Aaron ClevelandFRIT 7234Summer 2015Georgia Southern University

Inquiry and Information Fluency Mini-Lessons and Curated Resources

Mini-Lesson #1: Creating Document Based Question (DBQ) using Web 2.0 Tools

Summary: The students in this mini-lesson will create an interactive DBQ using Web 2.0 tools. The purpose of the assignment will be for the students to create an interactive DBQ that asked the person viewing the online DBQ to theorize a position based on a question posed to the individual at the beginning of the DBQ while using subsequent documents. It will be suggested to students that they use a tool, such as Prezi, that allows them to work on this assignment outside of class. This assignment could take multiple classes or be something assigned for outside of class.

Intended audience: Students in Advanced Placement United States History classes.

Guiding Question: Are the events that affect the United States today relevant in that they are similar or different from events in the past?

Content Area Standards*:

*Curriculum Requirements for AP U.S. History via College Board

1. Creativity and Innovationa. This assignment demonstrates the creativity component because the students are required to create a DBQ about a topic of interest using a Web 2.0 tool. Work is original and is meant to be a personal expression about a topic or theme. 2. Communication and Collaborationa. A variety of media formats are used to communicate the DBQ to a large audience. Students are required to include primary and secondary sources as well as audio/video. It is the discretion of the teacher as to whether or not the students work as teams and collaborate inside or outside of class. If this is an assignment that students are meant to work on outside of class, then significant amounts of collaboration should exist.3. Research and Information Fluencya. In this interactive DBQ, students are required to locate, organize, synthesize, and ethically use information. 4. Critical Thinking, Problem Solving, and Decision Makinga. Students use a wide range of critical thinking skills in order to complete this assignment. Definition of authentic problems and significant questions for investigation are also components of this assignment.5. Technology Operations and Conceptsa. Students are to locate and effectively use a Web 2.0 tool in order to produce an interactive DBQ.

Digital Information Fluency*

Locating Learners identify key concepts, words, terms, and tools for their research question. Using Students ethically use the information found by identifying the author and citing the source from which the information was retrieved from. Dispositions Students effectively can confidence in their research skills Despite the myriad of distractions, students are persistently engaged in information fluency Students are engaged in metacognition throughout the entire process by identifying learning tasks and goals as well as self-assessing through a class created task-list and rubric created by the instructor.

* To further enhance digital information fluency, the instructor may consider giving bonus points to students that identify other sources of primary documents that can be added to the curated list accompanying this assignment.

Principles of Inquiry-Based Learning

1. Authenticity a. Lesson encourages students to find a real-world issue and connect it to a past event. Also, encourages people outside of the topic to answer the question posed by the student.2. Deep Understandinga. Learning goals involve inquiry and effective use of technology to curate a topic/theme into one central idea.3. Assessmenta. Students are to self-assess during the task and are provided are rubric which details the different expectations.4. Appropriate uses of Technologya. Students are encouraged to use technology that will allow them to work on the assignment outside of the classroom and with other students.5. Success for all Studentsa. A variety of sources are given to the students as a tool for completing the assignment. Students are encouraged to self-organize by generating a list of achievable tasks in an order of completing that makes the most sense. 6. Ethical Citizenshipa. Students are required to identify and cite the appropriate authors of sources.

Mini-Lesson Implementation:

Lesson Preparation make a curated set of resources that help the student with two sets of tasks. One set of curated resources need to help the student with determining what the difference between a primary and secondary source is. The other set of curated resources needs to be helpful sites for students to find primary sources. Both of these could be included into the same set of curated sources, but an obvious distinction should be made between the two. Two have been linked above the rubric as examples. Have a computer lab or computer cart available for this lesson. Depending on whether you want to complete this activity entirely in-class or out-of-class will depend on the amount of time you sign out a lab/cart. This lesson does allow for students to work on it outside of class suggest to students to use a Web 2.0 tool that works at home as well as in school (Prezi, Google Docs, etc.) Make copies of the rubric

1. Have written on the board or projected the following guiding question.

There are many different social, economic, and political issues facing the U.S. today. Examples of topics include the rights of individuals, freedom of expression, immigration, and global interventions to name a few.

