Published on AASL Learning4Life Lesson Plan Database
US History Researched Debate Project (Atomic
Bomb)
Created by: Jamie Dyra
Title/Role: Teacher-Librarian
Organization/School Name: Golden Valley High School
Location: California
Grade Level: 11
Type of Lesson: Lesson in a unit
Type of Schedule: Flexible
Collaboration Continuum: Intensive
Content Area:
Social studies
Content Topic: US History researched debate project on the morality of the atomic bombing of Japan.
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis,
evaluation, organization) to information and knowledge in order to construct new understandings, draw
conclusions, and create new knowledge.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
Dispositions Indicator(s):
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when
necessary to achieve success.
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific
resource and by seeking additional resources when clear conclusions cannot be drawn.
3.2.2 Show social responsibility by participating actively with others in learning situations and by
contributing questions and ideas during group discussions.
Responsibilities Indicator(s):
1.3.1 Respect copyright/intellectual property rights of creators and producers.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern.
Self-Assessment Strategies Indicator(s):
2.4.3 Recognize new knowledge and understanding.
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more
effectively in the future.
4.4.2 Recognize the limits of own personal knowledge.
Scenario: This lesson is a part of a long US History unit on WWII. To address speaking and listening
skills, a US History teacher decided to incoporate a researched debate. The CL (classroom teacher)
invited the TL (Teacher Librarian) to teach the research portion of the assignment as she is not as familiar
with that process. From the start the CL and TL collaborate regulary, making for a better assignment
because while one is teaching, the other is monitoring the classroom to ensure student understanding.
Prior to the research, the CL should lecture on and/or show videos of the war and after effects. Then the
TL will introduce basic research, credibility, and the school databases. Students will get a couples days to
research, the the CL will walk them through the debate portion. Finally, all students will complete a postdebate survey to help improve future assignments.
Overview: Essential Question: Was it ethical for President Truman and the US military to drop the atomic
bombs on Japan during World War II?
Final Product: Debate, Debate Foldable, Credibility Worksheets, Reflective Survey
Library Lesson: Students will utilize school databases to research sources to support their stance on the
topic and complete credibility checklists and source sheets for each source utilized. Students will create a
works cited page. Students will create a debate foldable to use during the debate. Students will complete a
reflective survey on the project.
Estimated Lesson Time: 120 minutes
Assessment
Product: 1) The student debates will be judged by fellow classmates 2) Their research notes (credibility
checklist & source sheets), debate foldable, and works cited page will be collected and graded
Process: Students will evaluate their sources and take notes on those deemed valuable to their stance
(which will later be turned in)
Student self-questioning: Students will complete a reflective survey on both the assignment and on
their participation as a group member
Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Still image (i.e.paintings, drawings, plans, and maps)
Moving Image (i.e. animations, movies, tv program, video)
Service (i.e. photocopying service, bank service, interlibrary loans)
Software
Text (books, letters, poems, newspapers, etc.)
Resources instructor will use:
Projector
Laptop
Smart board
Instruction/Activities
Direct instruction: 1) Database usage 2) Credibility
Modeling and guided practice: 1) Source credibility 2) Sample Works Cited entry
Independent practice: 1) Collect, evaluate for credibility, and complete source sheets for all sources 2)
Complete Works Cited
Sharing and reflecting: 1) Debate 2) Reflective survey
Have you taught this lesson before: Yes
Strategies for differentiation: 1) Maintain a small selection of pre-established research for students who
are absent and/or struggling 2) Written & Verbal instructions 3) Project website
This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of
scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to
the ALA Office of Rights and Permissions.
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1.
Subject & Grade Level: US History (11th)
2.
Content Standards:
History/Social Science Standard 11.7 Discuss the decision to drop atomic bombs and the
consequences of the decision (Hiroshima and Nagasaki)
3.
Information Literacy Standards:
1.7 Uses digital resources to access information
1.8 Selects appropriate library materials
2.2 Evaluates authority, credibility, and currency of information
2.3 Selects relevant information during the research process
3.1 Uses prewriting techniques to extract and organize relevant information
3.2 Composes and revises drafts
3.3 Communicates and synthesizes ideas in logical and creative or novel ways
4.
