Quishawna Henderson Collection Evaluation and Development Plan FRIT 7134-Spring 2012 February 19, 2012 Description of site/environmental

scan I work at Houston County Crossroads Center in Warner Robins, GA. It is an alternative school for middle and high school students who have had difficulties in their home schools and/or community. Student enrollment fluctuates on a daily basis because students are transitioning in and out of this school. There are about 250 students who are currently enrolled in this alternative school setting with approximately 40 faculty members. Ninety-seven percent of the schools in Houston County made Adequate Yearly Progress in recent years. Houston County has an enrollment of approximately 23, 684 students. There are 5 high schools, 8 middle schools, 23 elementary schools, and 1 alternative school. Houston County Schools are comprised of Asian, Black, Hispanic, Native American, White and Multiracial students. Overall, 80% of students meet or exceed skills and standards that are necessary to pass the Georgia Criterion-Referenced Competency Tests (CRCT). There are 117 students who are eligible to receive services through the Migrant Education Program. On average, 4,871 households receive food stamps while 580 families receive TANF funds. The average household income is $27, 417 with a 4.8% unemployment rate. The 2000 Census Population count included 110,765 people, but the 2005 Census Bureau Population estimated that Houston County had a population of 126,163 people. Twelve and seven tenths of the student population includes students in the special education program. The English to Speakers of Other Languages program has about 1.1% of the student population. The gifted students population has about 8.5% of all students enrolled, while 1.0% of students are

enrolled in an alternative program setting. The largest population of students by race is White/Caucasian. At Houston County Crossroads Center, there are 3 eighth grade classes, 2 seventh grade classes and 1 sixth grade class. For the most part, there is only one teacher per subject per grade. Students who receive Special Education Services are served in the regular classroom with a Special Education co-teacher. There is one special education class per grade level. Currently, there are 38 students in the 8th grade class, but that number fluctuates weekly. There are no gifted students, five special education and two ESOL students in this grade level. The ethnic breakdown is as follows: Caucasian/Non-hispanic: 20 African American: 16 Hispanic: 2 The academic ability levels of these students vary drastically. Most of these students have excessive absences due to out-of-school suspensions and in-school suspensions. A very small percentage of students in this grade level enjoy reading. In addition, the students reading levels vary, but most students have a low reading level. Students who have low reading abilities are identified and served in the Read 180 program. Special education students receive extra help from content area teachers as needed.

Curriculum Review In Social Studies, students learn about the effects of conflicts, changes and compromises. It is important for students to learn how our country received independence and know about Georgias impact on the country. Students learn about historical events, people and ideas. It is

expected that students understand individuals, groups and institutions that resulted in the world that we live in today. The standards that encompass this topic is as follows:

SS8H3 The student will analyze the role of Georgia in the American Revolution. a. Explain the immediate and long-term causes of the American Revolution and their impact on Georgia; include the French and Indian War (Seven Years War), Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence. b. Analyze the significance of people and events in Georgia on the Revolutionary War; include Loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton, Battle of Kettle Creek, and siege of Savannah. SS8H4 The student will describe the impact of events that led to the ratification of the United States Constitution and the Bill of Rights. a. Analyze the strengths and weaknesses of both the Georgia Constitution of 1777 and the Articles of Confederation and explain how weaknesses in the Articles of Confederation led to a need to revise the Articles. b. Describe the role of Georgia at the Constitutional Convention of 1787; include the role of Abraham Baldwin and William Few, and reasons why Georgia ratified the new constitution. SS8H5 The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. a. Explain the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches. b. Evaluate the impact of land policies pursued by Georgia; include the headright system, land lotteries, and the Yazoo land fraud. c. Explain how technological developments, including the cotton gin and railroads, had an impact on Georgias growth. d. Analyze the events that led to the removal of Creeks and Cherokees; include the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.

