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“Listen My Children and You shall Hear…” of Inquiry, Collaboration & a Social Studies Year”

“Listen My Children and You shall Hear…” of Inquiry, Collaboration & a Social Studies Year”. Barbara Masters, 5 th Grade Teacher Marilyn Rothberg, Teacher Librarian General Wayne Elementary School Great Valley School District PSLA Conference / May 1, 2009. Why we are here.

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“Listen My Children and You shall Hear…” of Inquiry, Collaboration & a Social Studies Year”

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  1. “Listen My Children and You shall Hear…” of Inquiry, Collaboration & a Social Studies Year” Barbara Masters, 5th Grade Teacher Marilyn Rothberg, Teacher Librarian General Wayne Elementary School Great Valley School District PSLA Conference / May 1, 2009

  2. Why we are here • Collaboration between teachers and teacher librarians – something we have been working on for years • Inquiry learning is the key to furthering the relationship!

  3. Inquiry: A Method of Research “Inquiry: Inquiring Minds Want to Know” by Barbara Stripling • Both experience and research tell us that students engaged in inquiry are more motivated to pursue learning on their own than students who are fed pre-organized information that they are expected to remember.” • “Inquiry is a process of learning that is driven by questioning, thoughtful investigation, making sense of information, and developing new information.” • AASL’s Standards for the 21st Century Learner “…emphasize that the questioning, critical thinking, and creative generation of new knowledge are as important to students’ learning as their information finding.”

  4. Inquiry: A Method of Research, cont. • Inquiry helps to provide deeper learning • Librarians help teach the process skills needed to learn how, not just the content area knowledge of what • Inquiry in social studies often concentrates on people and their connections to their time period • Students learn the most in a student-centered environment

  5. Inquiry: A Method of Research, cont. • “To achieve this level of inquiry-based learning, the library media specialist’s role involves collaboration, teaching, collection development, as well as leadership and professional development.” (Stripling) • “Each time students participate in a successful inquiry activity and acquire new skills of questioning, investigation, and discovery, the library media center has fostered a culture of inquiry in the school and enhanced the understanding of content and the acquisition of lifelong learning skills – the true intent of the AASL’s new Standards for the 21st Century Learner.” (Stripling)

  6. The 18th Century Project • Key Components • Where it came from • History as story • How it has developed • How the students have benefitted • How the learning and researching has improved

  7. Setting the Stage for Research • Review of the Big6 research process • Importance of a pre-reading before deciding on a research topic with structured opportun-ity to pre-read • Picking a topic/18th century person • Selecting a book from the GWES Library • Setting up note cards • Discussing crediting sources / bibliographies • GWES Library Web Page: http://www.gvsd.org/index.pl?id=6029

  8. 18th Century Personalities: A lens to view history • Creation of journals • Looking for “stories” • Oral presentations to school-wide audiences

  9. From the students: • What sources helped you the most? • Books in the library • Books in other libraries • Internet: Google, askforkids.com • AskHerePA.org • Adult books • World Book Online

  10. From the students: • What would you suggest to other 5th graders? • “They have to very patient with their research. It isn’t like you can do all your research in one night. Also, you have to concentrate on one topic.” Evelyn • “I would suggest starting with a good book.” Deakon • “Start with basic facts from the World Book Online, then go to more adult level websites and books.” Jordan • “I would suggest looking for how much info you can find on your person at first, in order to see what you can easily find out about your person.” Zoe • “Once you pick up a book about your person, stick with it.” Emily

  11. From the students: • What would you suggest to other 5th graders? • “Get a book about your person, look for a simple paragraph on World Book Online, then dig deeper for more info.” Caroline • “I would suggest to really read your book or article. Do not just read a little bit and give up!” Caley • “I would suggest that you should read all of the information and don’t worry if your 18th century person doesn’t come up in every event.” Paul • “You are not limited to our school’s library and books. Go to other libraries and search reliable websites.” Melissa • “I would suggest to read a lot of books and to Google.” James

  12. Library Research Skills Review • Pre-reading • Keywords, including secondary keywords of events and locations connected with person • Databases, iePowerLibrary • Internet strategies: Searching, reliable websites, domains • Specialized reference sources • Magazines • Primary sources – World Book Advanced

  13. Journals and Journaling • Key components • Personal choice of journals • Viewing history through the lens of one person’s experiences • Developing a “voice” and perspective • History as story

