Persuade with Technology Teacher GuideIn this activity, students explore the persuasive style of...

Technology Literacy

Persuade with Technology

Teacher

Guide

Intel® Education K-12 Resources | www.intel.com/teachers

Technology Literacy

1

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NETS•S Seal of

Alignment

Technology Literacy meets

ISTE National Educational

Technology Standards for

Students (NETS•S)!

Read More (PDF; 2 pages)

Get Ready

Conduct a self-assessment

to prepare for facilitation of

Technology Literacy

projects.

See the facilitation self-

assessment:

Download

Conduct a self-assessment

to prepare for

accommodation of all

learners.

See the differentiation

self-assessment:

Download

For more information on

preparing to use

Technology Literacy

projects, see Teach

Technology Literacy.

Persuade with Technology

The third level of Technology Literacy includes two projects

that empower students in the middle grades, ages 11 through

14, to understand and explain important concepts in the core

curriculum as well as across the curriculum. Persuade with

Technology projects can be used across the curriculum because

they allow teachers and students to decide what subjects and

topics to address. In these projects, students research complex

topics, write persuasive essays on their topics, and use

appropriate technology tools to communicate convincing

arguments to an audience.

In Persuade with Technology, teachers:

Promote creativity and innovation

Facilitate critical thinking, decision making, and problem

solving

Help students develop research skills and information fluency

Encourage collaboration and communication

Cultivate technology literacy and responsible digital

citizenship

Research, Write, Communicate

How can you help students develop rigorous research skills

while encouraging objectivity? You can use the Research,

Write, Communicate project to facilitate student research into

complex topics and encourage persuasive writing about real

events. Students become more effective communicators by

designing and publishing Web sites that make convincing

arguments for their positions.

Solve Problems with Data

How can you provide opportunities for students to learn,

practice, and apply rigorous problem solving skills? You can use

the Solve Problems with Data project to help students define

important problems and collect and analyze opinion data to

inform their decisions. Students become more effective

communicators by selecting and using appropriate technology tools to share convincing

arguments for their positions with an audience.

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/explain/Persuade-Overview-Benefits-Technology-Literacy.pdf

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/explain/Facilitation_Self-Assessment.doc

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/explain/Differentiation_Self-Assessment.doc

http://educate.intel.com/en/TechnologyLiteracy/Teach/

http://educate.intel.com/en/TechnologyLiteracy/Teach/


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Project Overview

In the Research, Write, Communicate project, students develop

fundamental skills needed to use technology in support of

research, creativity, and communication. Students research

controversial issues and learn how to take positions and make

convincing arguments. You help students develop enduring

understandings of how to maintain effective working

relationships with technology and other people. You also facilitate

students to become more effective researchers, writers, and

communicators by learning how to give precise instructions to

computers and collaborate with their peers. As students increase

their skills, they may be empowered to take responsibility for

their own learning and pursue their own talents and interests

with confidence and resilience.

Project Questions

What makes an argument interesting and convincing?

What is the relationship between the research process and the writing process?

Why is the World Wide Web a powerful medium of communication? Why are complex tasks like publishing a Web site usually performed by teams?

Persuasive Writing

How can you help students write persuasively? In this module, you facilitate as students explore

how authors use the persuasive style of writing to make convincing arguments for particular

positions on important issues. You help students learn how to appeal to the feelings, beliefs, and

thoughts of an audience. Make sure students understand how to use the persuasive style to

convince an audience to believe an idea or take an action on controversial issues. Finally, you

allow students to choose controversial issues and conduct research for their own persuasive

essays.

Persuasive Essay

Do your students approach writing as a craft that can be practiced and mastered? In this

module, you engage students in using technology tools to construct well-organized and well-

Plan Ahead

The planning form

contains questions to

help you plan the

implementation of a

Technology Literacy

project.

See the planning form:

Download

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/explain/Planning_to_Implement_a_TLC_Project.doc


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written persuasive essays. You help students learn how to organize information and outline

convincing arguments. You guide students as they learn to write introductory paragraphs that

get readers interested in their issues, body paragraphs that make convincing arguments, and

concluding paragraphs that summarize their arguments. Finally, you help students understand

how to use feedback from their peers to make their essays more interesting and convincing.

Web Page

Are you ready to help your digital-age students become active producers of information on the

World Wide Web? In this module, you help students take their arguments to a global audience

by creating Web pages based on students’ persuasive essays. You engage students in becoming

fully technology literate by learning how to create Web pages using Hypertext Markup Language

(HTML) and a simple text editor. Specifically, students learn how to use HTML to add links,

images, audio, and video to their Web pages. Students also begin to understand how computers

strictly follow instructions written in languages such as HTML.

Web Site

Are your students efficient and productive when collaborating with their peers? In this module,

you facilitate as students develop effective collaboration skills while they work in teams to plan,

produce, and publish Web sites that attract larger audiences to their persuasive essays. You

help students understand that Web sites can provide value for readers because Web sites can

offer more information than single Web pages. You guide students as they build communication

and collaboration skills. Students learn that teams of people who have different talents and

interests can work together to produce Web sites that are works of art, literature, science, and

technology.


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Persuasive Writing

Module Overview

In this module, students learn that the purpose of persuasive writing, or persuasion, is to make

an argument for a particular position on an important issue. Students should know that most

effective persuasion appeals to emotion, ethics, or reason. You can help students understand

why appealing to the feelings, beliefs, and thoughts of an audience are effective persuasive

strategies. Students should understand how to use the persuasive style to convince an audience

to believe an idea or take an action on controversial issues in almost any subject.

Module Questions

How does the persuasive style of writing help authors make

convincing arguments?

What can students do to keep the computers and networks

they use secure?

Why does most persuasive writing appeal to emotion, ethics,

or reason?

Why are controversial issues usually good topics for

interesting persuasive essays?

What kinds of information do students need to gather to write convincing persuasive essays?