Model School Library Standards: The students will
1.3 Identify and locate a variety of resources online and in other formats using effective search
strategies
2.1 Determine relevance of information
2.2 Assess comprehensiveness, currency, credibility, authority, and accuracy of resources
2.3 Consider the need for additional information
3.2 Draw conclusions and make informed decisions
3.3 Use information and technology creatively to answer a question, solve a problem, or enrich
understanding.
5.
Standards for the 21st-Century Learner in Action:
Dispositions:
1.2.1 Display initiative and engagement by posing questions and investigating the answers
beyond the collection of superficial facts.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the
selection of resources and information
1.2.3 Demonstrate creativity by using multiple resources and formats
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or
strategies when necessary to achieve success.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of
evidence leads to a decision or conclusion.
3.2.2 Show social responsibility by participating actively with others in learning situations and
by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others
Responsibilities:
1.3.2 Seek divergent perspectives during information gathering and assessment.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
3.3.4 Create products that apply to authentic, real-world contexts
6.
Learning Objectives: TSW research and debate the question: “Did the US make the right decision in
dropping the atomic bomb to end the war against Japan?” Students will utilize school databases for
their sources, will create a works cited page, and will create debate notecards in preparation for the
debate.
7.
Collaborating Teacher: Rita Murphy
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ProcessModel
Step
TaskDefinition
Definethe
information
problem
Identify
information
needed
CTResponsibilities&
Activities
Timeline
Week1,
Friday
½class
Week2,
Monday
½period
TLResponsibilities&
Activities
Classroom: Studentswilldevelopan
Lecture,
Initialunderstandingof
handout assignment(tobe
expanded)
Creationofgroups;
IntroductionofBig6
clarificationofassignment process;breakdownof
byansweringstudent
assignment(Big6
questionsthatarise
Handout:Step1);topic
mindͲdump;creationof
groups;assignmentof
groups(provscon);
selectionoffocuspoints
(Big6Handout:Step1)
Studentswillclarifyany
Library:
questionsaboutthe
lecture,
handout, assignmentandwillselect
individual debategroups.Students
brainstorm, willalsoselecttheir
individualfocuspoints.
small
groups
ShowvideoclipofThe
GreatDebatersasexample
Tuesday
ofdebateexpectations&
goals&thendiscusswith
15Ͳ20min.
studentswhat
worked/didn’twork
Information
Week2,
Establishnumberof
SeekingStrategiesWednesday requiredsources&types
ofsources;distribute
Fullperiod ManhattanProjectarticle
assignment(homework)
Determineall
possible
Selectthebest
sources
Week2
½period
Locationand
Ǥ›”ƒ
Week2
Studentswillidentify
specificsthatmadethe
debate
successful/unsuccessful
Library:
Studentswillbecome
direct
familiarwiththeschool’s
instruction, onlinedatabases.
handout,
LanSchool,
miniͲlab
Credibility/biaslesson Library:
Completedchecklist
withevaluationchecklist miniͲlab
direction
instruction
Citationlesson(webͲ
Library:
4samplecitations
basedarticle,print
direct
article,database,book, instruction
encyclopedia)
½period
Thursday
Introductiontoschool
databases&online
catalog(Big6handout:
Step2)
Classroom:
video,
whole
group
discussion
Thursday
Week2
LearningOutcome
Distributionofassignment
handoutanddiscussionof
completeprojectandits
requirements(writtenand
visual).
Week2,
sources
Location&
Structure
Monitorstudentselection Guide&monitorsource Library:
miniͲlab,
Eachstudentwillselect2Ͳ3
sourcesontheirfocus
ʹͲͳͳ
Access
Friday
½period&
homework
Locatesources
(intellectuallyand
physically)
ofsources
selectionprocess
direct
topic.
instruction,
individual
work
IntroductiontoSource
Sheets(handout);
monitorandassist
studentswithsource
sheets.Dofactssupport
studentdefinition?Do
studentsneedtorevise
definitions?
Library:
Inclass:studentwillcreate
miniͲlab
asourcesheetforatleast
direct
oneoftheirsources.
instruction,
individual Homework:Studentswill
finishsourcesheetsforall
work
sources.