  14. From the students: • What do you think about the journal where you are writing in the voice of your 18th century person? • “My journal has fiction and nonfiction things. Some, I didn’t exactly find the things that my person was doing at that time.” Evelyn (Patience Wright) • “Journals are FUN! Look for dates on the topic. You will find a lot of cool information. Look deep for information.” Noah (Benedict Arnold) • “The journal is a good way to get more familiar with your person.” Jordan (Thomas Jefferson) • “I love writing in the journal and talking about history in it.” Ally (John Adams) • “It is very fun and creative. It lets you connect with your person.” Alex (Paul Revere)

  15. From the students: • What do you think about the journal you are writing in the voice of your 18th century person? • “I like writing in my journal because I enjoy writing in their perspective, and it is easier to understand the events that are taking place.” Paul (Alexander Hamilton) • “You try to talk about how you think your person felt about the subject. If I can’t find information on him, I will talk or write about the subject anyway.” Natalie (Sam Adams) • “You may get frustrated sometimes with finding information, but overall you should have fun with it.” Deakon(Henry Knox) • “The journal writing is really fun because you get more into character and think how they thought. What’s challenging is that finding info to write about (How did your person feel at that time?)” Melissa (Abigail Adams)

  16. From the students: • What do you think about the journal you are writing in the voice of your 18th century person? • “The journal is fun and interesting. But it is a challenge to look up exactly what they were doing at the time. The jour-nal is a very helpful thing for your person research.” Zoe (Charles Wilson Peale) • “My 18th century person’s journal is a great way to connect to my person and to be creative. I think it makes you a better writer. Also it makes you feel like your put into that person.” Caroline (Emily Geiger) • “My journal has most of the information that I learned about him so far. I think that using a journal is a good way to learn about your person through his or her eyes.” Colin (James Madison)

  17. From the students: • What do you think about the journal you are writing in the voice of your 18th century person? • “Fun! It helps you learn more about your person. It is hard to find information about your 18th century person when they are young.” Geoffrey (Marquis de Lafayette) • “My journal is helpful because it I forget something my person has done, I would have put it in my journal so I can look back and find it. Also, it helped me become more familiar with Anthony Wayne.” Caley(Anthony Wayne) • “The journal is a fun experience learning about history and playing your character.” Eric (King George III)

  18. Telling the Story: Preparing for the oral presentations: Hearing a storyteller as a character from history Listening to a picture book of the era: Phillis Big Test The Escape of Oney Judge Katie’s Trunk Finding a story – brainstorming the possibilities Storytelling workshop in the library Preparing the props

  19. Our 18th Century Personalities, reading from their journals: • We will watch a few of the students sharing their journals on our DVD

  20. Bibliography • For this presentation: • Callison,Daniel. “Instructional Trends from AASL Journals: 1972 – 2007: Part 1: From Teacher-Centered to Student Centered.” School Library Media Activities Monthly, May 2009. p. 22 -26. • Coatney, Sharon and Rachel Smalley. “Inquiry and Living History: Part 1, 2 and 3.” School Library Media Activities Monthly, December 2005, January 2006, May 2006. • Stripling, Barbara. “Inquiry: Inquiring Minds Want to Know.” School Library Media Activities Monthly, September 2009: p. 50-52. • Books we use at General Wayne Elementary School for this project: • Inside your folder

  21. Contact us: Barbara Masters Marilyn Rothberg bmasters@gvsd.orgmrothberg@gvsd.org General Wayne Elementary School 20 Devon Road Malvern, PA 19355 610-647-6651

  22. THANK YOU! Questions? Comments? Share? And the answers to the contest ….. (next slide, please)

  23. Oh yes, the actual words to the poem… Paul Revere’s Ride • by Henry Wadsworth Longfellow • Listen, my children, and you shall hear • Of the midnight ride of Paul Revere, • On the eighteenth of April, in Seventy-five; • Hardly a man is now alive • Who remembers that famous day and year. • He said to his friend, “If the British march • By land or sea from the town tonight, • Hang a lantern aloft in the belfry arch • Of the North Church tower as a signal light, - • One if by land, and two, if by sea; • And I on the opposite shore will be, • Ready to ride and spread the alarm • Through every Middlesex village and farm, • For the country folk to be up and to arm.” • Then he said, “Good-night!” and with a muffled oar • Silently rowed to the Charlestown shore…..

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