Activity 1: Persuasive Style

Students explore how persuasive writing supports a particular

point of view by presenting evidence, such as facts, data,

statistics, and quotes. Students read and analyze persuasive

essays to demonstrate that they know the characteristics of

effective persuasive writing.

Activity 2: Internet Security

Students explore basic Internet security guidelines to help them avoid risks like viruses, worms,

spyware, and phishing. Students demonstrate they can write persuasively by encouraging other

students to take action to keep their school’s computers and networks secure.

Activity 3: Persuasive Strategies

Students explore some basic strategies for persuasive writing. Students read and interpret

Look Ahead

Review the checklist and

rubric before introducing

the module to students.

When you introduce the

module, discuss the

checklist and rubric with

the whole class or have

students review the

checklist and rubric

individually or in small

groups.

See the checklist:

Persuasive Writing

Checklist

See the rubric:

Persuasive Writing Rubric

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Writing-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Writing-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Writing-Rubric.docx


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persuasive writing on subjects that interests them to demonstrate that they can recognize

common strategies for persuasion.

Activity 4: Issue Choice

Students explore how they can use persuasive writing to learn about any subject—arts,

literature, history, math, science, or social studies. Students demonstrate that they can choose

controversial issues for persuasive essays and write effective research questions.

Activity 5: Information Gathering

Students explore strategies for gathering accurate and reliable information. Students take

effective notes from credible sources to help them take positions and make convincing

arguments on their issues.

Look Back

Students reflect on their learning in this module. They should be ready to write their persuasive

essays. You may want to use the checklist to make sure students completed their tasks, and

you may want to use the rubric to assess their issue choices, research questions, and notes.


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Persuasive Writing | Activity 1: Persuasive Style

Activity Overview

In this activity, students explore the persuasive style of writing. Students learn that a well-

written persuasive essay supports a particular point of view by presenting evidence, such as

facts, data, statistics, and quotes.

Activity Questions

What are some good reasons to write a persuasive essay?

When would the persuasive style not be a good choice for

an essay?

How is the persuasive style different from other writing

students may have done?

Vocabulary: Words to Remember

Introduce the vocabulary words to students with a brief

explanation of each term. Help students associate an image

or symbol with key terms. Key terms related to writing

include audience, essay, expository, issue, nonfiction, and

persuasive. Key terms related to thinking skills

include argument, conclusion, evidence, data, fact,

information, logical, and objective.

You may want to have students use each word in a sentence, act out each word, or quiz each

other on the terms. You may also want to have students work in pairs or small groups to draw

an image or symbol that represents each word.

Because these terms are essential to completing the project successfully, you may want to pair

students with complementary partners or peer tutors to make sure everyone acquires a

fundamental vocabulary for persuasive writing.

Exploration: Learning from the Web

Make sure students review the guiding questions for this activity before they explore Web sites

about the persuasive style of writing. Explain how the guiding questions help focus their reading

of the Web. You may want to ask students what they know about persuasive writing or have

students write guiding questions of their own. Encourage students to take notes or draw pictures

while they explore the Web sites. You may also want to have students report out to the class,

another student, or a small group of students.

Information: What to Know

Make sure students understand similarities and differences between expository and persuasive

writing. Expository essays present objective information (facts, data, and statistics) without

favoring any particular point of view. Persuasive essays try to prove that the author’s point of

view is logical based on evidence.

Discuss some contexts in which persuasive writing can be useful, such as editorials in

Look Ahead

Task: Students read and

analyze persuasive essays.

Goal: Students demonstrate

that they know what makes

an effective persuasive

essay.

Preview the example of a

persuasive analysis before

introducing the activity to

students.

See the example:

Persuasive Analysis


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newspapers and magazines, speeches, presentations, advertisements, and letters or e-mail

messages. Students should understand that the best format depends on purpose and audience.

Make sure students know that effective persuasive essays:

Clearly state the issue and the author’s position

Present evidence such as facts, data, or statistics to support their positions

Quote experts or authorities who share their positions Show that they have objectively considered other positions and points of view

Task: What to Do

Students read and analyze a persuasive essay to demonstrate that they know the characteristics

of effective persuasive writing. Students may read one of the online essays listed in the task,

another essay on the Internet, or persuasive writing in a magazine or textbook in the school.

Discuss the example of a persuasive analysis with the whole class or small groups before

students begin the task. Review the checklist and discuss whether the example is complete. You

may want to review the rubric and discuss what criteria could be used to assess the example.

Monitor progress to make sure that each student provides specific examples of effective (or

ineffective) persuasive writing in the essay. If you have a presentation station, you may want to

model using the spelling and grammar checking features of the word processing application.

Make sure students know how to use the Intel® Education Help Guide to get just-in-time

assistance with technology skills as they work through the task.

Quiz: Check Your Understanding

Remind students that the quiz is not scored and answers are not recorded. Make sure students

read the feedback they get when they answer each question. The quiz makes sure students are

familiar with the basic purposes and uses of the persuasive style of writing.

You may want students to take the quiz as a class if you have a presentation station. You can

have students vote on each answer and then discuss why each answer is correct or incorrect.

You may also want to have students write their own quiz questions and share them with a peer, a small group, or the whole class.


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Task Example Student Name

Date

Persuasive Analysis of, “Saturday School: Pro or Con”

http://library.thinkquest.org/10888/pershs.html

I believe the essay, “Saturday School: Pro or Con” is a good example of persuasive writing. The

issue of Saturday school is specific enough to present the relevant information necessary to

make the author’s point. The first paragraph clearly states the author’s position and the reasons

that are going to be debated throughout the essay. Each paragraph is organized around a main

point and the point is adequately explored. All information in each paragraph is directly related

to the topic. The paragraphs are arranged in a logical order which makes the author’s points

easy to understand. The last paragraph logically summarizes all the arguments and brings the

essay to a logical conclusion.

The essay would have been better, however, if the author would have presented facts or data to

support her position. It also would have added credibility to her position if she would have

quoted experts in the field of education that support her position. I also don’t feel that the

author showed that she objectively considered other points of view before taking her position.