Findinformation
withinsources
Useof
Information
Week2
Monitorandassist
studentswithsource
Friday
sheets.Dofactssupport
studentdefinition?Do
½period&
studentsneedtorevise
Engage(e.g.,read, homework
definitions?
hear,view,touch)
Extractrelevant
information
Synthesis
Week3
Monday
Organizefrom
multiplesources
½period
Week3
Presentthe
information
Tuesday–
Thursday
Reviewrequirementsfor
debate;create,distribute,
&discussrubric;notecards
fordebatelesson
Classroom Studentswillcreate
notecardsfortheirdebate.
Monitor&judgedebates Monitor&judgedebates Classroom: Studentswilldebate.
debates
3periods
Evaluation
PreͲproject CoͲcreateonline
evaluationsurveyfor
students
Judgetheproduct
(effectiveness)
Judgetheprocess
PostͲproject Assignsurvey
(efficiency)
CoͲcreateonline
evaluationsurveyfor
students
Google
Docs&
School
Wires
Survey
Surveythatassessesboth
theproductandthe
processaswellasthe
students’perceptionof
whattheylearned(both
contentͲrelatedand
technologically)
Collect,read,and
Classroom, Teacher&Libraryassess
disseminatesurveydata LMC
dataforfutureunit
website
revision
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Competency Focus: Plan and teach the integrated use of information skills, current and emerging technologies, literature, and other resources,
literature-based instruction, critical thinking, and the design and production of instructional materials
Scope and Sequence: This lesson will take place on Thursday of Week 2 and immediately follows a mini-lesson on credibility and biases. Students
will have already gone through an introduction to the library databases and may/may not have already selected sources for their debates. The lesson
will take place in the library computer lab so that students may access OWL at Purdue.
Objective: TSW correctly complete four sample source citations, demonstrating their understanding of MLA citation guidelines as well as their ability
to utilize an online citation resource.
Standards
California Department of Education:
History/Social Science Standard 11.7 Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and
Nagasaki)
California School Library Association
1.7 Uses digital resources to access information
8.1 Respects copyright and fair use
8.2 Understands the reasons and methods for citing sources
Information Literacy Standards
8.2 Respects intellectual property rights
8.3 Uses information technology responsibly
Standards for the 21st Century Learner in Action
1.2.3 Demonstrate creativity by using multiple resources and formats.
Materials: Samples texts on WWII & the atomic bomb in the following formats: web-based articles, print articles, online databases, books, and
encyclopedias; Big 6 Handout: Source Citations; pen/pencil; computer lab: LanSchool, projector, SMART board; exit-slips
Anticipatory Set
Pair-Share: How do you properly format a Works Cited page? What types of information belongs in a works cited entry?
Students will work in small groups (2-3) for 2 minutes to come up with answers to these introductory questions. Once the time is up I will randomly
call on individual students to share out something that their group came up with. While students are sharing out, I will compile a list on the computer
using LanSchool so all students see the list on their computer.
Instruction
Go through short powerpoint introducing students to
ł “Memorizing = Mistakes.” This becomes our tagline for this assignment.
ł OWL at Purdue to utilize the page for source citations
ł MLA citation requirements/standards/basics
Guided Practice
Model utilizing OWL to correctly complete a works cited entry for a book. Student will follow along and copy down the citation word for word on their
“Big 6 Handout” so they have a model they can return to for book sources. LT & CT walk around during this to monitory that students are copying
down the citation verbatim
Independent Practice
Students will then work with a partner to complete a print article citation (I will provide sample articles from which they can choose; these articles can
then be used in their debates if desired). Using OWL, students will complete sample citations on their Big 6 Handout for each of the following types
of sources: encyclopedia, web-based article, and an online database text. LT & CT will walk around during this time to monitor that students are
correctly completing citations.
Assessment
Observations made during class to make sure students are copying down my model and correctly completing their own citations. Final assessment
will be when they turn in their debate notes and Works Cited sheet for all resources utilized during debate
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Did the United States make the right decision in dropping the atomic bomb
to end the war against Japan?
Each group member is responsible for locating, reading, and analyzing 2 articles in support of your
stance.
You must complete an analysis write up for each article on the Article Notes Handout. You may hand
write or type it.
Only print the articles that you plan to write your analysis on; therefore, you are to READ the entire
article BEFORE printing that way you know you will use it.
