Baltimore County Public Schools
Division of Curriculum and Instruction
Independent Research Course
Unit Overview
Grade/Content
Resource Course
Area
Unit Title
Literature Review
Unit Summary
In this unit, students will develop the Literature Study that is the basis for their
research proposal.
Theme
In this unit of the Research Course, students will:
Statements/Endu Examine what has already been written about a topic.
ring
Collect published research about a topic by recognized scholars and researchers.
Understanding
Examine what has already been done in regard to the research question or problem.
Summarize and synthesize research driven by a guiding concept.
Provides background for a problem and a rationale for research.
To get guidance on a topic.
Establish a solid background on the topic.
Essential
What role does the work of others play in the research process?
Question(s)
How do I conduct and write a literature review?
What topic do I want to explore in more depth?
What problems or issues exist?
What type of literature review am I conducting?
What is the scope of my research?
What questions do I want to answer?
How do I organize the review?
What is the role of controversy and how do I address it?
Key Concepts
Effective and productive research review allows the researcher to see an
issue/problem from multiple perspectives.
Effective brainstorming and connecting those ideas to prior knowledge in order to
form a base of reference for the up-coming research.
Skillful researching techniques depend upon developing expert questioning skills and
asking “deep”, critical and higher-order thinking questions
Skillful researching techniques will aid the researcher in conducting efficient research
result in the acquisition of relevant information
Developing effective note-taking skills will provide the researcher with a method or
recording and easily accessing the most pertinent information for their research topic.
Clearly citing these sources is necessary in order to avoid plagiarism and give credit
where credit is due.
Implementing reflective thinking skills allows the researcher to revisit their topic for
refinement and illicit a fresh perspective on that topic from others in order to refine
and narrow the focus.
Vocabulary
Alignment:
STANDARDS FOR THE 21ST CENTURY LEARNER
1.1 SKILLS
1.1.1 Follow an inquiry- based process in seeking knowledge in
curricular subjects, and make the real- world connection for using
this process in own life.
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Division of Curriculum and Instruction
1.1.2 Use prior and background knowledge as context for new
learning.
1.1.3 Develop and refine a range of questions to frame the search
for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer
questions.
1.1.5 Evaluate information found in selected sources on the basis
of accuracy, validity, and appropriateness for needs, importance,
and social and cultural context.
1.1.6 Read, view, and listen for information presented in any
format (e.g., textual, visual, media, digital) in order to make
inferences and gather meaning.
1.1.7 Make sense of information gathered from diverse sources by
identifying misconceptions, main and supporting ideas,
conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen
understanding. 1.2 Dispositions in Action
1.2.1 Display initiative and engagement by posing questions and
investigating the answers beyond the collection of superficial
facts.
1.2.2 Demonstrate confidence and self- direction by making
independent choices in the selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and
formats.
1.2.4 Maintain a critical stance by questioning the validity and
accuracy of all information.
1.2.5 Demonstrate adaptability by changing the inquiry focus,
questions, resources, or strategies when necessary to achieve
success.
1.2.6 Display emotional resilience by persisting in information
searching despite challenges.
1.2.7 Display persistence by continuing to pursue information to
gain a broad perspective.
1.3 Responsibilities
1.3.1 Respect copyright/ intellectual property rights of creators
and producers.
1.3.2 Seek divergent perspectives during information gathering
and assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using
information.
1.3.4 Contribute to the exchange of ideas within the learning
community.
1.3.5 Use information technology responsibly.
1.4 Self-Assessment Strategies
1.4.1 Monitor own information-seeking processes for
effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers
to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or
weaknesses.
1.4.4 Seek appropriate help when it is needed.
Baltimore County Public Schools
Division of Curriculum and Instruction
BLUEPRINT FOR PROGRESS
Performance Goal 1: By 2012, all students will reach
high standards, as established by the Baltimore County Public
Schools and SAT performance levels, in reading/language arts,
mathematics, science, and social studies.
Performance Indicator 1.12: All students successfully
completing Algebra I, Biology, English 10, and Government
courses will pass the Maryland High School Assessment on their
first attempt.
Key Strategies for Goal 1:
Provide for the consistent and systematic implementation of the
Essential Curriculum in all content areas, which includes
differentiated curriculum for English language learners, special
education, gifted and talented, and honors students.
Develop and implement instructional strategies that include
multiculturalism and differentiation.
Utilize best practices in providing oral and written feedback to
students on the quality of their work in order to improve student
achievement.
Integrate technology in the teaching/learning process.
Identify and consistently implement a common core of researchbased instructional practices resulting in more purposeful an
engaging work for students.
Use standardized testing results to encourage all students to enroll
in challenging course work.
Monitor the relationship among the intended, assessed, and
learned curriculum to ensure access to rigorous curriculum for all
students.
Provide staff with access to technology essential to collecting,
analyzing, and reporting student achievement data.
Performance Goal 5: All students will graduate from
high school.
Performance Indicator 5.3: All graduates will meet the
college course entrance requirements for the University System of
Maryland or the Maryland Career and Technology Education
Career Completer Requirements or both.
Key Strategies for Goal 5:
Provide supports and services, modifications, and adaptations of
curriculum, instructional methodology, and/or materials based on
student needs.
f.
Develop partnerships with local community colleges and
universities to increase student achievement and pathways to
college and employment.
Performance Goal 6: Engage parents, guardians,
business, and community
members in the education
process.
Performance Indicator 6.6: Increase
communication and positive relationships
with parents/guardians and community members by
Baltimore County Public Schools
Division of Curriculum and Instruction
disseminating information
about system,
school, and student successes.
Key Strategies for Goal 6:
Increase recognition opportunities for students, parents/guardians,
community, and business partners.