Youre guiding question involves historical argumentation. That is, are the events that affect the United States today relevant in that they are similar or different from events in the past? (Examples) Is there a civil rights movement today and is it similar or different from the past? Are there issues that involve immigration that are similar or different than the past?

Your task involves you creating an interactive DBQ using a Web 2.0 tool (such as Prezi or Google Docs using your Barrow County Google issued ID). Your DBQ needs to include six primary sources and two secondary sources. It is suggested that the Web 2.0 tool that you use allows you to work on the assignment outside of class.

Remember that DBQs have a question posed to the reader and documents that help the reader support a thesis.

Topic Ideas (Not Limited):

ImmigrationCivil RightsForeign Policy (Intervention/Isolationist)EnvironmentalForeign TradeMilitaryEconomyFreedom of Speech/ CensorshipGovernment DeadlockEducationUnemployment/Jobs

2. Pass out the rubric. Make sure to discuss with students the need to review the curated resources (suggestion link the resources to a classroom website for easier access).

http://www.livebinders.com/play/play?id=1743953 (Primary Sources and Secondary Sources)

http://www.livebinders.com/play/play?id=1743971 (Primary Sources in American History)

If possible, click on the websites and help show the students around and how to use them. A really great resource for primary documents is the last tab of the Primary Sources in American History binder.

3. As a class, have students discuss how to approach this task. Students need to identify various components of the project that should be met then as a class discuss which components should be completed in a suggested order. a. From the list generated and ranked as a class, have the students copy down the agreed order for how the task should be completed.b. As the students are working through the assignment, have them check off what part they have completed so as to self-assess their completeness. Also, encourage them to refer to the rubric so that the students can self-assess their accuracy.

Example of class-created task list:1. Identify topic/theme2. Create question linking present day topic to similar past topic3. Find Web 2.0 tool that would best complete assignment 4. Locate primary sources5. Locate secondary sources6. Link or share resources on Web 2.0 page. 7. Organize page in a way that is presentable to a reader8. Cite sources

Rubric (Maximum of 24 points):

Criteria0123

DBQ Theme

(x2)No theme or topic idea appeared to be coveredOnly 2-4 documents were related and covered past and present topic/theme.Only 5-7 documents were related and covered past and present topic/theme.

All 8 documents were related and covered past and present topic/theme.

Primary Sources(x2)No primary sources were used1-3 Primary Sources were used4-5 primary sources were used6 or more primary sources were used

Secondary sourcesNo secondary sources were used1 secondary source was used2 secondary sources were used2 secondary sources were used and one of them was a video, which was less than 5 minutes in length

Web 2.0 ToolAssignment was not completed using a Web 2.0 tool-----------------------------------Assignment was completed on a Web 2.0 tool.

PresentationThe interactive DBQ is not submitted in a presentable way DBQ has limited flow or some of the links to primary & secondary documents/ images/ video/ audio dont work.DBQ has only a couple of mistakes in terms of flow or some of the links to primary & secondary documents/ images/ video/ audio dont workThere is a flow to the DBQ and the reader is able to search through the primary and secondary source documents without problems.

CitationsNo documentation of cited sources in APA style. 3 or less of the documents are cited in APA style.6 or less of the documents are cited in APA style.All documents are cited in APA style.

Mini-Lesson #2: Research Assignment Were the Conquistadors immoral?

Summary: Students are required to research as a class the question Were Conquistadors immoral? The question is posed in a way that requires the students to answer using their beliefs coinciding with research as to why conquistadors were immoral or not. First, as a class discuss the different parts of the question the students need to know in order to answer it correctly. Then the activity involves the students researching the topic as a class. This requires the teacher to set up a Google Doc. The students must be able to ethically use the information they find and summarize it in their own words. To do this, have the students complete an activity that requires them to use a curated set of resources on plagiarism/ethical use of information after they have completed the activity, they may conduct research. All research will be put into a Google Doc so that everyone can use it. After the research period is over, the students will type or write their essays. A rubric is provided to assist the students with how/what theyre being assessed on.

Intended audience: Students in Advanced Placement United States History classes.

Guiding Question: Were the conquistadors immoral?

