Content: Virginia and United States History
Content: Virginia and United States History |
Strand: Revolution and New Nation |
Course: Virginia and United States History
| |
|Standard of Learning |National Information Literacy Standard |Essential Knowledge For Information |
| | |Literacy |
|Content Area |Standard 3 The student who is information|The student will demonstrate proficiency |
|VUS.5 The student will demonstrate knowledge of|literate uses information effectively and|in information gathering skills, locating|
|the issues involved in the creation and |creatively. |information from a variety of primary and|
|ratification of the United States Constitution | |secondary sources. |
|and how the principles of limited government, |Standard 9 The student who contributes | |
|consent of the governed, and the social |positively to the learning community and |The student will locate and use |
|contract are embodied in it by: |to society is information literate and |additional specialized reference sources.|
| |participates effectively in groups to | |
|Explaining the origins of the Constitution, |pursue and generate information. |The student will recognize and use a |
|including the Articles of Confederation; | |variety of databases as retrieval |
| | |systems. |
|Identifying the major compromises necessary to | | |
|produce the Constitution, and the roles of | |The student will acknowledge sources used|
|James Madison and George Washington; | |in a works cited list or bibliography. |
| | | |
|Describing the conflict over ratification, | | |
|including the Bill of Rights and the arguments | | |
|of the Federalists and Anti-Federalists; | | |
| | | |
|Examining the significance of the Virginia | | |
|Declaration of Rights and the Virginia Statute | | |
|for Religious Freedom in the framing of the | | |
|Bill of Rights. | | |
|Computer/Technology | | |
|C/T 9-12.6 The student will use technology to | | |
|locate, evaluate, and collect information from | | |
|a variety of sources. | | |
| | | |
|Integrate databases, spreadsheets, charts, and | | |
|tables to create reports. | | |
| | | |
|Use available technological tools to expand and| | |
|enhance understanding of ideas and concepts. | | |
|Information Retrieval Skills |
|The student will define the topic and develop questions to be answered during the research process. |
|The student will generate a list keywords on the topic needed to access print indexes, online databases such as SIRS and search |
|engines. |
|The student will use the online catalog to identify books and use appropriate online databases to identify relevant citations. |
|The student will synthesize information from multiple sources to prepare a report. |
|Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement. |
|The librarian will pre-select print materials to be shared and will establish a reserve shelf in the library. |
|The librarian will help students match potential questions with the best sources of information. |
|The librarian will provide instruction on recording bibliographic sources of information using author, title, publisher, date, |
|http, and date of download. |
|Local Strategies |
|Check SIRS statewide databases for primary source material and historic background information for U. S. History. See Government |
|Reporter, Historic and Government Documents, Directories and Almanacs and Interactive Citizenship , What Citizens Need to Know |
|series of Interactive Books |
|Sample Project/Activity |
|The class will be divided into groups (most working in pairs). Each group researches one colony’s needs and concerns going into |
|the Constitutional Convention. Acting as that colony’s representative at the convention, students determine whether it would be |
|feasible for their colony to ratify the new constitution and be part of the new union. Each group writes a proposition paper and |
|the class debates the issues. Each colony casts its vote to join or not to join the United States and compares their decision to |
|the original colony’s decision. |
|Online lessons from Discovery School on U.S. History * |
|Lessons using primary documents from the National Archives * |
|Essential Questions |
|Local Activities |
|Internet Safety |
|Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the |
|division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. |
| |
|Guidelines and Resources for Internet Safety in Schools – see: |
| |
|Web-based Resources on Internet Safety in Schools –see: |
| |
|Technology Connection (from state plan) |
|The Educational Technology Plan for Virginia |
|Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning. |
|Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum. |
|Integration Goal 1 Target 10 Students will have information literacy skills. |
|Technology Connection (division plan) |
| | | |
|Content: History and Social Science |Strand: Civil War and Reconstruction: 1860 |Course: Virginia and United States |
| |to 1877 |History |
|Standard of Learning |National Information Literacy Standard |Essential Knowledge For Information |
| | |Literacy |
|Content Area |Standard 3 The student who is information |The student will demonstrate proficiency|
|VUS.7 The student will demonstrate knowledge |literate uses information effectively and |in information gathering skills by |
|of the Civil War and Reconstruction Era and |creatively. |locating information from a variety of |
|its importance as a major turning point in | |primary and secondary sources. |
|American history by: |Standard 7 The student who contributes | |
| |positively to the learning environment and |The student will locate and use |
|Identifying the major events and the roles of |to society is information literate and |additional specialized reference |
|key leaders of the Civil War Era, with |recognizes the importance of information to|sources. |
|emphasis on Abraham Lincoln, Ulysses S. Grant,|a democratic society. | |
|Robert E. Lee, and Frederick Douglass; | |The student will synthesize information |
| | |from multiple sources to prepare a final|
|Analyzing the significance of the Emancipation| |product. |
|Proclamation and the principles outlined in | | |
|Lincoln’s Gettysburg Address; | |The student will share library resources|
| | |and work cooperatively in groups as |
