards. 4. Find a few videos that could be used as additional resources in the classroom. I will mostly obtain DVD’s, because teachers do not have VCR’s in their classrooms, so if they show a VHS they must run it through the library which can be a hassle. They can play DVD’s through their computer and show them on the Active Boards. Budget Summary I am very confident that I chose a wide range of materials that cover the negative aspects found in my collection evaluation. In total I spent $3.359.89 on a variety of materials including books, DVD’s, E-Books, and Audio Books. I was able to find a large number of titles to fill in the wholes in curriculum, as well as recently published books. For the most part I was able to find books that had been published in the last five years, but there were a few exceptions. I made a professional decision to add a few titles that were older than the five years, due to the fact that the facts of topic have not changed in hundreds of years. With
  13. 13. that said I was able to add a tremendous amount of resources that had been published within five years. Another thing I focused on was adding a number of fiction texts to the collection that cover the standards of the American colonies and the Revolutionary War. I was successful in this hunt and am confident that I was able to find an assortment of fictional text that will aid in teaching these standards. Lastly, I searched for texts that would teach a multicultural view of this topic. I added several texts that shared the view of slaves and Indians during this time of our history, as well as women. I was also able to find several texts that were written from the perspective of the loyalists and English. Overall I am confident in the items I chose to add to this collection. My additional web resources can be found at: www.revolutionaryedsites.pbworks.com.

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