Possible Search Terms:
- Nuclear bomb
- Hiroshima
- Nagasaki
- Japan
- World War II
- Truman
And then get creative: Cold War, Arms Race, Nuclear Bombs Today, etc.
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Assignment
Task
Planned
Research
Prepared
Presentation
+ +=
AwesomeResearch
Project!
TaskDefinition
x
Whatwillyourfinalprojectbe(i.e.essay,debate,ppt)?________________________________________________
x
Whatisthetopicofthisproject?__________________________________________________________________
x
Whenisyourfinalprojectdue?___________________________________________________________________
x
WhatmustIhandinwithmyfinalproject?__________________________________________________________
_____________________________________________________________________________________________
x
Inyourownwords,write1Ͳ2sentencesexplainingyourassignment.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
x
Whatdoyoualreadyknow(orthinkyouknow)aboutthistopic?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
x
Whatquestionsdoyouhave/whatdoyouneedtolearnaboutthistopic?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
x
FocusPoints
1) ______________________________________3)______________________________________
2) ______________________________________4)______________________________________
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InformationSeekingStrategies
SourceType
Appropriate?
SourceLocation&Access
IntroductiontoDestiny&Databases(separatehandout).
UseofInformation
IntroductionstoSourceSheets(linksavailableontheLibrarywebsite).
Synthesis
x
Outline(usingsourcesheets)due________________________________________________________
x
1stDraftdue_________________________________________________________________________
x
PeerEditingdates_____________________________________________________________________
x
FinalDraftdue_______________________________________________________________________
Evaluation
CompletetheStudentSurveyonthelibrarywebsiteby_______________________________________
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Answerthefollowingquestions(orfillintheblanks)asMrs.Dyragoesthroughthelibraryanddatabaseintroduction;
usethisasahelpfulinformationresourcethroughoutthisresearchproject.
1. Thelibrarystaffincludes__________________________,_____________________________,and
__________________________.
2. Ifyouarehavingtroublelocatingabook,youshould_________________forhelp________________youhave
lookedyourself.
3. Whatisa“callnumber”?
4. Whatdothefollowinglettersrepresentincallnumbers?
Whichofthesewillbehelpful
a. F________________whendoingresearchforyour b. B________________ essay?
c. RorREF________________ _______________________________ d. Whatdonumbersrepresent?_____________________
_______________________________
5. HowdoyoulogintoDestiny(theonlinecardcatalog)?
Login______________________
password_______________________
6. InDestiny,whatshouldyousetthe“location”menuto?_____________________________________
7. Whenyoufindabookyouwanttolookfor,youcaneitherputiton_________________oron_____________.
8. DoyouneedtobeloggedintoDestinyinordertocreatealist?(Circleone)
YES
NO
9. DoyouneedtobeloggedintoDestinyinordertoputabookonhold?(Circleone)
YES
NO
10. ThenameofaGVdatabaseis__________________________________________.
11. Thenameofasimplesearchengineis___________________________________.
12. Whyisn’titagoodideatousesimplesearchengineswhenconductingresearch?_________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
13. TocompleteproperMLAcitationsyoushouldconsultthe____________________________@Purdueoryou
canusethe______________________________linklocatedonthe“ResearchResources”page.
14. ThestepstoaccessingtheGVLibrarywebsiteare
a. GototheGoldenValley_______________________page
b. Clickonthe“Library”buttonatthe____________________________ofthepage
c. TobrowseDestiny(theonlinecardcatalog),gotothe_____________________________________
shortcut
d. Toaccesstheresearchdatabases,gotothe______________________________________shortcut
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Source:
CredibilityQuestions: Whopublishedthe
resource?
Whenwastheresource published?
Whatarethe
credentialsofthe
author?
Whoaretheauthor’s
keyresources?
Istheinformation
consistentwithwhat
otherexperts/sources
aresaying?
Ifso,inwhatways?
Inwhatwaysdoesthe author’sthinkingalign withmypositionormy purpose?
AmIgoingtousethis
YESNO
source?
Source:
Source:
YESNO
YESNO
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CitationMachinePractice
Name____________________________________
1. Create a works cited entry for an article with the following information: It is from the magazine Newsweek;
the author is Luis Bisono; the title of the article is Life Without Limits; the article is on pgs. 13-19; the
magazine was published in May of 2007.
