Common Core Standards: ELA - Literacy
ELA: KINDERGARTEN - GRADE 12
LITERACY: GRADES 6 - 12
Conduct short as well as more sustained research projects to answer a question (including a self-generated one) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Set the Stage
Research is key in this standard, and students should be able to do a few things with it:
- Conduct both short and long-term research projects, budgeting their time and resources appropriately.
- Use research to answer a question (either given or self-generated) or to solve a problem.
- Adjust the scope of their research as needed, broadening their search if the information is sparse and narrowing it if the information is non-specific.
- Synthesize multiple sources or bring together different pieces of information to show how they are connected in context.
- Use research to demonstrate a thorough understanding of their subject, including different perspectives or sides of the issue if applicable.
You can help your students master this standard by designing a variety of projects that incorporate research in different ways. Let’s take a look at one example.
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Teaching Guides Using this Standard
Everyone knows about the pleasures of summer and few forget its aggravations, like the bugs and all their itchy bites. City or country, mosquitoes are everywhere. What does modern man do about this age old problem?
That’s the subject of your assignment in biology. You generate your own question on the topic: What are the most common approaches used to control insect numbers? You have been given one day in the computer lab for study and another day to write your report. You decide to create a graphic organizer to point out major ideas and details as you research.
You begin your research with an Internet search for insecticides and discover there are three common types: inorganic, botanical, and chlorinate hydrocarbons, better known as DDT. You think you should be reading the material at arm’s length. You know… just in case. Insecticides have gotten a LOT of bad press.
The first website explains the inorganic insecticides. These are compounds of arsenic, one of the oldest ways to handle pests. Unfortunately, you learn, these can be quite toxic to humans and animals and may remain in the environment for years. No good.
A website on insects describes the use of botanicals, or natural compounds taken from plants in order to deal with mosquitoes and their ilk. And don’t they deserve it? The use of these substances sounds better to you since they don’t harm other organisms outside the targeted insect, and unlike inorganic insecticides, they break down easily. They’re expensive though.
Next, you research another website to find information about DDT which came into use during World War II. This insecticide is based on hydrocarbons with chlorine atoms replacing some of the hydrogen atoms. DDT is effective against the mosquitoes that cause malaria and fleas that cause produce the plague. It also fights against insects that destroy farm crops.
Your research on this site explains the drawbacks of DDT. The compound does not easily break down and stays in the environment for a long time, eventually entering into the food chain of smaller organisms. Also, insects can become resistant to DDT’s effects. Those little buggers are strong.
You chart your findings and conclude that, while there are a number of ways to handle insect populations, some of those ways can have detrimental effects to the environment, and they vary in their effectiveness and cost. Your columns might be titled: Type/Name of Insecticide, Composition, Use, Effect, Advantages, Disadvantages. On schedule, you hand in your graphic to your teacher, complete with a bibliography section to give credit to your sources.
You’ve gathered information from a variety of sources, brought the concept and details into one document, and met your two-day deadline in order to answer your research question. Now, let’s imagine that your teacher wants to take the idea of insecticides a step further.
You now have an entire week to prepare your report. You are asked to expand your inquiry to include other, less familiar ways to handle the creepy crawlies. Back to the research lab you go. You find a number of websites that enlarge your list of products. These practices include the use of bacteria, organophosphates, carbamates, and growth regulators. Say what?
You learn that different types of bacteria from one insect can be used to kill the insects that feed on them. Organophosphates act similarly to nerve gasses that interfere with nerve function, and carbamates also inhibit nerve utility.
Finally, growth regulators interrupt the evolution of insects in a variety of development stages. The effects and advantages/disadvantages of these types of insecticides vary. For example, some types must be ingested to work, and others can have serious, harmful outcomes.
Your research of various websites and your textbook has offered detailed information about each insecticide. Synthesizing, or combining, all this information together in a thorough chart provides answers to your original question. You’ve had more time for research and more time for drafting and revising your graphic organizer. Now you’re ready to write your report in essay format. No problemo.
That’s a Wrap
Your students have demonstrated their ability to research, both in a limited and extended way. They’ve answered a self-generated research question in a science course through the use of multiple sources in order to analyze information and draw conclusions. They’ve shaped their conclusions through the creation of an accurate, fact-based chart as well as an essay. That’s nothing to scratch at!
Quiz QuestionsHere's an example of a quiz that could be used to test this standard.
Match the letter of the description to the correct word.
- Teaching Political Parties: Image and Statistical Analysis: Interpreting Political Cartoons
- Teaching Political Parties: Video and Speech Analysis: Ross Perot and Third Parties
- Teaching Political Parties: Polling Data Analysis: 2008 Realignment
- Teaching Postwar Suburbia: Image Analysis: Levittown
- Teaching Progressive Era Politics: Document Analysis: The Social Gospel versus Social Darwinism
- Teaching Progressive Era Politics: Document Analysis: The Jungle
- Teaching Progressive Era Politics: Image Analysis: Theodore Roosevelt in Cartoons
- Teaching Puritan Settlement in New England: Document Activity: The Future of the Puritan Experiment
- Teaching Puritan Settlement in New England: Research Activity: Analyzing Probate Records
- Teaching Reconstruction: Document Analysis: Black Codes
- Teaching Reconstruction: Document Analysis: The Freedmen's Experience
- Teaching the Right to Bear Arms: Document Analysis: The Second Amendment
- Teaching the Right to Bear Arms: Document Analysis: The Right to Bear Arms according to the States
- Teaching the Right to Bear Arms: Data Analysis: Gun Ownership and Violent Crime
- Teaching the Right to Bear Arms: Image Analysis: Guns and American Culture
- Teaching the Right to Privacy: Case Analysis: Sanford v. Redding
- Teaching the Right to Privacy: Research Activity: State restrictions on Abortion
- Teaching the 1950s: Document Analysis: Comic Books and Juvenile Delinquency
- Teaching the 1960s: Writing Assignment: Lyndon Johnson's Presidency
- Teaching the 1960s: Song Analysis: Bob Dylan
- Teaching the American Revolution: Writing Activity: Governor Hutchinson
- Teaching the American Revolution: Statistical Analysis: Setting British Policy
- Teaching The Columbian Exchange: Quotation Analysis: American Exceptionalism
- Teaching The Columbian Exchange: Primary Sources: Smallpox and the Aztecs
- Teaching The Federalists: Hamilton, Washington & Adams: Legislative Activity: Revising the Sedition Act
- Teaching The Federalists: Hamilton, Washington & Adams: Document-Based Activity: Washington's Farewell Address
- Teaching the French & Indian War: Mapping Activity: Competition for the Ohio Valley
- Teaching the French & Indian War: Document-Based Activity: Diplomacy and the Iroquois Half King
- Teaching the French & Indian War: Image-Based Activity: The Death of General Wolfe
- Teaching The Gilded Age: Analyzing and Modernizing Theodore Roosevelt’s “Strenuous Life”
- Teaching The Gilded Age: Discussion: George Washington Plunkitt’s Political Philosophy
- Teaching the War of 1812: Document-Based Exercise: New Orleans from a British Point of View
- Teaching the War of 1812: Image-Based Activity: The Battle of New Orleans
- Teaching the West: Document Analysis: The Morrill Education Act
- Teaching the West: Quotation Analysis & Writing Assignment: American Beliefs about Land