1. Lee Ann Pittman<br />Collection and Development Assignment<br />FRIT 7134<br />Description of Site and Learners<br />I have spent the past twelve years working in marketing and sales. I am currently working on my Master’s in Instructional Technology. My son attends Gum Springs Elementary in Jefferson, GA and I am using that media center to develop my collection. Gum Springs is one of eight elementary schools in Jackson County. According to the 2008 census, there are approximately 60,000 people living in Jackson County. Settlement of this area began in 1784 with a small group of Revolutionary War veterans and other pioneers who ventured into the newly ceded lands of Franklin County. The first permanent communities were on Sandy Creek at Groaning Rock, Yamacutah (near present-day Commerce), Hurricane Shoals, and in 1786 on the Middle Oconee River near the Tallassee Shoals. The population had swelled to 350 by the time the county was formed by legislative act to February 1796. <br />right0Named for Revolutionary patriot and Georgia statesman James Jackson, the county originally covered 1800 square miles. However, from 1801 until 1914 portions were taken to form parts of the present counties of Clarke, Oconee, Madison, Gwinnett, Hall, Walton, Banks, and Barrow. Jackson County today contains only 337 square miles. Jackson County experienced steady growth throughout the 19th century, largely due to the railroads that intersected the area. Many towns did not even exist until the tracks were laid and a depot constructed. Of the ten municipalities incorporated by 1920, seven defined their boundaries from the depot. Of these, Harmony Grove became one of the leading distribution centers of northeast Georgia due to the railroad. The town was prospering so well that in 1904, the citizens changed the name to Commerce, quot;
to better reflect the commercial air of a city.quot;
Rail service began for Jackson County in the 1870s with the construction of the Northeast Railroad through Commerce, Nicholson, and Center that lie between Athens, Georgia and the Atlanta-Charlotte, North Carolina. By 1883 the forerunner of the Gainesville Midland line was moving passengers and freight from Jefferson to Gainesville and then to Social Circle and Monroe. These steam-driven locomotives and passenger services in the county were phased out by 1960. But within a decade, the opening of Interstate 85 signaled accessibility for new industry and homes. By 1801, the settlement at Hurricane Shoals included homes, a church, a grist mill, a small iron foundry, and the first school in Jackson County. Records exist for as many as 247 schools in the county's history. Perhaps the most well-known was Jefferson's Martin Institute, begun in 1818 as Jackson County Academy. It was renowned by the quality education it provided students who came not only from nearby areas, but also other states and some foreign countries. Martin Institute was possibly the nation's first privately endowed school, having received a legacy from William Duncan Martin in 1854. Jackson County can boast of being the home of the University of Georgia, as the site chosen was on county land and classes began before Clarke County was officially created in 1801. Another notable education first was Harmony Grove Female Academy, the first school for girls chartered in the state in 1824. Jackson County has a rich history in education so let’s fast forward to 2010 and look at present day Gum Springs Elementary School.Gum Springs Elementary is located on the west side of Jackson County on Gum Springs Church Road. The school has a student population of 786 students Pk-5, 35 teachers on staff, and 3 administrators. There are 6 first grade teachers and 6 second grade teachers. First grade has 120 students and second grade has a total of 125 students. There is one Challenge teacher in the school and she teaches all grade levels. Only 30% of the school’s population is on free and reduced lunch. The Gum Springs media center is home to 10,678 titles and 11,323 copies. Teachers and students use Destiny as their online resource to the media center. They have the ability to see what books are in the media center and if they are available for check out. <br />Curriculum Review<br />For this activity, I have chosen to focus on enhancing the first and second grade collections on historical figures in American history and folklore as well as boost the media center biography section as a whole and bring it as up to date as possible. Specific historical figures are taught in first and second grade and the media center at Gum springs has some information on these figures but very little is on their reading level. <br /> SS1H1 The student will read about and describe the life of historical figures in American history. <br />a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman), Thomas Jefferson (Declaration of Independence), <br />Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science). <br />b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation). <br />SS1H2 The student will read or listen to American folktales and explain how they characterize our national heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley. <br />SS2H1 The student will read about and describe the lives of historical figures in Georgia history. <br />a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights). <br />b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).