_____________________________________________________________
_____________________________________________________________
2. Create a works cited entry for a book: Authors: Alicia Gomez and Rich Smith; Title: The Unsinkable
Ship; Published in Sacramento; Published by Harper and Collins; Year of publication 1950.
______________________________________________________________
_____________________________________________________________
3.
Create a works cited entry for an internet site: go to reference.com and type in one of your focus points to
get a reference site.
_______________________________________________________________
________________________________________________________________
4. Create a works cited entry for your US History textbook:
________________________________________________________________
________________________________________________________________
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Name:
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Notes: Copy and paste key passages or paragraphs.
Build your Citation:
Response: Paraphrase, ask questions or clarify
Author Last Name, Author First Name. Title of Book. Publication City: Publishing House, Year Published. Print.
Follow the punctuation of the examples exactly.
Book:
Example: Goleman, Daniel. Emotional Intelligence. New York: Bantam, 2003. Print.
Source #
BOOK
Name:
ƒ‡ˆ”‘Ǥ‘”‰ƒ
Notes: Copy and paste key passages or paragraphs.
Build your own citation:
Response: Paraphrase, ask questions or clarify
Database citation: Author Last Name, First Name. “Title of Article.” Name of Publication. Publication City: Publishing House, Year Published. Name of Database. School Name. Web. Date Accessed.
Follow the punctuation of the examples exactly.
Greenhaven Press, 2006. Opposing Viewpoints Resource Center. Gale. Merced High North Campus. Web. 16 Nov. 2010.
Citation Example: Shinozuka, Yoshio. "Japan's Experiments on Prisoners." Contemporary Issues Companion: Biological Weapons. Ed. Clay Farris Naff. San Diego:
Source #
ONLINE DATABASE
Bugeja, Michael J. “Facing the Facebook.” Chronicle of Higher Education, 27 Jan, 2006. Chronicle Careers. Web. 16 Feb, 2010.
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Notes: Copy and paste key passages or paragraphs.
Build your own:
Response: Paraphrase, ask questions or clarify
Journal Article Online: Author Last Name, First Name. “Title of Source.” Name of Publication, Date of Publication. Name of Section. Web. Date you accessed it.
Example:
Source# ____
ONLINE JOURNAL ARTICLE
Name______________________________ Per.____
DebateRubric
CircleOne:
ProTeam
ConTeam
Debate/Topic:AtomicBombDrop#_________
Clarity
Use&relevanceoffacts&
examples
Strengthofarguments
Speaking
voice/presentation
Preparation
3
Debateisclearandflows
logically.
Argumentsaresupported
withfactsandmultiple
examplestakenfrom
reliablesourceswhichare
citedthroughoutthe
debate.
Allargumentsarestrong
andconvincingandworkto
provethedebater’sside.
Debaters’voicescaneasily
beheard.Allwordsare
pronouncedclearlyand
correctly.Debatersare
dressedappropriatelyfora
presentation.
Studentsareclearlywell
prepared.
2
Debateismostlyclearand
mainlyflowslogically.
Manyoftheargumentsare
supportedbyfactsorsound
reasoningwithsome
examplesthroughout
debate.Somesourcesmay
becited.
Someargumentsare
convincingwhileothersare
farͲfetched.
Debaters’voicesareheard
mostofthetimebut
occasionallytrailsoffor
wordsaremispronounced.
Debatersmaynotbe
dressedappropriately.
Studentsneedmore
preparation.
1
Debateisunclearand
disorganized.
Fewifanysupportingfacts.
Nosourcesarecited.
Examplesmayormaynot
support/proveargument.
Argumentsarenot
convincingornonͲexistent.
Debaters’voicesare
difficulttohear.Wordsare
mispronouncedfrequently.
Debatersarenotdressed
appropriately.
Studentisunderpreparedto
defendargument.
Total:___________/15
DebateRubric
CircleOne:
ProTeam
ConTeam
Debate/Topic:AtomicBombDrop#_________
Clarity
Use&relevanceoffacts&
examples
Strengthofarguments
Speaking
voice/presentation
Preparation
3
Debateisclearandflows
logically.
Argumentsaresupported
withfactsandmultiple
examplestakenfrom
reliablesourceswhichare
citedthroughoutthe
debate.
Allargumentsarestrong
andconvincingandworkto
provethedebater’sside.