This essay might have been convincing if the audience was other students, but not as convincing

if the audience was meant to be persons of authority in the schools or parents.

http://library.thinkquest.org/10888/pershs.html


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Look Ahead

Task: Students persuade

peers to keep their school’s

computers and networks

secure.


that they can use the

persuasive style of writing

effectively.

Preview the example of

persuasive paragraphs before


students.

See the example:

Persuasive Paragraphs

Persuasive Writing | Activity 2:

Internet Security

Activity Overview

In this activity, students explore how they can protect

themselves and the computers and networks that they

use when they go online. Students learn some basic

Internet security guidelines to help them avoid risks like

viruses, worms, spyware, and phishing.

Activity Questions

What are some of the potential risks students face

when they use the Internet?

How can students protect themselves when they go

online?

How can students protect the computers and networks they use when they go online?


Introduce the vocabulary words to students with a brief explanation of each term. Help students

associate an image or symbol with key terms. Key technical terms related to the Internet

include e-mail, HTTP, HTTPS, hypertext, and network. Key technical terms related to security

include encryption, fraud, password, phish, and spyware.

You may want to have students use each word in a sentence or act out each word. You may also

want to have students work in pairs or small groups to quiz each other or draw an image or

symbol that represents each word. If necessary, pair students with complementary partners or

peer tutors to make sure everyone acquires a fundamental Internet security vocabulary.

Make sure students know that everyone should be able to explain basic Internet security

guidelines using correct terminology. Encourage students to remember and visualize Internet

security terms any time they go online. Explain to students that using correct terminology to

discuss technology is an essential literacy skill in the 21st century.


Make sure students review the guiding questions for this activity before they begin their

exploration of common Internet security risks. Make sure students understand how to use the

guiding questions to focus their exploration of Web sites on information that helps them protect

themselves and the computers and networks they use when they go online.

You may want to ask students what they know about the Internet and what questions they have

about Internet security. Encourage students to take notes or draw pictures while they explore

Web sites. You may also want to have students report out to the class, another student, or a

small group of students.


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Make sure students understand that the Internet brings some real dangers as well as great

benefits. Whether students are sending e-mail, exchanging instant messages, or surfing the

Web, they should always keep the computers and networks they use secure.

Basic guidelines for Internet security include:

Make sure important information is encrypted

Avoid viruses, worms, spyware, and phishing

Use strong passwords and keep them secret

Question students to make sure they know some strategies they can use to follow each of the

guidelines. If you are a classroom teacher, this activity is an excellent time to collaborate with

the computer teacher or librarian.

Task: What to Do

Students demonstrate that they can make convincing arguments by writing a few paragraphs to

persuade other students to take action to keep their school’s computers and networks secure.

Monitor progress to make sure that students can point to specific examples of effective

persuasive writing in their paragraphs. You may want to remind students to use word processing

tools to check spelling and grammar. Make sure students know how to use the Intel® Education

Help Guide to get just-in-time assistance with technology skills as they work through the task.

Discuss the example of persuasive paragraphs with the whole class or small groups before






familiar with common Internet security risks and some strategies to avoid the risks.



You may also want to have students write their own quiz questions and share them with a peer,

a small group, or the whole class.


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Date

The Importance of Computer and Network Security

Keeping your school’s computers and networks secure is of the utmost importance. One very

important thing to remember is to never open an email attachment from a sender you do not

know or trust. Many people wish to spread viruses and think up clever ways to cause damage to

computers or computer networks. It is up to us to make sure that they are not able to do any

damage. We must be very careful not to fall for their tricks.

Always disregard pop-up messages that claim to help repair security problems on your

computer. These may contain viruses, spyware, or worms that may damage the school’s

computer or cause network problems. Always talk to your teacher about anything that continues

to pop-up, so that they can talk to the network administrator about the problem.

Never download anything onto your school computer unless directed to do so by your teacher or

network administrator. No one can be sure what viruses might be lurking. If there is a problem

with the software it could not only harm the computer you are on, but the virus could spread to

the entire network.

School computers need to be protected because they are a very large expense and a very

necessary learning tool. I hope I have convinced you to follow these basic rules that will help

protect your school’s computers and keep them operating effectively for many years to come.


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Persuasive Writing | Activity 3: Persuasive Strategies

Activity Overview

In this activity, students explore some basic strategies for

persuasive writing. Students learn how to think critically about

persuasive writing by seeing different points of view, evaluating

arguments, and drawing logical conclusions.

Activity Questions

How can students recognize different strategies in persuasive

writing?

How can students use different persuasive strategies in their

writing? What makes a persuasive essay interesting and convincing?



explanation of each term. Help students associate an image or

symbol with key terms such as concept, critical, ethics, fallacy,

and reason. You may want to have students use each word in a

sentence, act out each word, or quiz each other on the terms.

Review key persuasive writing terms such as argument, conclusion, evidence, data, fact,

information, logical, issue, and objective. Help students recall the images or symbols they

associated with these words. Make sure students understand that argument does not imply

confrontation in this context.



exploration of persuasive writing strategies. You may want to have students write guiding

questions of their own. Remind students that reading the Web effectively requires a constant

focus on the purpose of their exploration. You may want to have students take notes and report

out to the class, another student, or a small group of students.


Make sure students understand how they can use persuasive strategies to become more

effective readers and writers. Make sure students understand the following three strategies for

persuasive writing:

Emotion. Everyone has emotions, personal feelings that occur naturally without thought.

Persuasive writing based on emotions usually appeals to basic needs shared by all people.

Look Ahead

Task: Students read and

interpret persuasive writing

on subjects that interest

them.

Goal: Students

demonstrate that they

know how to recognize and

read different strategies for

persuasive writing.


persuasive interpretation

before introducing the

activity to students.

See the example:

Persuasive Interpretation


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Emotion Words: affection, belonging, love, hate, admire, despise, respect, contempt, safety,

security, anger, fear, danger, threat, control, strength, and power.

