Early American Research

During November 2017, the students in Mr. Smerka's seventh grade Social Studies classes spent multiple days in the library for a research project.  During this project, groups of 3-4 students researched Early American topics and presented their findings to their classmates.

Student groups chose from topics such as: Haudenosaunee, Moundbuilders, Mesoamerican Civilizations, Southwestern Civilizations, Spanish Conquistadors, and Early English Colonies.  These topics were very broad and open-ended, meaning that the groups had the flexibility to take their research in many directions.

The first few days of the project were devoted to introducing students to the various resources available for research.  Students spent time using nonfiction and reference books available in the library.  They recorded their research on MLA note sheets, which helped them to stay organized and avoid plagiarism.

Note Sheets help students to stay organized during the research process.

Enjoying the flexible seating in the library while completing some research.

Students used nonfiction books to learn more about their topic.

Once students exhausted the information found in the books, we moved on to using online databases to gather more facts.  Online databases are helpful choices for research because they provided reliable information written by experts.  The World Book Student and Britannica databases proved to be very useful for the project.  Students again used the Note Sheets to collect their facts and citation information.

The Note Sheets gave students practice with finding citation information.

Britannica and World Book were particularly helpful databases.

At the end of the third day of research, the students completed an online "Research Check In" form that was posted on the library website.  This check in allowed Mr. Smerka and I to see if students understood the importance of using reliable sources and if anyone was experiencing issues with the research process.  The data gathered from this was extremely helpful.  Students that might not have been comfortable telling us that they were having problems researching felt comfortable letting us know on the form.  Over the next few days, we were able to provide targeted assistance to those students.

A Google Form was utilized to create the check in document.

As students neared the end of the research process, only a few groups utilized Internet sources found using a search engine.  These students were directed to again cite these sources, and looked into evaluating the validity of the source prior to its use.

The groups then worked on PowerPoint slides in order to provide a visual for their presentation.  The majority of these projects were well organized and utilized advanced features such as hyperlinks and transitions.

The last few days in the library were devoted to presenting the group projects.  Students received a grading rubric prior to presenting, so they had a clear idea of the assessment for criteria.  The presentations were wonderful!  Many student groups displayed tremendous creativity (and the groups that brought snacks were much appreciated!).

Some groups used the "PERSIA" acronym to focus on different cultural aspects.

Students explaining the governmental structure of the Haudenosaunee.

A group chose to display a learning goal at the beginning of the presentation.

A group researched jewelry making of Mesoamerican groups, then created their own pieces!

An informative presentation on the Moundbuilder societies.

Having Mr. Smerka's students in the library made for a very enjoyable week and a half.  Additionally, students were able to practice their research, teamwork, and presentation skills.  The seventh grade teams will return to the library for an ELA project in January where they will continue to hone their skills.