Zones+of+Collaboration

The curriculum audit below was completed with the objective of finding a place in the curriculum where there could be collaboration between the library media specialist and classroom teacher. The learning objectives were transformed into authentic tasks that could be completed within the library media center with the support of both the library media specialist as well as teacher.

Cassandra Sclafani and Kimberly Lehn Professor Shteirman EDU 566 12 June 2012 ** Module Four Assignment – Wiki and Zones of Intervention Audit ** Here is the link to our wiki: http://sclafani-lehn.wikispaces.com/. Professor Shteirman received an invitation and she has been added as an organizer with full rights to edit the site. Below is the table showing our audit of the zones of intervention. This 8th grade social studies unit is from the Hartford Public Schools curriculum. Since the HPS curriculum is password protected, the unit with be sent as an attached document in the assignments tab. The highlighted task is the one that we have chosen to transform into a full-fledged project. ** (CT Grade Level Expectations) ** ||  ** Library-Based Authentic Task **  ||
 * Part One: **
 * Part Two:**
 * ** Content Standard ** ||  ** Expected Performance **
 * ** Learning Objective 1- ** Define the following terms: writs of assistance, boycott, repeal, propaganda, committee of correspondence, militia, minutemen, Loyalists, Patriots, The Stamp Act, Patrick Henry, Sons of Liberty, Townshend Acts, Boston Massacre, Boston Tea Party, Continental Congress, Battle of Lexington and Concord, blockade, guerrilla, warfare, Valley Forge, George Washington, Treaty of Paris || ** 1.2-10 - ** Analyze the connections among local, state, and national historical events.
 * 1.1-5 - ** Compare and contrast the causes and effects of the American Revolution and the Civil War. || Students will apply knowledge of vocabulary terms to create a skit via video or sound recording to reenact the events leading up to the Revolutionary War. They will utilize the library to aid them in defining the vocabulary terms as well as for the audio/video recording aspect of the project. Students will be assigned to work in groups in the cooperative learning style. ||
 * ** Learning Objective 3 - ** Use primary and secondary sources to write a persuasive newspaper article to support either the Patriot or Loyalists point of view || ** 3.1-1 ** Compare and contrast two or more interpretations of a historical event.


 * 2.5-11- ** Present persuasive pieces on historical questions and use appropriate visual evidence.

*File attached below.
 * 3.3-5 - ** Justify why people might have different points of view on a historical or contemporary issue. || Students will use primary and secondary sources to write a newspaper article in support of the Patriots or the Loyalists. Students can further this project by finding two groups that have opposing views on a specific issue in today’s day in age and extend the work to include the justification of which group they agree with on the matter and why. ||
 * ** Learning Objective 5 ** - Analyze the effects of the Revolutionary War and the challenges facing the new government. || ** 1.2-10 - ** Analyze the connections among local, state, and national historical events. || Students will choose a contemporary event from the following choices: gay marriage, women’s rights, racial segregation, or special education inclusion. They will write an essay about how the Connecticut government would have dealt with the relevant issue prior to the Revolutionary war. Students will need to research the history of their current event as well as the political and social development of CT as a state over time. They will use graphic organizers such as a Venn diagram to compare and contrast CT prior to the Revolutionary War and CT after the Revolutionary War. The graphic organizer will be submitted for review as well as a grade prior to the final product. ||