Ethics. Ethics are principles or standards that give people a sense of right and wrong. Ethical

arguments can be very effective when they appeal to values shared by audience members.

Ethics Words: morals, values, right, wrong, good, bad, evil, proper, decent, legitimate, legal,

virtue, truth, justice, faith, belief, principle, conviction, commitment, determination, resolve,

sincere, honest, and loyal.

Reason. Reason is the most effective way to make a convincing argument. An appeal to

reason is similar to expository writing because both attempt to be objective and understand

all points of view.

Reason Words: logical, rational, correct, incorrect, accurate, inaccurate, reliable, credible,

coherent, judgment, wisdom, sense, conclusion, result, assumption, inference, deduction,

induction, scientific, hypothesis, and theory.

You may want to read or display some examples of each persuasive strategy and have students

vote on whether each passage appeals to emotion, ethics, or reason.

Task: What to Do

Students read and interpret persuasive writing on a subject that interests them to demonstrate

that they can recognize common strategies for persuasion. Students may select from one of the

Web sites listed in the task, another Web site, or persuasive writing in a magazine or textbook in

the school.

Discuss the example of a persuasive interpretation with the whole class or small groups before



Monitor progress to make sure that each student provides specific examples of effective (or

ineffective) use of the three main persuasive strategies. You may want to remind students to

use the spelling and grammar checking features in the word processing software. Make sure

students know how to use the Intel® Education Help Guide to get just-in-time assistance with

technology skills as they work through the task.




familiar with the three basic strategies for persuasion. Y

ou may want students to take the quiz as a class if you have a presentation station. You can





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Date

Persuasive Interpretation of: The Faceless Teacher

ORACLE Think Quest Foundation

http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Faceless.html

The essay, “The Faceless Teacher,” is an excellent example of persuasive writing. The author

appeals to both emotion and reason when writing this essay. When he writes, “The blank

countenance of the computer screen, the faceless teacher, is a frightening prospect of

education’s on-line future,” the reader can feel the emotion. He also appeals to reason when he

argues that, “A student enters the classroom to learn, and another human being must provide

the nuance, the animation, and the conscious feedback--in short, the simple bioactivity--to

stimulate a student’s mind.”

It is obvious that the author is passionate about the importance of face-to-face contact between

student and teacher, but he shows that he understands the other point of view also. He

acknowledges that on-line classes can work in certain cases. He says, “However, there are

prospective students who, due to uncontrollable forces, find that a Web course is their only

means of education. In this unfortunate circumstance, the concession must be given that any

education at all is preferable to ignorance.”

“The Faceless Teacher,“ is so well written that I have been convinced that on-line classes are

not as effective as face-to-face classes. The author is convincing when he talks about how

important the teacher and other students are for quality learning. I thought that on-line classes

were inevitable, but I now feel that they could have a negative impact on learning. I couldn’t

agree more when the author said, “Machines work well with machines and people work best with

other people. The human race is composed of a web of social animals. Human contact is

essential for the development of quality minds.”

http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Faceless.html


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Look Ahead

Task: Students choose issues for their persuasive essays and write questions to guide research. Goal: Students demonstrate that they can identify

controversial issues and use different types of questions effectively. Preview the example of an issue choice before introducing the activity to students. See the example:

Issue Choice


Issue Choice

Activity Overview

In this activity, students explore how they can use

persuasive writing to learn about any subject—arts,

literature, history, math, science, or social studies. Students

learn how to choose a controversial issue and write effective

research questions.

Activity Questions

How can students choose the most interesting issues for

their persuasive essays?

What kinds of information do students need to take

positions on their issues?

What types of questions can help students gather that

information?


Introduce the vocabulary words to students with a brief explanation of each term. Help students

associate an image or symbol with key terms such as brainstorm, controversy, and peer. You

may want to have students use each word in a sentence, act out each word, or quiz each other

on the terms.

Make sure students understand the differences among convergent, divergent, and evaluative.

You may want to have students use all three words in one sentence to make sure they

understand the precise definition of each term. You may also want to have students work in

pairs or small groups to draw an image or symbol that represents each word.

Review key persuasive writing terms such as concept, conclusion, critical, ethics, evidence, data,

fact, fallacy, logical, issue, objective, and reason. Have students recall the images or symbols

they associated with these words. You may want to have students pair up to quiz each other on

these terms.


Make sure students understand how to use the guiding questions for this activity to focus their

exploration of Web sites on information that helps them choose a controversial issue and ask

effective research questions. Remind students to think about and visualize brainstorm,

controversy, convergent, divergent, or evaluative as they explore.


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You may want to ask students what issues interest them and what questions they have about

how to choose a good issue for a persuasive essay. Encourage students to take notes or draw

pictures while they explore Web sites. You may also want to have students report out to the

class, another student, or a small group of students.


Make sure students understand the four stages of choosing an issue for a persuasive essay. If

possible, choose an example issue as a class and explain or have students explain the strategies

they are using.

Question students to make sure they know how to:

Make a list of issues by freely brainstorming ideas

Evaluate the issues and consider whether the issues are controversial and whether students

can be objective about the issues

Narrow the focus to make sure students can take positions on their issues and support their

positions with convincing arguments

Check for sources to make sure students can find enough information to make a convincing

argument for their positions

Make sure students understand how to write effective questions to focus their research on

information that helps them make convincing arguments.

Question students to make sure they can distinguish among the following four types of

questions:

Fact questions always have a correct answer.

Convergent questions require more explanation than fact questions, but they usually have

correct answers.

Divergent questions usually have many acceptable answers. Evaluative questions require judgment to decide among various opinions or answers.

You may want to give several examples of each kind of question and have students vote on

whether each question is factual, convergent, divergent, or evaluative. You may also want to

have students brainstorm examples of each type of question in pairs, small groups, or as a

class.

Task: What to Do

Students demonstrate that they can choose a controversial issue for a persuasive essay and

write effective research questions. Encourage students to consult the Internet sources provided

in the task, other sources on the Web, and textbooks or magazines. Remind students to think

about and visualize whether their questions are convergent, divergent, or evaluative.