Content Area Standards:

*Curriculum Requirements for AP U.S. History via College Board

1. Communication and Collaborationa. Students engage with collaboration as a class to successfully accomplish the task. Also, the students are contributing to research as a group to ultimately, solve a problem presented.2. Research & Information Fluencya. Students are required to locate, organize, synthesize, and ethically use information. Furthermore, they are to evaluate the information in order to decide if it will help the class with the completion of the assignment.3. Digital Citizenshipa. Students are to responsibly use the information they find. They must also exhibit a positive attitude toward the use of technology that supports learning, collaboration, and productivity about conquistadors.

Digital Information Fluency

Locating Learners identify key concepts in the research question by breaking down what the question means and how to best research as a class before actively researching it online. The strategies discussed as a class will help with effectively and efficiently locating reliable digital information to achieve their academic learning goal, which is to answer the question posed Were the Conquistadors immoral? Evaluating The students will need to evaluate the quality of the research and results, as well as the quality of the author(s). This is demonstrated by the students answering those three points under their summarization of a source that they post to the Google Doc. Using Learners cite the sources using APA style formatting. Universal Dispositions Confidence in finding a solution to the question posed while engaged in the digital information fluency process will be demonstrated by the learners evaluating the resources (discussed above). Students will demonstrate an open-mindedness because the research conducted will be from the two viewpoints the prompt engages the learner in. Despite what beliefs the leaner has, they will be shown research that may have a different belief. Students are engaged in metacognition throughout the assignment because they will engaging with the rubric presented in the beginning of the lesson. The rubric will allow the learner to understand the expectations of the assignment and effectively exhibit them.

Principles of Inquiry-Based Learning

1. Authenticity a. In this assignment, the students are conducting themselves similar to the way an expert in the discipline would. This assignment has the students conducting research on a question that is relevant to this day and certainly debatable. By researching the topic thoroughly, coming to a conclusion, and expressing that conclusion in a thoughtful and formal way is what many history researches do.2. Deep Understandinga. The inquiry leads to students to build a deep knowledge structured around a clearly stated controversy.3. Performancea. Learners are engaged in a collective inquiry with their classmates and come to a deeper understanding about the morality of decisions made in American history. The questioning and dialogue of this assignment will continue to be built upon for the duration of the course, because this is a lesson that should be implemented in and around the beginning of the course.4. Assessmenta. Students will be assessed on a rubric provided in the beginning of the assignment, but will also be assessing each other through dialogue about the research they conducted as a class.5. Technologya. Effective technology integration allows for the students to research and collaborate outside of the classroom. The document will be student-created and can be accessed at any time throughout the remainder of the course.6. Ethical Citizenshipa. Before conducting research, the students must engage in a plagiarism/ethical use module.

Mini-Lesson Implementation:

Lesson Preparation make a curated set of resources that help the students with understanding the different components of plagiarism and ethical use. A sheet has been made to accompany this lesson, but one can be tailored to whatever learning goal an instructor may have for learners in regards to ethical use. Have a computer lab or computer cart available for this lesson. Depending on whether you want to complete this activity entirely in-class or out-of-class will depend on the amount of time you sign out a lab/cart. This lesson does allow for students to work on it outside of class as long as they have access to the class-created Google Doc. Make copies of the rubric

1. As the students enter the class, have them read the guided question the front board Were the conquistadors immoral?2. After the students have had time to give thought (maybe the first few minutes of class), ask them what the question means:a. Who are conquistadors?b. What does it mean to be moral?c. What evidence do you have about what morality means, other than your own opinion?d. What specific evidence do you have about the conquistadors do you have that support your argument?

These questions posed are meant to be difficult to answer and will require research, explain to the students that those questions werent meant to trick or frustrate you, but rather demonstrate what a researcher in history is confronted with and that the lesson will involve you as a student participating in what historical researchers do frequently.

Also explain that before someone conducts research, they must be able to know how to do so ethically and responsibly. Introduce the assignment for the beginning of this lesson, which requires the students to go through a module of curated resources pertaining to digital citizenship. Pass out a sheet with the accompanying questions, which can be answered by having the students going through the curated resources. Explain to them that students must be able to accurately answer the questions on the sheet before they can conduct research because we dont want to have irresponsible examination about the question posed.