Encourage business partnerships that support and complement the
educational program.
Performance Goal 8: All students will receive a quality
education through the efficient and effective use of resources
and the delivery of business services.
Performance Indicator 8.1: All students,
teachers, and office staff will have
access to
technology to support student achievement, a highly qualified
teaching
staff, and stakeholder
involvement in the educational process.
Key Strategies for Goal 8:
a.
Provide teachers with professional development
opportunities for using and integrating technology into curriculum
and instruction.
h. Provide opportunities for all students so they will acquire and
apply information through the use of educational media, including
technology and media centers.
Skills for Success (based upon the Core Learning Goals)
Learning Skills: Students will plan, monitor, and evaluate
learning experiences.
Establish and pursue clear, challenging goals for learning
Plan, monitor, and evaluate his or her own learning experiences
Adapt, as necessary, to changing needs and situations
Apply acquired knowledge and skills effectively in new learning
situations
Thinking Skills: Students will think creatively, critically, and
strategically to achieve goals, make effective decisions, and solve
problems.
Generate creative ideas in a variety of situations
Evaluate information, issues, and positions critically
Demonstrate strategic thinking in a variety of situations to make
effective decisions and achieve goals
Solve problems systematically and rationally
Communication Skills: Students will plan, participate in,
monitor, and evaluate communication experiences in a variety of
situations.
Plan for successful communication experiences
Acquire, manage, and convey information using a variety of
strategies and technologies
Monitor communication processes and make necessary
adjustments to solve problems
Technology Skills: Students will understand, apply, and evaluate
Baltimore County Public Schools
Division of Curriculum and Instruction
technologies as labor-enhancing and problem-solving tools.
Demonstrate knowledge of current technologies
Use technology effectively for a variety of purposes and situations
Demonstrate an understanding of the impact of technology on the
environment, society, and individuals
Interpersonal Skills: Students will work effectively with others
and participate responsibly in a variety of situations.
Demonstrate effective interaction strategies
Cooperate with others in a variety of situations
Function as a responsible citizen
Estimated Unit
Length
Learning
Preferences
Differentiation
for Skills
/Strategies
Instruction
Digital Content,
Tools, and
Resources
Seven Period Day: days
Four Period Day: days
Visual
Kinesthetic
Field Dependent
Field Independent
Global
Auditory
Tactile
Active
Reflective
Sequential
Searching:
Skills for Online Searching
Use Boolean Operators to narrow your searches
Be a Strategic Searcher:
Evaluate What You Find
Is this a reliable source?
Scholarly Sources:
Baltimore County Public Schools
Subject specific databases on a variety of topics. Useful for scholarly research and
general reference information.
Baltimore County Public Libraries
Subject specific databases on a variety of topics. Useful for scholarly research and
general reference information.
Sailor- Maryland Public Information Network
Subject specific databases on a variety of topics. Useful for scholarly research and
general reference information.
Diana Hacker
Suggestions for sources for research on a variety of topics.
Subject Specific Resources
Check out this list of information rich websites and digital resources organized by
subject area.
Google Scholar
Google Scholar provides a simple way to broadly search for scholarly literature. From
Baltimore County Public Schools
Division of Curriculum and Instruction
one place, you can search across many disciplines and sources: articles, theses, books,
abstracts and court opinions, from academic publishers, professional societies, online
repositories, universities and other web sites. Google Scholar helps you find relevant
work across the world of scholarly research.
Maryland Ask Us Now!
Reading and Notetaking
Reading and Notetaking Sheet
Citing Sources
Purdue OWL-- Purdue University Online Writing Lab covers the basics of research
and citation. Includes both MLA and APA styles.
Citation Style Guide -- Give credit when credit is do; citations make your research
credible.
Citing Sources: Overview (MIT)
What to cite? Why to cite?
About Citations, includes short video
Avoiding plagiarism
In-text Documentation Guide (Valenza/STHS)
Bibme - MLA, APA, Chicago, Turabian
EasyBib - MLA, APA, Chicago/Turabian
Son of Citation Machine - MLA, APA, Chicago, Turabian
Writing the Review
Literature Review Guide
Literature Reviews
How to Write a Literature Review
Literature Review Lesson Scaffold
Tips for Writing a Literature Review
Write a Literature Review
Tips on Writing
Independent
Assignments
(home, school,
mentor)
Assessment
Strategies
Assessments
(Completion of
various research
process steps)
Independent
Assignments
(home, school,
mentor)
Teacher mentors will create ongoing checkpoints for students as students will work
independently through the literature review.
Baltimore County Public Schools
Lesson Titles
“Writing the Lit
Review”
Key Concepts/Big Ideas
Addressed in Lessons
Composing a review of
the literature will allow
the researcher to
summarize and apply
prior research on the
topic.
Division of Curriculum and Instruction
Standards Alignment
2.1.1: Continue an
inquiry- based research
process by applying
critical- thinking skills
(analysis, synthesis,
evaluation,
organization) to
information and
knowledge in order to
construct new
understandings, draw
conclusions, and create
new knowledge.
2.1.2: Organize
knowledge so that it is
useful.
“Revise, Revise.
Revise”
Engaging in the
recursive nature of
writing will enable the
researcher to use the
writing process to
communicate
understandings
effectively.
2.1.3: Use strategies to
draw conclusions from
information and apply
knowledge to curricular
areas, real- world
situations, and further
investigations.
2.1.1: Continue an
inquiry- based research
process by applying
critical- thinking skills
(analysis, synthesis,
evaluation,
organization) to
information and
knowledge in order to
construct new
understandings, draw
conclusions, and create
new knowledge.
Brief Description or
Overview
Baltimore County Public Schools
Division of Curriculum and Instruction