Discuss the example of an issue choice with the whole class or small groups before students

begin the task. Review the checklist and discuss whether the example is complete. You may

want to review the rubric and discuss what criteria could be used to assess the example.


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familiar with basic strategies for choosing issues and writing research questions.






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Date

The Importance of the United Nations

Fact Questions

What is the United Nations?

Who makes up the UN?

When was it founded?

Where is it located?

Convergent (Why) Questions

How does the UN differ from the League of Nations?

What makes the UN a democratic organization?

Explain how the UN functions in the world today?

Divergent (Idea) Questions

Predict what would happen if the United States left the UN?

How might the United Nations be improved?

How would International problems be solved if the United Nations did not exist?

Evaluative (Opinion) Questions

Compare and contrast the UN and the League of Nations.

Why should we care about problems that happen half way around the world?

How successful has the UN been thus far?


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Information Gathering

Activity Overview

In this activity, students explore how accurate and reliable

information helps them make convincing arguments.

Students learn how to use keyword searches to locate a

variety of sources, critically evaluate the credibility of their

sources, and gather information from credible sources by

taking notes.

Activity Questions

How can students get the most accurate hits from a

keyword search?

What are some strategies to help students take more

effective notes? How can students make sure they do not commit plagiarism?


Introduce students to key research terms such as credible, hit, keyword, directory, and search

engine. Help students associate an image or symbol with these words. Discuss plagiarism and

make sure students understand how the term is related to paraphrase and summarize.

Review key persuasive writing terms used throughout the module, such as argument, concept,

conclusion, controversy, critical, ethics, evidence, data, fact, fallacy, logical, issue, nonfiction,

objective, and reason. Have students recall the images or symbols they associated with these

words. You may want to have students pair up to quiz each other on these terms.


Students explore some fundamental research strategies for quickly gathering accurate and

reliable information using library catalogs, databases, and Web sites. Make sure students

understand how to use the guiding questions for this activity to focus their exploration of Web

sites on information that helps them gather information quickly and effectively.

Encourage students to take notes or draw pictures while they explore Web sites. You may want

to ask students what they know about taking notes and have students write guiding questions of

their own. You may also want to have students report out to the class, another student, or a

small group of students.

Look Ahead

Task: Students gather information to help them make decisions about their topics.

Goal: Students demonstrate that they can gather accurate and reliable information by taking effective notes from credible sources. Preview the example of notes before introducing the activity to students. See the example:

Notes


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Make sure students understand that plagiarism is when you fail to cite a source you have

quoted, paraphrased, or summarized. Students should be able to explain the difference between

paraphrasing and summarizing sources. Students should understand that summarizing involves

more analysis than paraphrasing. Explain to students that summarizing sources is the best way

for them to avoid plagiarism, but they still must cite their sources in a bibliography.

Review the following five basic types of notes:

Quote. Copying an author’s exact words is the simplest way to take notes.

Paraphrase. Restating an author’s ideas using different words is often the best way to take

notes.

Summary. Explaining the main points and important details of another author’s ideas is

usually the most efficient way to take notes.

Facts and Data. Recording facts or data from a source is sometime useful. Original Ideas. Recording your own ideas while gathering information is important.

Make sure students know that they can use a word processing application to take notes and are

aware that specialized computer programs can also help with taking notes. Student should

understand that electronic notes have the advantage of being easy to organize as well as quick

and easy to search.

Task: What to Do

Students gather accurate and reliable information to help them take a position and make a

convincing argument by taking effective notes from credible sources. If you have a presentation

station, you can review a keyword search and conduct a Web site evaluation with the class.

Then, you can model effective note-taking with the whole class before students begin their

research. If you are a classroom teacher, this is an excellent time to collaborate with the

librarian.

Discuss the example notes with the whole class or small groups before students begin the task.

Review the checklist and discuss whether the example is complete. You may want to review the

rubric and discuss what criteria could be used to assess the example.




familiar with basic strategies for searching with keywords and taking effective notes.






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Date

Sources and Notes for United Nations

http://www.un.org/Overview/uninbrief/chapter1_intro.html

Quote

Paraphrase

Summary

Facts and Data

Original Idea

“Protecting the

global

environment is

largely beyond

the capacity of

individual

countries,”

Secretary-

General Ban Ki-

moon said in a

video message to

the Paris

Conference for

Global Ecological

Governance in

Paris. The natural

arena for such

action is the

United Nations.”

According to the

Charter, the UN has

four purposes: to

maintain international

peace and security; to

develop friendly

relations among

nations; to cooperate

in solving international

problems and in

promoting respect for

human rights; and to

be a centre for

harmonizing the

actions of nations.

The purposes of

the United

Nations, as set

forth in the

Charter, are to

maintain

international

peace and

security; to

develop friendly

relations among

nations; to

cooperate in

solving

international

economic, social,

cultural and

humanitarian

problems and in

promoting respect

for human rights.

“According to the

Charter, the UN

has four

purposes: to

maintain

international

peace and

security; to

develop friendly

http://www.un.org/Overview/uninbrief/chapter1_intro.html


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relations among

nations; to

cooperate in

solving

international

problems and in

promoting

respect for

human rights;

and to be a

centre for

harmonizing the

actions of

nations.”


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Persuasive Writing | Look Back

Thinking about Learning

In this module, students explored the persuasive style of writing and basic guidelines

for Internet security. Students selected controversial issues for persuasive essays,

wrote some effective research questions, located credible sources, and took notes to

learn about their issues.

Students have learned:

How persuasive style can help them make an interesting and convincing argument

How to protect themselves and the computers and networks they use when you are

online

How to recognize different persuasive writing strategies with different purposes

How to choose a controversial issue and write effective questions to guide research

How to gather accurate and reliable information from credible sources

Checklist for Persuasive Writing

Help students use the checklist to make sure they have completed all the tasks in this

activity. Completing all tasks ensures that students are ready to write their persuasive

essays.