QUESTIONS:

**

The following questions can be answered by going through the resources found at the following location on the internet (http://bit.ly/1eK5NFi):

Step 1: View video created by Rutgers University library (Paul Robeson Library. Watch video #1 of 3 and answer the following questions:

What is plagiarism?

What are penalties at Rutgers University for plagiarism?

Are you guilty of plagiarism if you use a paper you wrote for another class?

Step 2: Visit plagiarism.org, click on Citing Sources and answer the following questions:

Define what a citation is and what are the components of a correct citation?

When do you need to cite a source?

Step 3: Watch the video found at the following address https://www.youtube.com/watch?v=wNg94ebLGzY

Can words and ideas be stolen? Explain.

The majority of your work should be what?

Step 4: Look over the resource 5 Common Plagiarism Myths that College Students Believe.

List the five myths presented in the article.

Step 5: Look over the study Internet Plagiarism Among College Students. Answer the following questions:

Analyze the tables from the study. Give a brief summary of table 4-7 (discuss this with others if necessary)

[Step 5 may be a topic that is discussed as a class]

**If possible, or if has not already been done, create a Google Doc to be shared with the students in class. Collect e-mail addresses the students will use (many have school issued e-mail addresses through Google) so that they can access the document.

3. When students have finished with the questions associated with ethical use and plagiarism, they can move on to the research. Pass out the following sheet, which is a detailed rubric outlining what the students need to do for this assessment. ---------------------------------------------------------------------------------------------------------------------

Assignment (Rubric included):

The learning goals of this assignment are to conduct authentic historical research, collaborate, and synthesize information into a meaningful historical argument. You are to write a short research paper based on the following question Were the Conquistadors immoral? Before writing the paper, research will be conducted as a class. All research will be put onto a Google Doc, which individually you will use to write your paper. The components of the research aspect of this assignment are located in the rubric below.

Rubric:

Criteria0123

Research (X2)

Student doesnt complete any research. Student included research to the Google Doc, but it was limited to 1 primary or secondary source. The resource is summarize into the students own words.Student included 1 primary source and 1 secondary source into the Google Doc. The resource is summarize into the students own wordsStudent included 1 primary source and 2 secondary sources into the Google Doc. The resource is summarize into the students own words

Citation

- Citations need to be in APA styleStudent doesnt cite sources in APAStudent cited 1 resource in APAStudent cited 2 resources in APAStudent cited 3 sources in APA

Quality of source

No statement is made under research summarization about quality of website, quality of the research, and quality of the author. Statement is made about the quality of website, quality of the research, and quality of the author for only 1 source.Statement is made about the quality of website, quality of the research, and quality of the author for only 2 sources.Statement is made about the quality of website, quality of the research, and quality of the author for only 3 sources.

The written section will be based off the rubric College Board has. The following criteria will be graded in the written section. Max 6 pts (X2)

Rubric was taken for academic purposes from the following:

http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-exam-descriptions/ap-us-history-course-and-exam-description.pdf

Mini-Lesson #3: Historical Figure Blog about Current Issues

Summary: Students will create a blog for a historical figure that will discuss the current event issues of the day. The students will need to research their historical figures perceptions and beliefs and give a first-person narrative (from the historical figures point of view) about a list of current events. Students will justify their figures response by supplying a brief summary after the blog post with evidence and proper citations. The current events will be generated by the students at the beginning of the lesson. Then, the students will conduct research and on their own time, answer to the current events using a free blog or Google Doc service.

Intended audience: Students in Advanced Placement United States History classes.

Guiding Question: What would be the perception that certain historical figures would have about contemporary issues?

