Curriculum Connection

• • To the curriculum standards
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• addressed in my project I've listed below both the Indiana DOE's Social Studies standards and the Information LIteracy Standards. Writing a letter to the editor is a great exercise for students because it involves them in community affairs and encourages sharp writing skills, if they want their letter to get printed, and thus read by the community. Writing a letter also addresses USH 9.6 (below), formulating a position by examining the underlying issues. Here, we examined other states' plans and the lack of our own in Indiana, and then asked our civic leaders what's next.
• In locating and analyzing sources related to the bicentennial and the founding of Indiana in 1816, we have hit on USH 9.2. Of course, USH 9.5 is easily done because most of our research was done through websites and phone calls about both past events (Centennial), and current events.
• Information Literacy Standards for Indiana sound very much like the criteria for Project 1! Critical thinking, personal interests, contributing positively to the community, participating effectively in groups, etc.. ALL relate to the Bicentennial project through blogging and commenting, phoning the governor's office and Historical BUreau, reading other state's plans and other people's research on the bicentennial along with their suggestions.
• There were several other standards we could connect to this project, but these correlated nicely with the evaluation criteria for this project.

• USH.9.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past. (Core Standard).
  
  
  • USH. 9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.

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  • USH 9.6 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue.
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  • INDIANA'S INFORMATION LITERACY STANDARDS
  • The student who is information literate accesses information efficiently and effectively.
  The student who is information literate evaluates information critically and competently
  The student who is information literate uses information accurately and creatively
  The student who is an independent learner is information literate and pursues information related to personal interests.
  The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
  The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation (generates knowledge).
  The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information in a democratic society.
  he student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
  The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information (shares and collaborates).
  
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