Rubric for Persuasive Writing

Help students use the rubric to self-assess their issue choices, research questions, and

information gathering. Explain to students the importance of paying attention to writing

mechanics. Make sure students’ self-assessments are accurate. Encourage students to

use their self-assessments to improve their issues, questions, and information.

Reflection on Persuasive Writing

Ask individual students questions that encourage reflection any time you find an

opportunity. If possible, give students time to share their issues, questions, and

information with each other. Students can share their reflections with the whole class,

in small groups, or in pairs.

Encourage students to discuss the following points:

What they learned about persuasive writing

Why they chose their controversial issues

How they wrote their most effective research question

How they gathered information by taking notes Encourage students to take or e-mail

their issues, questions, and information home to share with parents, guardians, or other trusted family members.


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Persuasive Essay

Module Overview

In this module, students learn how to organize the information they gathered and plan to make

convincing arguments. Students should know that most persuasive essays begin with an

introductory paragraph that get readers interested in an issue, follow with three (or more) body

paragraphs that make a convincing argument, and end with a concluding paragraph that

summarizes the argument. You can help students understand how to use feedback from their

peers to make their essays more interesting and convincing.

Module Questions

How does planning, using notes and outlines, help students

write convincing persuasive essays?

What characteristics make introductory, body, and concluding

paragraphs effective?

How can students use electronic communication tools for

research?

How does peer review helps students write more interesting and

convincing essays?

What are some strategies for finding and correcting problems with writing mechanics?

Activity 1: Essay Planning

Students explore how graphic organizers can be used to represent

knowledge visually by arranging many pieces of information into a

few logical ideas or concepts. Students organize the information

they gathered and outline their persuasive essays.

Activity 2: Effective Paragraphs

Students explore how to compose well-structured paragraphs.

Students draft introductory paragraphs to engage readers in their expository essays, body

paragraphs that make convincing arguments, and concluding paragraphs that summarize and

leave lasting impressions.

Activity 3: Electronic Communication

Students explore how electronic communication tools such as e-mail and instant messaging

allow a person to exchange written messages with anyone in the world who also has Internet

access. Students use electronic communication tools to gather information for their Web pages.

Look Ahead





module, discuss the



students review the



groups.

See the checklist:

Persuasive Essay

Checklist

See the rubric:

Persuasive Essay Rubric

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Essay-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Essay-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Essay-Rubric.docx


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Activity 4: Peer Review

Students explore how the best persuasive writers revise their first drafts to create the most

interesting and convincing essays they can write. Students exchange peer reviews and use the

reviews to revise their persuasive essays.

Activity 5: Writing Mechanics

Students learn that poor writing mechanics can make even the most interesting and convincing

persuasive essays hard to read, and they explore how word processing tools can help them edit

their essays. Students edit their persuasive essays to find and correct mechanical problems.

Look Back

Students reflect on their learning in this module. They should be ready to create Web pages

based on their persuasive essays. You may want to use the checklist to make sure students

completed their tasks, and you may want to use the rubric to assess their persuasive essays.


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Persuasive Essay | Activity 1: Essay Planning

Activity Overview

In this activity, students explore how graphic organizers can

be used to represent knowledge visually by arranging many

pieces of information into a few logical ideas or concepts.

Students learn how to plan essays by creating outlines based

on graphic organizers.

Activity Questions

What are the strengths and weaknesses of various types of

graphic organizers?

Which graphic organizer is most appropriate for the

information students collected?

How can students distinguish main points from supporting

points for their outlines?

How can students use a word processing application to

outline their essays?


Introduce the vocabulary words and help students associate

an image or symbol with graphic, organize, outline, and

structure. You may want to have students use each word in a

sentence or act out the word. Encourage students to

remember and visualize graphic, organize, outline, and structure any time they plan an essay.

Review key persuasive writing terms such as concept, conclusion, data, evidence, fact, issue,

paraphrase, and summarize. Have students recall the images or symbols they associated with

these words. You may want to have students pair up to quiz each other on these terms.



exploration of Web sites on information that helps them graphically organize information and

outline their persuasive essays.

You may want to ask students what questions they have about how to use graphic organizers to

represent knowledge or how to create an outline from a graphic organizer. Encourage students

to take notes or draw pictures while they explore Web sites. You may want to have students

report out to the class, another student, or a small group of students.


Make sure students know that planning a persuasive essay before you begin to make your

Look Ahead

Task: Students organize the information they

gathered on their issues and outline their persuasive essays. Goal: Students demonstrate that they can craft effective structures for interesting and convincing essays. Preview the example of a

graphic organizer and a persuasive essay outline before introducing the activity to students. See the examples:

Graphic Organizer Persuasive Essay Outline


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argument is called prewriting. Make sure students understand that graphic organizers are ideal

tools for arranging many pieces of information into a few logical concepts or ideas. Discuss ways

that students can use graphic organizers to develop their arguments.

Question students to make sure they know how to choose the type of graphic organizer that will

best help them accomplish their goals:

The fishbone is a popular graphic organizer for showing cause-and-effect relationships.

A Venn diagram is a popular graphic organizer for comparing and contrasting two or more

concepts or ideas.

A clustering diagram, also called a concept map, is an effective way to sort and group

information into categories.

Some graphic organizers, such as interaction outlines and problem-solution, represent special processes.

Make sure students understand how to distinguish the main points that explain a topic from the

supporting points that explain the main points. Main points are usually the most important

concepts identified in a graphic organizer. Supporting points are smaller concepts or facts and

data used to develop bigger concepts.

Students can use the following steps to create their outlines:

1. Identify main points that explain the topic.

2. Determine the most logical order of the main points.

3. Give each main point a short, descriptive label.

4. Identify the supporting points that explain each main point.

5. Determine the most logical order of supporting points for each main point. 6. Give each supporting point a short, descriptive label.