Content Area Standards*:

*Curriculum Requirements for AP U.S. History via College Board

1. Creativity and Innovationa. Students will create a blog using a curated list of Web 2.0 tools of their choice. Students will use the blog of their historical figure to predict what that figure would have believed about contemporary issues.2. Research and Information Fluencya. Students are required to locate, organize, synthesize, and ethically use information. Also, they will need to evaluate the information to in order to make logical inferences of current events.b. Students will need to evaluate the digital tools for the purpose of blogging. They will need to self-assess based on their level of skills.3. Critical Thinking, Problem Solving, and Decision Makinga. Learners will identify and define authentic, contemporary issues, and investigate what a historical figure would have perceived or thought about the issue.4. Digital Citizenshipa. Students will need to responsibly use information they find on the internet (as well as text) and properly cite the information in a brief summary after each blog post. 5. Technology Operation and Conceptsa. Students will use programs and applications that will make the blog appear to be one which reflects the historical figures beliefs and interests. b. If necessary, students will troubleshoot the blog application they choose.

Digital Information Fluency:

Locating Students will locate tools for blogs as well as use search tools such as Galileo and primary source document websites. Learners will identify key concepts in their research relevant to the current events and perceptions of the historical figure. Evaluating Students will need to self-assess and evaluate the resources for accuracy, reliability, and relevance. Using Students will need to cite sources used for description in blog.

Principles of Inquiry-Based Learning:

1. Authentic Tasks for Learninga. Assignment makes past people relevant to real-world problems and issues of the present. Since the current events.b. Assignment engages the personal emotions of a student because they will blog about a current event (among many) that interest them.2. Deep Understandinga. The nature of the guiding question implores the learner to have a deeper understanding about the world they live in and various subject matter in history that involved a historical figure.3. Assessmenta. The learning goals and tasks will be evident to the students in the form of a rubric that will be provided to them for the assignment.4. Technologya. Technology used allows the students to extend their learning beyond the classroom walls in terms of both research and blog. The assignment will allow students to share with others their historical figure blog.5. Success for all Studentsa. The students will be provided with a curated set of resources that will enable them to understand how blogging works and what a blog should look and feel like. 6. Ethical Citizenshipa. Students will be required to justify and cite their use of sources for the blog. That way, students cant simply state their opinions, but rather provide context.

Mini-Lesson Implementation:

1. Have students do a chalk talk by coming up to the board in the front of the room and writing down a current event. Limit it to one current even per student so that many people can participate. 2. Introduce the lesson by asking the guiding question What would be the perception that certain historical figures would have about these contemporary issues?3. Give the students time to think of a historical figure that has been studied at this point that they would like to write a blog about. Have them write it down on an index card and turn it in.4. Pass out the assignment description and rubric, which is located below.

Assignment (Max 15 points): You are going to create a blog for a historical figure from U.S. history that has been studied thus far. A blog is a regularly updated website or web page, typically one run by an individual or small group that is written in an informal or conversational style, (Google, 2015). To get a better understanding of what a blog is, what it looks like, and services blog creation have been curated for you via the following link:

http://www.scoop.it/t/blogging-resources-and-info

You are to create your blog and use knowledge (that you can justify and cite) about a historical figure to blog about the issues that we have written down on the board. Please see me if there are other issues that are not listed on the board that you would like to have your historical figure discuss.

Criteria0123

Blogging website and posts Student did not make a historical figure blog or posts about any current events.Student made blogging website but only posted 2 or less current events.Student made blogging website but only posted 3-4 current eventsStudent made blogging website and made 5 posts about current event items.

Blog Posts Historical FigureNo Blog posts madeBlog posts werent written from the point-of-view of the historical figure, but rather the student. Some, but not all of the blog posts were written from the historical figures point-of-view.All blog posts were written from the historical figures point-of-view and written in prose that would resemble the figure in their time period. (No racial slurs, foul language, etc.)

Summary after each post (x2)Students lacked a summary for any blog post made that justified the point of view made in the post.Summary justified the post, but lacked evidence and was simply too general.Summary had historical justification for the post with specific evidence, but lack proper citation.Summary had historical justification for the post with specific evidence that was cited correctly.

CreativityBlog has no images or characteristics of the historical figures personal interests. Blog has images and characteristics of historical figures personal interests, but none are connected directly to any of the blog posts.Blog has images and characteristics of historical figures personal interests, but they are only directly connected to 1-3 blog postsBlog has images and characteristics of historical figures personal interests and they are directly connected to 4-5 blog posts.