Historical Context: Researching Our Novel's World
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Historical Context: Researching Our Novel's World

Grade 7English6 days
This 7th-grade English project immerses students in the historical context of their chosen historical fiction novel through in-depth research and analysis. Students will formulate research questions, develop research plans, and evaluate sources to deepen their understanding of the novel's setting, social norms, and cultural practices. The project culminates in a presentation where students share their findings and reflect on their research process, fostering both historical comprehension and critical research skills.
Historical FictionResearch SkillsHistorical ContextSource EvaluationInformation SynthesisPresentation Skills
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can understanding the past through research transform our experience and understanding of historical fiction, and what can we learn about ourselves by examining the lives and experiences of people in different times?

Essential Questions

Supporting questions that break down major concepts.
  • How does understanding the historical context enrich our reading experience of historical fiction?
  • What were the major social, cultural, and political events happening during the time period of our novel?
  • How can we effectively research and evaluate information from various sources to understand a historical period?
  • In what ways did people's lives and experiences differ during this time period compared to today?
  • How can we organize and present our research findings in a clear and engaging way?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Research historical context of a chosen historical fiction novel.
  • Evaluate and synthesize information from multiple sources.
  • Understand the impact of historical events on individuals and societies.
  • Improve comprehension and engagement with historical fiction through research.
  • Develop effective research and presentation skills.
  • Apply inquiry process to themes and issues studied in English language arts.
  • Examine personal knowledge related to a topic to determine information needs.
  • Formulate relevant questions on a topic to establish a purpose for seeking information.
  • Contribute ideas to establish group inquiry focuses.
  • Prepare and use a plan to access ideas and information from a variety of sources (including digital).
  • Evaluate the currency, usefulness, and reliability of information sources.
  • Locate information using a search engine.
  • Assess the appropriateness of the amount and quality of information collected.
  • Recognize and address information gaps for particular audiences and purposes.
  • Organize new information to reflect the intended purpose and audience.
  • Use the language of inquiry

Teacher-Provided Standards

a
Primary
Apply inquiry process and complete an individual or group inquiry project related to the themes or issues being studied in English language arts.Reason: Directly addresses the project's core activity of completing a research assignment related to the novel.
b
Primary
Examine personal knowledge of and experiences related to a topic to determine information needs.Reason: Students need to assess their existing knowledge to identify what they need to research.
c
Primary
Formulate a variety of relevant questions on a topic to establish a purpose for seeking information.Reason: Students will generate research questions to guide their investigation.
d
Secondary
Contribute ideas, knowledge, and questions to help establish group inquiry or research focuses and purposes.Reason: If students work in groups, this standard applies to their collaborative inquiry.
e
Primary
Prepare and use a plan to access ideas and information from a variety of sources (including digital).Reason: Addresses the planning and execution of research.
f
Primary
Use pre-established criteria to evaluate the currency, usefulness, and reliability of information sources in answering inquiry or research questions.Reason: Crucial for responsible research and avoiding misinformation.
g
Primary
Locate information using a search engine.Reason: A key skill for modern research.
h
Secondary
Assess the appropriateness of the amount and quality of information collected.Reason: Helps students refine their research and focus on relevant information.
i
Secondary
Recognize and address information gaps for particular audiences and purposes.Reason: Important for tailoring research and presentations effectively.
j
Primary
Organize new information to reflect the intended purpose and audience.Reason: Addresses the organization and presentation of research findings.
k
Secondary
Use the language of inquiry (e.g., "Where would I find information and ideas about this topic, question, problem, or issue?" "What processes or procedures could I use?" "How will I access these sources or carry out these procedures?").Reason: Encourages students to think metacognitively about their research process.

Entry Events

Events that will be used to introduce the project to students

Historical World's Fair: A Journey Through Time

Students participate in a mock "World's Fair" exhibit showcasing different aspects of the historical period, with each student or group responsible for researching and presenting on a specific topic (e.g., technology, fashion, social issues). This culminates in a class-wide event where students share their knowledge and explore the connections between different exhibits.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Knowledge Excavation: Unearthing What We Know

Students reflect on what they already know about the historical period of their chosen novel and identify gaps in their knowledge. They then generate a list of questions they want to answer through research.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students create a KWL chart and fill out the "Know" section with what they already know about the historical period.
2. Students fill out the "Want to Know" section with questions they have about the historical period.
3. Students refine their questions to be specific and researchable.

Final Product

What students will submit as the final product of the activityA KWL chart (Know, Want to Know, Learned) and a list of initial research questions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standards a, b, and c. This activity introduces the project and helps students identify their existing knowledge and formulate initial research questions.
Activity 2

Source Navigator: Charting a Course Through Information

Students create a detailed research plan, focusing on key aspects of their novel's historical context: social norms, political climate, economic conditions, and cultural practices. They will identify and evaluate potential sources for each area, ensuring credibility and relevance.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students brainstorm key areas of research related to their historical fiction novel: social norms, political climate, economic conditions, and cultural practices.
2. For each area, students generate specific questions they want to answer through their research.
3. Students identify potential sources (e.g., primary documents, academic articles, reputable websites) for each research area and record them in their research plan, including source type.
4. Students use pre-established criteria (e.g., author's expertise, publication date, bias) to evaluate the currency, usefulness, and reliability of each source in relation to their specific research questions.