Task: What to Do

Students organize the information they gathered and outline their persuasive essays. Students

demonstrate that they can represent knowledge visually and craft an effective structure for an

interesting and informative essay. Make sure students know how to create graphic organizers

and outlines in the word processing, diagramming, or note-taking software.

If you have a presentation station, you may want to create a graphic organizer and outline with

the whole class or groups of students. Make sure students know how to use the Intel®

Education Help Guide to get just-in-time assistance with technology skills as they work through

the task. If you are a classroom teacher, you may want to check with the computer teacher to

find out what tools are available for students to use.

Discuss the example of a graphic organizer and a persuasive essay outline with the whole class

or small groups before students begin the task. Review the checklist and discuss whether the

example is complete. You may want to review the rubric and discuss what criteria could be used

to assess the example.


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familiar with basic purposes and uses of graphic organizers and outlines.






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Task Example

Student Name

Date

Graphic Organizer for United Nations

My viewpoint Opposing

viewpoint

Defense of

viewpoint

Introduction

Body paragraph 1 It was important

for the UN to send

a special envoy to

check on the well-

being of the

children in war-torn

nations.

It is not the role of

the UN to handle

the internal

problems of a

country. Their role

should be devoted

to dealing with

world peace.

One of the mission

statements of the

UN is to help

people live better

lives. What better

way to accomplish

that mission than

to help children in

war-torn countries

deal with the agony

of war.

Body paragraph 2 The United Nations

has as one of its

mission statements

to stop

environmental

destruction. If Peru

cannot handle the

problem on its own

then it is necessary

for the UN to step

in.

The United Nations

should be

addressing larger

issues and should

not be meddling in

the affairs of

individual

countries.

The environment is

the responsibility of

all countries

working together.

The United Nations,

which is comprised

of most world

nations, would be a

likely choice.


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Body paragraph 3 In Darfur

thousands of

people have been

killed or displaced

because of the

violence. This is an

extremely

dangerous situation

that the people of

Sudan cannot fix

alone.

The United Nations

has a problem with

consensus building

and is too slow to

handle difficult

situations in a

timely manner, so

the UN would not

be a good choice.

The UN has the

backing of a

majority of its

member nations

and can help with a

multinational force

which has more

power and

authority than one

nation working

alone.

Conclusion


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Task Example

Student Name

Date

Outline for United Nations

I. Is the United Nations Effective In the World Today?

II. Purpose of the United Nations

A. Develop Friendly relations between nations

B. Keep peace throughout the world

C. Help people live better lives

III. UN Helped children in War-torn areas

A. UN special Envoy sent to assess children in Middle East

B. Action plan developed by member nations

IV. UN helps Protect the environment

A. Helped protect fauna and flora on Machu Picchu

B. Developed a plan to protect environment and Andean archaeological site

V. UN helped save lives

A. Created a plan to stop the killing in Darfur, Sudan

B. Continues to monitor plan to stop the killing

VI. Conclusion


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Persuasive Essay | Activity 2: Effective Paragraphs

Activity Overview

In this activity, students explore how to compose well-

structured paragraphs. Students learn how to draft

introductory, body, and concluding paragraphs based on their

outlines.

Activity Questions

How will students’ outlines help them draft their persuasive

essays?

What are the common characteristics of effective

paragraphs?

What are the important parts of effective introductory, body,

and concluding paragraphs?




symbol with analyze, body, draft, introduction, paragraph,

synthesize, and transition. Encourage students to remember

and visualize these terms any time they read or write a

persuasive essay.

Make sure students understand why they must be able to analyze their topics in order to write

interesting and informative essays. Make sure students understand how synthesize is different

from analyze. You may want to have students work in pairs to draw images or symbols that

represent synthesize.


Make sure students review the guiding questions for this activity before they explore how to

draft interesting, convincing, and memorable persuasive essays. Make sure students understand

how to use the guiding questions to focus their exploration on information that helps them draft

effective introductory, body, and concluding paragraphs.

You may want to ask students what they know about writing effective paragraphs and have


while they explore Web sites. You may also want to have students report out to the class,


Look Ahead

Task: Students draft introductory, body, and concluding paragraphs for their persuasive essays.

Goal: Students demonstrate that they can write paragraphs that engage readers in theirs issues, make convincing arguments, and summarize and synthesize their essays in a memorable way. Preview the example of a

persuasive essay draft before introducing the activity to students. See the example:

Persuasive Essay Draft


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Make sure students understand that effective paragraphs are the building blocks of any well-

crafted essay.

Effective paragraphs usually:

State the main point of the paragraph clearly

Present supporting points in a logical order

Effective introductory paragraphs usually:

Tell what the essay is about

Engage readers in the topic

Tell readers what they will get from the essay

Effective body paragraphs usually:

Present main points in a logical order

Connect main points with smooth transitions Balance the structure of the essay

Effective concluding paragraphs usually:

Remind readers what the essay has explained

Offer new viewpoints or insights Make lasting impressions on readers

Task: What to Do

Students draft introductory paragraphs that engage readers, body paragraphs that make

convincing arguments, and concluding paragraphs that summarize and synthesize the essays

and make lasting impressions on readers. Monitor progress to make sure students write

paragraphs with one main point, adequate supporting points, and logical, smooth transitions.

Discuss the example of a persuasive essay draft with the whole class or small groups before






familiar with the basic characteristics of effective introductory, body, and concluding paragraphs.






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Date

Is the United Nations Still Important?

The United Nations is unusual in that it consists of 191 nations with 191 differing histories and

191 perspectives that are all bound by the terms of the same Charter. How can this work?

According to John Negroponte the answer is, “Promoting policies that support the freedom and

well-being of people in their own nation-state, not by pursuing the illusions of world

government. The United Nations was developed to keep peace throughout the world, to develop

friendly relations between nations and to work together to help people live better lives by

eliminating poverty, disease and to stop environmental destruction. In spite of these lofty goals

many people feel that the United Nations has not accomplished what they set out to do. They

point to the failure of the UN in dealing with the genocide in Rwanda, failure to deliver food to

starving people in Somalia, and the recent Oil-for-Food scandal. In spite of these problems I feel

that the United Nations is still a vital organization that gives countries facing difficult situations

support and a world stage to deal with their problems.

