ND Curriculum Initiative

Subject & Standards

Understandings & Goals

Enduring Understanding:
When you do research, know that information and images are available from a variety sources within a library and beyond, but that each must be evaluated for how up to date it is, and how truthful and trustworthy it is.Goal(s):
Students will understand and access a basic variety of information and image resources. Students will arrange, organize and present information and images to make them useful in the future and to inform an audience.

Questions Answered

Essential questions:
Where can we look for information and images? In the library? Online? In the community?

How can we evaluate the information and images that we find?

How can we arrange or organize the information to help make it useful?
Learning Objectives:
Students will be able to gather information and images from selected resources.Students will be able to identify a variety of resources and cite them. Students will be able to name ten tribes and ten contemporary Native Americans of note. Students will be able to distinguish between fictional characters and biographical accounts. Students will be able to apply selection criteria for topic and image.Students will be able to apply evaluation criteria for project.Students will be able to produce/print images. Students will be able to create a public presentation and evaluate it

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding?
  Students will complete matching quizzes for tribe names and descriptions and for persons of note and brief biographical sketches. Students will answer short fill-in worksheets to demonstrate understanding of the research process.

What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding?
  Introductory questions during each session.

What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding?
  Creating images for use in presentation.

What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect?
  Observation of research process, work samples of work in progress folders, and images and their citations and self-evaluations.

Instructional Strategies

A. Using a combination of problem based and inquiry based strategies, students will seek answers to essential questions “Where can we look for information about and images (pictures) of people you are interested in?”, “How can we evaluate the information and images that we find?”, and “How can we arrange and organize the information and images to make them useful?”

Then using project based strategies students will create products for an authentic community audience. This project has the following characteristics: it integrates real world experiences—skills, concerns, connections—and authentic assessment; it is multidisciplinary and requires higher order thinking skills through language arts writing, mathematical measurement and planning for images and design of display; it taps individual student interests and abilities.