|Examining the political, economic, and social | |appropriate. |
|impact of the war and Reconstruction, | | |
|including the adoption of the 13th, 14th, and | | |
|15th Amendments to the Constitution of the | | |
|United States. | | |
|Computer/Technology | | |
|C/T 9-12.7 The student will evaluate and | | |
|select new information resources and | | |
|technological innovations based on the | | |
|appropriateness for specific tasks. | | |
| | | |
|Analyze and draw conclusions about the | | |
|comprehensiveness and bias of electronic | | |
|information sources. | | |
| | | |
|Design and implement a variety of search | | |
|strategies to retrieve electronic information.| | |
|Information Retrieval Skills |
|The student will define the topic and develop questions to be answered during the research process. |
|The student will analyze and interpret primary source material as it related to the assignment. |
|The student will match potential questions with the best sources of information and will determine which are best answered in |
|books, in online databases, or from general search engines. |
|The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download. |
|Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement. |
|The librarian will pre-select print materials to be shared and will establish a reserve shelf in the library. |
|The librarian will help students match potential questions with the best sources of information. |
|The librarian will provide instruction on recording bibliographic sources of information and on plagiarism. |
|Local Strategies |
|Sample Project/Activity |
|The students will be divided into groups and will create maps of major battles chronicling the Civil War from Fort Sumter to |
|Appomattox. For each map, students will color code army troop movements and will describe the major generals as well as their |
|strategies for each battle. Analyzing their data, students determine the strengths of the winning side, weaknesses of the losing |
|side and predict circumstances that could have changed the outcome of the battle. |
|Online lessons from Discovery School on U.S. History * |
|Lessons teaching with historic places * |
|Essential Questions |
|Local Activities |
|Internet Safety |
|Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the |
|division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. |
| |
|Guidelines and Resources for Internet Safety in Schools – see: |
| |
|Web-based Resources on Internet Safety in Schools –see: |
| |
|Technology Connection (from state plan) |
|The Educational Technology Plan for Virginia |
|Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning. |
|Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum. |
|Integration Goal 1 Target 10 Students will have information literacy skills. |
|Technology Connection (division plan) |
| | | |
|Content: History and Social Science |Strand: Conflict: The World at War 1939 |Course: Virginia and United States |
| |to 1945 |History |
|Standard of Learning |National Information Literacy Standard |Essential Knowledge For Information |
| | |Literacy |
|Content Area |Standard 3 The student who is information|The student will demonstrate proficiency |
|VUS.10 The student will demonstrate knowledge |literate uses information effectively and|in information gathering skills, locating|
|of World War II by: |creatively. |information from a variety of primary and|
| | |secondary sources. |
|Identifying the causes and events that led to |Standard 8 The student who contributes | |
|American involvement in the war, including |positively to the learning community and |The student will recognize and use a |
|military assistance to Britain and the Japanese|to society is information literate and |variety of databases as retrieval |
|attack on Pearl Harbor; |practices ethical behavior in regard to |systems. |
| |information and information technology. | |
|Describing the major battles and turning points| |The student will identify and use |
|of the war in North Africa, Europe, and the | |community resources. |
|Pacific, including Midway, Stalingrad, the | | |
|Normandy landing (D-Day), and Truman’s decision| |The student will acknowledge sources used|
|to use the atomic bomb to force the surrender | |in a works cited list or bibliography. |
|of Japan; | | |
| | | |
|Describing the role of all-minority military | | |
|units, including the Tuskegee Airmen and Nisei | | |
|regiments; | | |
| | | |
|Describing the Geneva Convention and the | | |
|treatment of prisoners of war during World War | | |
|II; | | |
| | | |
|Analyzing the Holocaust (Hitler’s “final | | |
|solution”), its impact on Jews and other | | |
|groups, and postwar trials of war criminals. | | |
|Computer/Technology | | |
|C/T 9-12.9 The student will use a variety of | | |
|media and formats to communicate information | | |
|and ideas effectively to multiple audiences. | | |
| | | |
|Determine the most effective tool, format, and | | |
|style to communicate to specific audiences. | | |
| | | |
|Use technology-based options, including | | |
|distance and distributed education, to | | |
|collaborate, research, publish, and | | |
|communicate. | | |
| | | |
|Practice self-directed use of advanced | | |
|technology tools for communicating with | | |
|specific audiences. | | |
|Information Retrieval Skills |
|The student will define the topic and develop questions to be answered during the research process. |
|The student will refine online searches by entering multiple keywords with Boolean Operators in advanced search screens. |
|The student will evaluate the reliability and credibility of websites. |
|The student will identify and use community resources as it pertains to the topic. |
|Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement. |
|The librarian will provide a community resource list of persons, organizations, and businesses that could provide primary source |
|information on the topic. |
|The librarian will provide a collection of primary source documents, in particular newspapers and magazines published from the time|
|period, and instructs students on how to analyze and interpret primary source data. |
|The librarian will instruct students in refining online searches using advanced search screens and Boolean Operators and evaluating|
|web sites found through general search engines. |