Final Product

What students will submit as the final product of the activityA research plan outlining sources to be used and criteria for evaluating their reliability, organized by the four key areas of social norms, political climate, economic conditions, and cultural practices.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standards d, e, f, and g. Students develop a research plan and evaluate potential sources.
Activity 3

Information Alchemist: Transforming Data into Understanding

Students gather information from their chosen sources, synthesizing it to answer their research questions and address any information gaps.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students gather information from their chosen sources, taking detailed notes.
2. Students synthesize the information, organizing it by theme or topic.
3. Students write a research report that answers their initial research questions, citing their sources.

Final Product

What students will submit as the final product of the activityA research report that synthesizes information from multiple sources, answering the initial research questions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standards h, i, and j. Students synthesize information from multiple sources and organize it in a meaningful way.
Activity 4

Historical Unveiling: Sharing Our Discoveries

Students present their research findings to the class in an engaging format (e.g., presentation, poster, skit) and reflect on their research process.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students prepare a presentation of their research findings, using visuals and engaging language.
2. Students present their findings to the class.
3. Students write a reflection paper on their research process, discussing what they learned, what challenges they faced, and how they overcame them.

Final Product

What students will submit as the final product of the activityA presentation of research findings and a reflection paper on the research process.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standards a, j, and k. Students present their findings and reflect on their research process.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Historical Fiction Research Portfolio Rubric

Category 1

Knowledge Excavation

This category assesses the student's ability to activate prior knowledge and formulate relevant research questions.
Criterion 1

Knowledge Activation and Question Formulation

Demonstrates the ability to identify prior knowledge and formulate relevant research questions.

Exemplary
4 Points

Demonstrates a sophisticated understanding of existing knowledge and formulates insightful and comprehensive research questions that demonstrate clear connections to the novel's historical context.

Proficient
3 Points

Demonstrates a thorough understanding of existing knowledge and formulates clear and relevant research questions directly related to the novel's historical context.

Developing
2 Points

Shows emerging understanding of existing knowledge and formulates basic research questions that have some relation to the novel's historical context.

Beginning
1 Points

Shows initial understanding of existing knowledge and struggles to formulate relevant research questions related to the novel's historical context.

Category 2

Source Navigation

This category assesses the student's ability to develop a research plan and evaluate sources for reliability and relevance.
Criterion 1

Source Evaluation and Planning

Demonstrates the ability to develop a research plan and evaluate sources.

Exemplary
4 Points

Develops a highly detailed and comprehensive research plan, identifying a wide range of relevant sources and applying sophisticated criteria to evaluate their reliability and relevance with nuance and precision.

Proficient
3 Points

Develops a detailed research plan, identifying relevant sources and applying clear criteria to evaluate their reliability and relevance.

Developing
2 Points

Develops a basic research plan, identifying some sources and applying simple criteria to evaluate their reliability and relevance.

Beginning
1 Points

Struggles to develop a research plan, identify relevant sources, or apply criteria to evaluate their reliability and relevance.

Category 3

Information Alchemy

This category assesses the student's ability to synthesize information from multiple sources and organize it in a meaningful way.
Criterion 1

Information Synthesis and Organization

Demonstrates the ability to synthesize information and organize it in a meaningful way.

Exemplary
4 Points

Synthesizes information from multiple sources with exceptional insight, organizing it in a highly meaningful and original way that reveals deep understanding and nuanced connections.

Proficient
3 Points

Synthesizes information from multiple sources effectively, organizing it in a meaningful way that demonstrates clear understanding.

Developing
2 Points

Shows emerging ability to synthesize information from multiple sources, organizing it in a way that has some meaning but may lack clarity or depth.

Beginning
1 Points

Struggles to synthesize information from multiple sources or organize it in a meaningful way.

Category 4

Historical Unveiling

This category assesses the student's ability to present research findings and reflect on the research process.
Criterion 1

Presentation and Reflection

Demonstrates the ability to present research findings and reflect on the research process.

Exemplary
4 Points

Presents research findings in a highly engaging and insightful manner, demonstrating exceptional communication skills. Reflection paper demonstrates deep metacognitive awareness and offers profound insights into the research process, challenges, and learning outcomes.

Proficient
3 Points

Presents research findings clearly and engagingly, demonstrating effective communication skills. Reflection paper thoughtfully discusses the research process, challenges, and learning outcomes.

Developing
2 Points

Presents research findings in a basic manner, with some communication challenges. Reflection paper provides a limited discussion of the research process, challenges, and learning outcomes.

Beginning
1 Points

Struggles to present research findings effectively. Reflection paper is minimal or lacks insight into the research process, challenges, and learning outcomes.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has your understanding of the historical context deepened your appreciation of the historical fiction novel?

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Question 2

To what extent did your initial research questions evolve or change as you gathered more information?

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Question 3

What was the most challenging aspect of the research process, and how did you overcome it?

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Question 4

How effective were the research strategies you employed? What would you do differently next time?

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Question 5

In what ways did the research process enhance your skills in evaluating sources and synthesizing information?

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Question 6

How has this project changed your perspective on the importance of understanding historical context in literature?

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