Debaters’voicescaneasily
beheard.Allwordsare
pronouncedclearlyand
correctly.Debatersare
dressedappropriatelyfora
presentation.
Studentsareclearlywell
prepared.
2
Debateismostlyclearand
mainlyflowslogically.
Manyoftheargumentsare
supportedbyfactsorsound
reasoningwithsome
examplesthroughout
debate.Somesourcesmay
becited.
Someargumentsare
convincingwhileothersare
farͲfetched.
Debaters’voicesareheard
mostofthetimebut
occasionallytrailsoffor
wordsaremispronounced.
Debatersmaynotbe
dressedappropriately.
Studentsneedmore
preparation.
1
Debateisunclearand
disorganized.
Fewifanysupportingfacts.
Nosourcesarecited.
Examplesmayormaynot
support/proveargument.
Argumentsarenot
convincingornonͲexistent.
Debaters’voicesare
difficulttohear.Wordsare
mispronouncedfrequently.
Debatersarenotdressed
appropriately.
Studentisunderpreparedto
defendargument.
Total:___________/15
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Thissurveyistobetakenonline@thelibrarywebsite.
1. StudentName _____________________________
2. Ratethefollowingquestionsona1to5scale,where1iseasiestand5ismostdifficult.
Ratetheoverallassignment
12345
Ratetheactualdebateportionoftheassignment(gettingupandspeaking)12345
Ratetheresearchselectionportionoftheassignment 12345
Ratethearticleanalysisportionoftheassignment
12345
3. Infuturedebates,whatwillyoudodifferentlytobemorepreparedandtofeelmoreconfident?
4. WhatcouldMrs.Dyrahavedonedifferentlytoassistyouintheresearchportionofthisassignment?Withwhat
didyouneedmorehelp?
5. Isthereanythingelseyouwouldliketosay?
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Works Cited
California’s Common Core Content Standards for English Language Arts. Sacramento, CA:
n.p., 2010. PDF.
Cook, Julie. Determining the Credibility of Your Source. n.p. 2010. Microsoft Word File.
Eisenberg, Mike. “What is the Big 6?” The Big6. n.p. 2011. Web. 14 Feb. 2011.
eLibrary.Version16.00.ProquestLLC.2011.Web.
English-Language Arts Content Standards for California Public Schools. Sacramento, CA:
California Department of Education, 1998. PDF.
Dyra, Jamie. Mrs. Murphy’s US History Classes. Library, Golden Valley HS, Feb. 2011. Web.
---. Research Resources. Library, Golden Valley HS, Jan. 2011. Web.
---. Student Surveys. Library, Golden Valley HS, Jan. 2011. Web.
Gale Opposing Viewpoints Resource Center in Context. Gale Cengage Learning. 2010. Web
Gantt, Michelle. Big 6 Brochure. n.p. 2008. Microsoft Word File.
The Great Debaters. Dir. Denzel Washington. Harpo Films, 2007. DVD
History-Social Science Content Standards for California Public Schools. Sacramento, CA:
California Department of Education, 2000. PDF.
The ISTE NETS and Performance Indicators. International Society for Technology in Education,
2007. Microsoft Word File.
Model School Library Standards. n.p. 2011. Microsoft Word File.
Morgan, Sarah. Source Sheets. Merced High School, n.d. Web.
Murphy, Rita. Murphy US History Debate #1. n.p. 2011. Microsoft Word File.
The Purdue OWL. Purdue U Writing Lab, 2010. Web.
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Standards and Guidelines for Strong School Libraries. Brea, CA: California School Library
Association, 2004.
Standards for the 21-Century Learner in Action. American Library Association: AASL. Chicago,
2009. Print.
World Book Student. World Book, Inc. 2011. Web.
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Pleaseanswerthefollowingquestionsafterthecompletionoftheproject,butbeforeyoumeetwithmeforourpostͲ
projectreflection.Thankyou!
1) Whatwasyourobjectiveforthisproject?
2) Didyourstudentsmeetthisobjective?Whyorwhynot?
3) DidworkingwiththeteacherͲlibrarianenhancetheoutcomeofthisprojectinanyway?Ifso,how?
4) WhatcantheteacherͲlibrariandotoimprovethisprojectinthefuture?
