15 Lawrence Hall Drive, Suite 2
Williamstown, MA 01267
(413) 597-2429
www.williams.edu/WCMA
Collections of American, Asian, European, ancient, and contemporary art.
Worcester Art Museum
55 Salisbury Street
Worcester, MA 01609-3196
(508) 799-4406
www.worcesterart.org
Paintings, prints, photographs, sculpture, and multimedia works that include American (from Pre-Columbian to Native American to Colonial to contemporary times), Greek, Roman, Egyptian, Chinese, European, Indian, Islamic, Japanese, Korean, and contemporary art.
Worcester Historical Museum
30 Elm Street
Worcester, MA 01609-2504
(508) 753-8278
www.worcesterhistory.org
Exhibits on Worcester history.
Appendix F:
Connections to English Language Arts
The study of history and social science is closely connected to reading, writing, and research. The table below presents a summary of four key learning standards in the Massachusetts English Language Arts Curriculum Framework (2001) for reading informational or expository text, writing expository prose, and conducting research. For greater detail, please see standard 8 (understanding a text) standard 13 (nonfiction), standard 19 (writing), and standard 24 (research). Many schools make it a practice to use common standards for research and writing in all subjects and have students investigate topics of interest, write research papers, and make presentations of their work to others beginning in the primary grades
There are a number of avenues through which older students may present their research to a broader audience beyond their school community. The Concord Review and National History Club (www.tcr.org), National History Day (www.nationalhistoryday.org), and programs sponsored by the Center for Civic Education, We the People… Program (www.civiced.org) and Project Citizen (www.civiced.org) are major initiatives that promote reading, research, writing, and presentation of student work in history and social science.
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Reading and Literature, Standards 8 and 13: Understanding an Informational/Expository Text and Nonfiction
Make predictions about the content of an informational text using prior knowledge and text features (title, captions, illustrations).
Retell important facts from a story heard or read.
Composition, Standards 19 and 24: Writing and Research
Draw pictures and/or use letters or phonetically-spelled words to give others information.
Dictate sentences for a letter or directions and collaborate to put the sentences in order.
Generate questions and gather information from several sources in a classroom, school, or public library.
| Grades 1 and 2 |
Reading and Literature, Standards 8 and 13: Understanding an Informational/Expository Text and Nonfiction
Continue to address earlier standards as needed as they apply to more difficult texts.
Make predictions about the content of an informational text using prior knowledge and text features (headings, table of contents, key words) and explain whether they were confirmed or disconfirmed and why.
Restate main ideas.
Composition, Standards 19 and 24: Writing and Research
Write or dictate letters, directions, or accounts of personal experiences that have a logical order.
Write or dictate research questions.
Generate questions and gather information from several sources in a classroom, school, or public library.
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Connections to English Language Arts
Grades 3 and 4 |
Reading and Literature, Standards 8 and 13: Understanding an Informational/Expository Text and Nonfiction
Continue to address earlier standards as needed as they apply to more difficult texts.
Locate facts that answer a reader’s questions.
Distinguish cause from effect.
Summarize the main ideas and supporting details.
Identify and use knowledge of common textual features (paragraphs, topic sentences, concluding sentences, glossary).
Identify and use knowledge of common organizational structures (chronological order).
Composition, Standards 19 and 24: Writing and Research
Write brief summaries of information gathered through research.
Write a brief explanation of an informational text using evidence from the text for support.
Write an account based on personal experience that has a clear focus and sufficient supporting detail.
Define the need for information and formulate open-ended research questions; initiate a plan for searching for information; locate resources; evaluate the relevance of the information; interpret, use, and communicate the information; evaluate the research project as a whole.
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Grades 5 and 6
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Reading and Literature, Standards 8 and 13: Understanding an Informational/Expository Text and Nonfiction
Continue to address earlier standards as needed as they apply to more difficult texts.
Identify organizational structures (chronological order, logical order, cause and effect, classification schemes).
Identify and analyze main ideas, supporting ideas, and supporting details.
Identify and use knowledge of common textual features (paragraphs, topic sentences, concluding sentences, glossary, index).
Identify and use knowledge of common graphic features (charts, maps, diagrams, captions, illustrations).
In addition: Differentiate between primary and secondary sources.
Composition, Standards 19 and 24: Writing and Research
Write brief research reports with clear focus and supporting detail
Write a short explanation of a process that includes a topic statement, supporting details, and a conclusion.
Write formal letters to correspondents such as authors, newspapers, businesses, or government officials.
Apply steps for obtaining and evaluating information and presenting research, including using an expanded range of print and nonprint sources, following established criteria for evaluating information, locating specific information using indexes, tables of contents, and electronic search keywords, and providing documentation in a consistent format.
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