Our instructional work is standards-based, corresponding to social studies, writing, and reading standards across grade levels. In addition, we meet the standards and guidelines outlined in Empowering Learners from the American Association of School Librarians. Our lessons align with the following standards:
|
Virginia Standards of Learning
|
Common Core
|
|
Virginia Studies: Skills
VS.1 The student will develop skills for historical and geographical analysis including the ability to d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; h) evaluate and discuss issues orally and in writing; U.S. History to 1865: Skills USI.1 The student will develop skills for historical and geographical analysis, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877; d) interpret ideas and events from different historical perspectives; e) evaluate and discuss issues orally and in writing; h) interpret patriotic slogans and excerpts from notable speeches and documents. U.S. History 1865 to Present: Skills USII.1 The student will demonstrate skills for historical and geographical analysis, including the ability to a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1877 to the present; d) interpret ideas and events from different historical perspectives; e) evaluate and debate issues orally and in writing; h) interpret patriotic slogans and excerpts from notable speeches and documents. Civics & Economics: Skills CE.1 The student will develop the social studies skills citizenship requires, including the ability to a) examine and interpret primary and secondary source documents; c) analyze political cartoons, political advertisements, pictures, and other graphic media; d) distinguish between relevant and irrelevant information; e) review information for accuracy, separating fact from opinion; g) select and defend positions in writing, discussion, and debate. English Language Arts
While developed in a Social Studies setting, our lessons support the writing strands of the English Language Arts Standards of Learning in Virginia. Grade 3 3.9 The student will write for a variety of purposes. c) Write a clear topic sentence focusing on the main idea. d) Write a paragraph on the same topic. f) Include details that elaborate the main idea. Grade 4 4.7 The student will write cohesively for a variety of purposes. b) Focus on one aspect of a topic. d) Organize writing to convey a central idea. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. k) Include supporting details that elaborate the main idea. Grade 5 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. c) Organize information to convey a central idea. d) Write a clear topic sentence focusing on the main idea. e) Write multiparagraph compositions. f) Use precise and descriptive vocabulary to create tone and voice. g) Vary sentence structure by using transition words. i) Include supporting details that elaborate the main idea. |
English Language Arts Standards - Writing
Text Types and Purposes
English Language Arts Standards - History/Social Studies Key Ideas and Details
|
AASL Standards for the 21st-Century Learner
1. Inquire, think critically and gain knowledge
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.4 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
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.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
1.4.1 Monitor own information-seeking processes for effectiveness adn progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
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.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3.1 Connect understanding to the real world.
2.4.1 Determine how to act on information (accept, reject, modify)
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
2.4.3 Recognize new knowledge and understanding.
3 Share knowledge and participate ethically and productively as members of our democratic society.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
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.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
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.
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
1. Inquire, think critically and gain knowledge
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.4 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
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.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
1.4.1 Monitor own information-seeking processes for effectiveness adn progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
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.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3.1 Connect understanding to the real world.
2.4.1 Determine how to act on information (accept, reject, modify)
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
2.4.3 Recognize new knowledge and understanding.
3 Share knowledge and participate ethically and productively as members of our democratic society.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
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.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
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.
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