|The librarian will collaborate with teachers to conduct lessons on source citation, bibliography, and plagiarism. |
|Local Strategies |
|Sample Project/Activity |
|The students will create a timeline of major events in the European/African Theater and the Pacific Theater. On the timeline will |
|be dates of major battles with information about the battles in bulleted fact boxes. Analyzing data collected, students will |
|determine which battles were turning points in the war and the factors that contributed to the victories and losses of the allied |
|forces. |
|Online lessons from Discovery School on U.S. History * |
|Online lesson evaluating propaganda techniques used in WWII posters * |
|Essential Questions |
|Local Activities |
|Internet Safety |
|Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the |
|division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to|
|determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and |
|misunderstanding of information can occur on the Internet. As students are learning about how to express opinions with convincing |
|arguments, emotions are likely to become heated and students should be apprised of the dangers of cyberbullying. |
| |
|Guidelines and Resources for Internet Safety in Schools – see: |
| |
|Web-based Resources on Internet Safety in Schools –see: |
| |
|Technology Connection (from state plan) |
|The Educational Technology Plan for Virginia |
|Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning. |
|Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum. |
|Integration Goal 1 Target 10 Students will have information literacy skills. |
|Technology Connection (division plan) |
| | | |
|Content: History and Social Studies |Strand: The United States since World War|Course: Virginia and United States |
| |II |History |
|Standard of Learning |National Information Literacy Standard |Essential Knowledge For Information |
| | |Literacy |
|Content Area |Standard 2 The student who is information|The student will demonstrate proficiency |
|VUS.12 The student will demonstrate knowledge |literate evaluates information critically|in information gathering skills, locating|
|of United States foreign policy since World War|and competently. |information from a variety of primary and|
|II by: | |secondary sources. |
| |Standard 6 The student who is an | |
|Describing outcomes of World War II, including |independent learner is information |The student will locate and use |
|political boundary changes, the formation of |literate and strives for excellence in |additional specialized reference sources.|
|the United Nations, and the Marshall Plan; |information seeking and knowledge | |
| |generation. |The student will recognize and use a |
|Explaining the origins of the Cold War, and | |variety of databases as retrieval |
|describing the Truman Doctrine and the policy | |systems. |
|of containment of communism; | | |
| | |The student will synthesize information |
|The American role in wars in Korea and Vietnam,| |from multiple sources to prepare a final |
|and the role of the North Atlantic Treaty | |product. |
|Organization (NATO) in Europe; | | |
| | | |
|Explaining the role of America’s military and | | |
|veterans in defending freedom during the Cold | | |
|War; | | |
| | | |
|Explaining the collapse of communism and the | | |
|end of the Cold War, including the role of | | |
|Ronald Reagan. | | |
|Computer/Technology | | |
|C/T 9-12.4 The student will practice | | |
|responsible use of technology systems, | | |
|information, and software. | | |
| | | |
|Adhere to fair use and copyright guidelines. | | |
| | | |
|Adhere to the school division’s Acceptable Use | | |
|Policy as well as other state and federal laws.| | |
| | | |
|Model respect for intellectual property. | | |
|Information Retrieval Skills |
|The student will define the topic and develop questions to be answered during the research process. |
|The student will refine online searches by entering multiple keywords with Boolean Operators in advanced search screens. |
|The student will evaluate the reliability and credibility of websites. |
|The student will analyze and interpret primary source material as it relates to the topic. |
|Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement. |
|The librarian will guide students through the steps of a research model including defining their topic, formulating questions, and |
|identifying sources of information. |
|The librarian will instruct students in refining online searches using advanced search screens and Boolean Operators. |
|The librarian will provide access to a collection of primary source documents and instructs students on how to analyze and |
|interpret primary source data. |
|The librarian will instruct students on web page evaluation. |
|Local Strategies |
|Sample Project/Activity |
|The students will study the evolution of the Cold War through political cartoons. Divided into groups, students will focus on |
|administrations from Harry Truman to George Bush, Sr. noting key foreign policy issues facing each president. Students will locate|
|political cartoons reflecting public attitudes toward foreign policy from books, newspapers and online sources printed during their|
|president’s administration. Students will apply their knowledge of the terms studied in class such as containment; brinkmanship, |
|domino theory, detente, glasnost and perestroika to the vocabulary used the captions and note attitude changes of the public |
|towards U. S. involvement abroad. |
|Online lesson from Discovery School on U.S. Cuban relations * |
|Essential Questions |
|Local Activities |
|Internet Safety |
|Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the |
|division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. |
| |
|Guidelines and Resources for Internet Safety in Schools – see: |
| |
|Web-based Resources on Internet Safety in Schools –see: |
| |
|Technology Connection (from state plan) |
|The Educational Technology Plan for Virginia |
|Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning. |
|Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum. |
|Integration Goal 1 Target 10 Students will have information literacy skills. |
|Technology Connection (division plan) |
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