<br />I am going to chart a lesson based on one historical figure is Standard SS1H1 so you can see how a lesson will be taught on that figure as well as others listed.<br />Unit One: Benjamin Franklin<br />ContributionsGeographic SettingCharacterEveryday LifeEconomic ChoicesInventorPhiladelphiaCommitmentElectricityGoods/Services-PrintingAuthorEuropeTolerancePoor Richard’s AlmanacScarcity/ChoiceStatesmanBifocalsProducers/Consumers<br /> History<br />H1 The student will read about and describe the life of historical figures in American history.<br />a. Identify the contributions made by Benjamin Franklin (inventor, author, and statesman).<br />b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).<br />Geography<br />G1 The student will describe the cultural and geographic systems associated with Benjamin Franklin (inventor, author, and statesman).<br />Civics and Government<br />CG1 The student will describe how Benjamin Franklin displayed the character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.<br />Economics<br />E1 The student will identify goods that people make and services that people provide for each other.<br />E2 The student will explain that people have to make choices about goods and services because of scarcity.<br />E3 The student will describe how people are both producers and consumers.<br />In order for the student to complete the tasks described in the standards listed above, students will work with the teacher and media specialist to collaborate group projects. These groups will work together to research assigned figures in American history and later folklore. Students will be asked to identify major points and or facts related to their assigned historical figure and at the end of each unit; each group will present their findings to the class as a whole. Throughout each unit students will have an opportunity to listen to playaways, cd-roms, watch DVD’s, and research multiple ways. <br />Collection Review: <br />I visited the media center for collection review and to inspect the books from a visual perspective. The media center is very logical; everything is shelved on long center of the room shelving units except for reference materials. There are a total of 22,001 books in the media center. Between <br />8-01-09 and 03-03-10 there have been 42,787 holds placed on book titles in the media center. A majority of the books pertaining to my topic area of American historical figures and folktales are mainly in the 800-900 range. There are approximately 1476 titles in that section. Out of those titles there are 221 in my subject area. Many of the books pertaining to the historical figures are for higher level readers. The folktale section has a wide range of books and there are some on basic characters like Paul Bunyan, Johnny Appleseed, and Davey Crockett. Out of the 221 titles 58 of them are folktale related. All reference materials are located against the wall and autobiography’s are there as well. After researching both of these sections I felt that there was also a need to increase and update the autobiography section. According to the media specialist, students frequently ask for books related to current historical and sports figures. While doing my research I decided to include some additions in this section as well. I wanted to create an addition to the media center by giving students and teachers the option to check out a Kindle with eBooks and listen to Playaways as a different method of research. I felt this would give students a whole new way of learning and introduce parents to some tools that are very effective for their children. I also spent some time adding to the folklore section. I added some additional versions of the classics with titles focusing on the younger reading level and I also added some wonderful Italian, African American, and Irish folktales because I want to stress the importance of having a multicultural media center. <br />Summary of Weaknesses:<br />Books on historical figures were targeting higher level readers.<br />The folklore section is very basic and need some additional stories as well as a focus placed on multicultural literature.<br />There are very little current autobiographies in the reference section so those need to be updated.<br />Students need other options as a research tool; therefore I focused on adding Playaways and eBooks.<br />Summary of Collection Needs:<br />1. I placed a focus on American historical figures and increasing the collection that was already in place.<br />2. I added to the folklore section with some new titles about well know characters as well as added some cultural tales.<br />3. I started a collection of Playaways that students can check out for research purposes.<br />4. I purchased five Kindle’s that will be available for check out.<br />5. I started a collection of eBooks that can be added to consistently and students can enjoy them for research or pleasure reading.<br /> 6. I increased the autobiography collection and updated it with some current historical and sports figures.<br />Budget Summary:<br />I researched my topics thoroughly and used several different book vendors. I have put together a collection that I believe is extremely diverse and beneficial to the media center. Currently, I have spent $3332.50. I feel as though I covered all of my topic areas and added to them in a very effective manner. Please review some of my resource sites available for teachers at http://americanhistorycollection.wikispaces.com/. <br /> <br />