Collaboration+Zones

=Collaboration Between 6th Grade Social Studies & Library Media=

===After conducting a curriculum audit, these are three places that we have determined to be collabrative opportunites between the classroom teacher (6th Grade Social Studies) and the library media specialist:===

6th Grade Social Studies Content Standards from Connecticut Curriculum Framework: []

Information Literacy/21st Century Standards from AASL: []

1.3.a - Explain how a civilization/ nation’s arts, architecture, music and literature reflect its culture and history.
 * < ** Content Standard **  ||<  ** Expected Performance **  ||<  ** Library-Based Authentic Task **  ||
 * < **Social Studies:**

2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

1.1.9 - Collaborate with others to broaden and deepen understanding.
 * Information Literacy:**

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.

2.1.2 – Organize knowledge so that it is useful.

2.1. - Use technology and other information tools to analyze and organize information.

4.2.1 – Display curiosity by pursuing interests through multiple resources. ||< Ancient Egypt - Students choose a topic to research, develop a proposal which includes research questions that they will pursue), complete a research paper and final project/model/display, and present at Egypt Fair. ||< * Authentic Research 1.3.b - Analyze how specific individuals and their ideas and beliefs influenced world history.
 * Students research topic and create a final product (model of pyramid, examination of mummification process, making papyrus paper, etc.) of their choice
 * Final Presentation to Audience in Library Media Center ||
 * < **Social Studies:**

2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of history and social studies issues.

3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

1.1.9 - Collaborate with others to broaden and deepen understanding.
 * Information Literacy:**

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.

3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

4.1.7 Use social networks and information tools to gather and share information. ||< Ancient Greece - After reading a modified version of the Odyssey and watching the 1997 film, students write postcards home to Ithaca from Odysseus. They can write to any character and describe any of the events that they have gone through from his perspective. On the image side of the postcard, they create artwork that displays one of his trials. ||< * Students will create a blog with Odysseus being presented as the author, documenting his perilous journey. || 1.3.b - Analyze how specific individuals and their ideas and beliefs influenced world history.
 * < **Social Studies:**

1.3.c - Compare and contrast cultural contributions of a variety of past and present civilizations.

2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital)in order to make inferences and gather meaning.
 * Information Literacy:**

2.1.3 – Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.

3.1.1 – Conclude an inquiry based research process by sharing new understandings and reflecting on the learning. ||< The Influence of Ancient Culture of the Modern World - DBQ Project - Here, students analyze primary sources with the help of guiding questions, the answers to which become the evidence students use to write a persuasive essay. ||< * Authentic Research
 * Students serve as historians and analyze a primary source document to make connections between ancient culture and the modern world. ||