Standard SS8H3

Concept American Revolution

Task/Activities/Products Identify the causes of the American Revolution Identify important events from the French and Indian War and create a map showing locations

Resources 1. Social Studies textbook 2. Various websites about the American Revolution 3. United Streaming Videos

Use cartoons and/or research to analyze, interpret and respond to the American Revolution. Explain the Proclamation of 1763, Stamp Act, Intolerable Act and Declaration of Independence. Explain how Georgias economy was impacted before, during and after the Revolutionary War. Create a letter detailing the loyalists and patriots. Identify the accomplishments of men and women during the Revolutionary War Locate important places in Georgia that relate to the Revolutionary War Re-enact the events of the siege of Savannah

4. Media Center resources 5. Maps of United States and Georgia 6. Timeline of events 7. American Revolution Political cartoons 8. Graphic Organizers

SS8H3

Individuals, Groups and Institutions of Revolutionary War

SS8H4

Articles of Confederation

Identify the reasons for creating the Georgia Constitution of 1777. Create arguments for and against the strengths and weaknesses of the Georgia Constitution of 1777 and the Articles of Confederation. Identify important people who helped develop the new government of the United States of America and Georgia. Use letters and research to understand why Georgia ratified the new Constitution.

1. Maps of Georgia, Savannah and other cities 2. Media Center resources 3. United Streaming Videos 4. Social Studies textbook 5. Various websites detailing individual achievements and events 6. Garments and accessories reflective of 18th century 7. GPB Videos 8. Graphic Organizers 1. Various websites 2. Social Studies textbook 3. Media Center Resources 4. United Streaming Videos 5. Research papers, essays and news articles 6. Social Studies Workbook 7. Student-created graphic organizers

SS8H5

Establishments

SS8H5

Technological Innovations of Revolutionary War

Identify the role of the University of Georgia and Louisville for Georgias growth. Explain the impact of new establishments by writing a letter to a family member living in a different state. Create videos to show the impact of Baptist and Methodist churches. Define headright system, land lotteries, and Yazoo land fraud and use research to explain how it impacted Georgia. Using a map, shade areas of Georgia that were distributed by the Headright System, Land Lottery and Yazoo land scandal. Explain how the cotton gin impacted Georgias economy and population. Complete a chart to compare the positive and negative effects of new inventions. Debate opinions about the effect of technological developments on the growth of Georgia. Create a timeline of events leading to the removal of Cherokee and Creek Indians from Georgia.

1. Social Studies textbook 2. Interactive websites 3. Webcams and video cameras 4. Media Center resources. 5. Timelines 6. Various Maps 7. Hierarchy chart for the land distribution 8. Graphic Organizers 9. Novel: Johnny Tremain by Esther Forbes

1. Chart paper and markers 2. Social Studies textbook 3. Media Center Resources 4. Various websites 5. United Streaming Videos 6. Various Biographies over important historians during the 18th and 19th Century. 7. Vocabulary Charts 8. DVD Resources

Collection Evaluation In order to evaluate the quality of my schools media center, I found it necessary to go to the media center. Once in the media center, I used the catalog system to locate sections with books about the American Revolution and Georgia. For the most part, the books looked intact,

but they were old. It did not appear that the books had been used often. I looked in the fiction, non-fiction, biography and reference sections for different materials. The fiction books are located around three walls of the media center by the authors last name. Some of the fiction novels were new, while others were pretty worn. This definitely was the largest section in the media center with a wide variety of materials. I performed a physical scan of books in the nonfiction section. Non-fiction books are located on a shelf located in the center of the media center, and they are labeled with the Dewey Decimal system. The books did not appear to be worn, but I could tell that they were old. Next, I walked into the adjoining library room that houses the reference materials and is used as a computer lab. From my visual inspection, I noticed that all of the reference materials appeared unused. I, truly, believe that this is a result of the distant location of the shelves and materials. Most students do not access these materials because they cannot disturb the classes that use the adjoining computer lab. In addition, there are no close locations to peruse these books while in the media center. Students are not allowed to check out reference books. First, I began exploring books related to my research unit in each section of the media center. The quantity of materials in each section was very appalling to me. Unfortunately, there are no fiction books in the collection about the American Revolution or Georgia that relate to the unit that I am researching. By far, the majority of the collection is mostly comprised of fiction novels. There are an approximately 7,350 books in the media center. There are 5,011 fiction novels in the total collection, yet there are no books related to my research unit. The non-fiction section has 1,371 books, and 24 of those books could be used with my research unit. In order to locate these books, I used search terms like American Revolution, Revolutionary War, French and Indian War, Georgia and many other key words to locate materials for this unit. The search