5) Whatcanyoudotoimprovethisprojectinthefuture?
6) Otherareastodiscuss:
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Thisistobecompletedaftertheproject,butbeforemeetingwiththeCTforreflection.Thankyou!
1) Whatwasmyobjectiveforthisproject?
2) Wasthisobjectivemet?Whyorwhynot?
3) Whatworkedwellduringthisproject?
4) Whatdidn’tworkwellduringthisproject?
5) WhatcanIdotoimprovethisprojectinthefuture?
6) Otherareastodiscuss:
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Process Model Step
Timeline
1-2 weeks
Task Definition
prior to
beginning
Define the information problem assignment
CT Checklist
Work with TL to create assignment
handout
Copy assignment handout
Create debate groups
Secure copy of The Great Debaters
TL Checklist
Work with CT to create assignment
handout
Create assignment webpage
Create Big 6 Handout
Copy Big 6 Handout
Reserve computer lab & library for
research dates
Review LanSchool tools for ease of
use
Create CFU questions in LanSchool
Create debate groups
Create exit slip: focus points
Collect & assess focus points
Revise/Update Library Intro Handout
Copy Library Intro Handout
Prepare Credibility/bias lesson
Copy evaluation checklist
Create citation lesson
Create citation machine handout
Copy citation machine handout
Create citation exit slip
Copy citation exit slip
Secure sources for citation lesson:
web-based article, print article,
database, book, encyclopedia)
Identify information needed
Information Seeking
Strategies
1st week of
assignment
Prior to 2nd
week of
assignment
Determine all possible
sources
Select the best sources
Establish number of required sources &
types of sources;
Create Manhattan Project article
assignment
Copy Manhattan Project article
assignment
Location and Access
Locate sources (intellectually
and physically)
Find information within sources
Use of Information
Engage (e.g., read, hear, view,
touch)
Extract relevant information
Synthesis
Prior to 3rd
week of
Organize from multiple sources assignment
Work with TL to create debate rubric
Copy debate rubric
Create lesson for notecards
Secure index cards
Work with CT to create debate rubric
Before
debates
Work with TL to create student survey
Work with CT to create student survey
Place student survey on project
website
Post-project
Meet with TL to discuss debates &
student survey results
Complete participating teacher
evaluation for reflection
Revise CT responsibilities
Meet with CT to discuss debates and
student survey results
Complete unit evaluation for reflection
Revise TL responsibilities
Present the information
Evaluation
Judge the product
(effectiveness)
Judge the process (efficiency)
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Directions: Fold this paper in half horizontally along the dotted line so that the bottom half is the front of the foldable. If you do this correctly, these instructions will be upside down on the back of the foldable. This will be the front of your outside sheet. Feel free to write in the empty spaces AFTER you have stapled your foldable correctly. Printing Note: Print 2 sided in order. US History Debate:
Did the US make the right decision in dropping the atomic bomb to
end the war against Japan?
Name:_______________________________________
Stance: _________________________________________
Focus Point (FP):__________________________________________________
Page 1 In your own words, write a topic sentence, evidence, and a citation for your first argument. FP Topic Sentence#1: ____________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Evidence: _________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Source Citation:
_____________________________________________________________________________
_____________________________________________________________________________
Page 2 In your own words, write a topic sentence, evidence, and a citation for your first argument. FP Topic Sentence#6: ____________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Evidence: _________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Source Citation:
_____________________________________________________________________________
_____________________________________________________________________________
Page 7 In your own words, write a topic sentence, evidence, and a citation for your first argument. FP Topic Sentence#5: ____________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Evidence: _________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Source Citation:
_____________________________________________________________________________
_____________________________________________________________________________
Page 6
. FP Topic Sentence#2: ____________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Evidence: _________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Source Citation:
_____________________________________________________________________________
_____________________________________________________________________________
Page 3
In your own words, write a topic sentence, evidence, and a citation for your first argument. FP Topic Sentence#3: ____________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Evidence: _________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Source Citation:
_____________________________________________________________________________
_____________________________________________________________________________
Page 4
In your own words, write a topic sentence, evidence, and a citation for your first argument. FP Topic Sentence#4: ____________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Evidence: _________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Source Citation:
_____________________________________________________________________________
_____________________________________________________________________________
Page 5