returned 23 non-fiction titles and 1 reference title. Needless to say, I was quite disappointed to see that a collection so large would have very few materials about such an influential topic in American history. Second, I noticed that I needed to evaluate the accuracy of information in these books. Even though history does not change, information is updated through research and other changes. It was definitely my mission to assess the publication dates of the texts that were related to my content area. I found that a large number of the books that relate to my content area are old and published many years ago. The average age of books that deal with the American Revolution is 21 years. Since these books are quite old, I am sure that new information has been printed and distributed in newer resources. As a result, I was compelled to evaluate the age of the entire collection. The percentage of books in the total collection by year is as follows: Copyright Year Percentage of Books 1980s 1990s 2000s 2010s 28.4% 38.5% 32.1% 1.0%

Next, I evaluated the usefulness of the materials in the collection. It is important for me to know if students are checking out these materials and if these books match the needs of the teachers. Within the past 22 years, the books related to the American Revolution have been checked out 177 times. This averages to show that these books have only been checked out a little more than 8 times per year. The content has not changed, and students have been learning

about the American Revolution for many years, but the circulation analysis shows that these books are not meeting students research needs. None of the books explained the impact of these historical events on Georgia. The reference book was the only book that provided information about the French and Indian War. Moreover, students learned and were expected to write biographical information about many famous historians, yet they did not have any hardcopy or electronic resources from the media center. Most of the materials gave general information about the American Revolution, but it did not discuss the significance of people and events in Georgia. The standard provided very specific information about the Loyalists, Patriots, Elijah Clarke, Austin Dabney, Nancy Hart and others, but there was nothing that could be checked out. Finally, my research showed me that the lack of variety of materials was another serious problem. There were absolutely no Spanish materials related to this topic; however, we have some students who read and speak Spanish. My review of the collection showed me that the learning needs of those students was not being addressed, but those students were still expected to learn the content. In addition, the collection did not have many videos or e-books either. There were only 4 videos that related to the American Revolution, and those videos were on VHS. The best part of my review showed me that the collection opened itself up multicultural resources because the American Revolution was influenced by other historical events throughout the world. The multicultural resources that were available provided factual information about historical events. In summary, this evidence warranted cause for new materials to be added to the current collection. Since the content that I am researching is a Georgia Performance Standard, I expect students and teachers to be equipped with the material that is necessary to learn the content in an accurate and effective manner. In order to meet their needs, I need to do the following:

1) Add both fiction and non-fiction materials to the collection. Students should be able to read fiction novels about this topic in order to get a better understanding while enjoying reading. Students need both print and non-print materials that match todays technology. 2) While adding more materials, I need to make sure that I add recent books. It would be most helpful to add material that is at most 12 years old. 3) Choose books that meet the content needs. Teachers and students, alike, should be able to check out these resources to use in the classroom. Students need to have quality resources for completing research projects and other activities. 4) Choose a variety of multi-cultural and Spanish titles. The collection needs recent DVDs since they are more popular than VHS today.

Materials Order/Budget Summary In order to create a quality collection, I researched several vendors to find a variety of resources. Using reviews, recommendations and reputation, I chose print and non-print books, software, audio and other resources to meet the educational needs of the learners. At times, copyright dates were more than 12 years old. When I encountered these circumstances, I talked to both my media specialist and the department chair of the History Department. Both individuals evaluated those titles on an individual basis and recommended the title so I decided to include that title in the collection. One of the fiction novels had a copyright date of 1985, and I included that title because it was recommended by the Georgia Department of Education. In order to complete this order, I need $3,994.96. I used search terms like The American Revolution, The Trail of Tears, The Articles of Confederation, The French and

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Indian War, Georgia History, Cherokee Indians and many others to find these titles. In addition, I found some websites that discuss these topics. You may access the list of sites at www.quishawnahenderson.pbworks.com. I found fiction novels, nonfiction texts, biography books and videos in order to cover each facet of this unit. Please see the Excel spreadsheet for the materials order.