Who will stand up for the children of the world? How will their voices be heard? Thanks to the

United Nations an official concluded a two-week mission to Lebanon, the occupied Palestinian

territory and Israel. Radhika Coomaraswamy, the UN Special Representative for children and

armed conflict, found the children to be plagued by fear, anxiety, anger and feeling of

hopelessness. The objective of the visit was to see first hand the situation of the children and

ensure greater protection for them. The UN addressed their concerns with the countries involved

and pledged their support. The UN has the ability to bring the problem back to all the members

and challenge them to make a difference. In doing this, the children will have the International

community involved, and the problems will be addressed. If not for the UN the world may not

know of the plight of the children in these war-torn areas.

The UN is also concerned with the environment. Machu Picchu, Peru might not seem important

to us, but in 1983 it was added to the World Heritage list. It is an outstanding Andean

archaeological center. The UN met with government officials to monitor implementation of a

master plan for the area. They will try to protect the natural environment of flora and fauna and

try to halt mudslides and fires which have had a disastrous effect on Machu Picchu. The world

belongs to all of us. It is the responsibility of all of us to make sure that we leave it as we found

it, if not better. The UN is able to bring these issues and many others to the attention of the

world. It is likely we wouldn’t know about the problems facing the environment in different parts

of the world without the UN highlighting them and bringing them back to the member nations. It

is very easy to think locally, but the UN forces us to think and act globally.


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Darfur, Sudan may be half way around the world for many of us, so it would be unlikely that we

would know what is happening there. The National Security and Intelligence Service of the UN

again brought the conflict to the attention of the world. The commission found that more than

70,000 people died as a result of violence and malnutrition. They found that more than 1.6

million people have been displaced because of the violence. The UN is responsible for bringing it

to the attention of the world and monitoring the policies set down by the members of the United

Nations. Without the help of the UN this might have been an atrocity half way around the world

that went unnoticed.

In the United Nations even the smallest and least powerful nations are given a voice. Despite

the problems that arise when nations attempt to reach decisions on world affairs the UN is still a

significant force in world affairs. In a report published in the Oxford University press it is

believed that International activism, mostly spearheaded by the UN has been the main cause of

the Cold War decline in armed conflict. The report singles out these particular achievements: A

fourfold increase in the number of UN Peacekeeping operations, an 80% drop in genocide, and

an elevenfold increase in the number of economic sanctions against problem nations. Does the

United Nations have the ability to adapt and take the necessary action to deal with threats that

are undermining peace and to remain at the heart of International cooperation? Only time will

tell. The UN is not perfect, but for now, it is an important stage for all peoples who need to be

heard by the International community.


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Persuasive Essay | Activity 3: Electronic

Communication

Activity Overview

In this activity, students explore how electronic

communication tools such as e-mail and instant messaging

enable a person to exchange written messages with almost

anyone in the world who also has Internet access. Students

learn how to use e-mail to locate additional credible sources.

Activity Questions

How do e-mail and instant messaging work?

What do students need to know before they send and

receive e-mail or instant messages?

What are some differences between e-mail and instant messaging?




or symbol with key terms. Key technical terms include

application, client, encryption, proprietary, protocol, and

server. Key communications terms include asynchronous,

attachment, chat, header, instant message, and synchronous. You may want to have students

use each word in a sentence or act out each word.

You may also want to have students work in pairs or small groups to quiz each other or draw an

image or symbol that represents each word. If necessary, pair students with complementary

partners or peer tutors to make sure everyone acquires a fundamental electronic

communications vocabulary.

Make sure students know that everyone should be able to explain electronic communication

tools such as e-mail and instant messaging using correct terminology. Encourage students to

remember and visualize electronic communication terms any time they go online. Explain to

students that using correct terminology to discuss technology is an essential literacy skill in the

21st century.



exploration of electronic communication. Explain how the guiding questions help focus their Web

reading. You may want to ask students what questions they have about e-mail or instant

messaging. Encourage students to take notes or draw pictures while they explore Web sites. You

may also want to have students report out to the class, another student, or a small group of

Look Ahead

Task: Students use electronic communication tools to gather information for their persuasive essays. Goal: Students demonstrate that they can use electronic communication tools to gather information they can use later when they

create Web pages on their issues. Preview the example of electronic communication sources before introducing the activity to students. See the example:

Electronic Communication


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students.


Make sure students understand that electronic communication tools such as e-mail and instant

messaging (IM) enable them to exchange written messages with almost anyone in the world

who also has Internet access. You may want to discuss the difference between asynchronous

and synchronous communication tools and proprietary protocols and open standards.

Instant messaging, like e-mail, has four basic components:

A user name identifies a person. In IM, unlike in e-mail, you do not need an address, although

you do need an e-mail account. The user names of other people with whom you regularly

communicate is called a buddy list or contact list.

An IM client is a software application designed to send and receive instant messages. The

client uses a proprietary protocol to exchange information with a server owned by the IM

service.

An IM server facilitates the connection to instant messaging. When you connect to an IM

server, it creates a temporary file to store the IP addresses of your computer and the

computers being used by people on your contact list. The server sends your client the IP

addresses of the people on your contact list who are online.

A message window shows the IM message. When you send an instant message to someone

on your contact list, your IM client opens a new window. When you type your message and click Send, the other person’s IM client opens a new window displaying your message.

Make sure students understand that e-mail and IM are usually not encrypted, so they are not

secure. Remind students that they should never include anything in an e-mail or IM that they

would not want to become public.

Task: What to Do

Students use electronic communication tools to gather information they can use later when they

create Web pages on their issue. Students can use the e-mail and IM sources listed in the task

or other sources, such as experts from nearby colleges, universities, hospitals, professional

offices, and so forth.

Make sure students know how to use e-mail and IM clients. If you have a presentation station,

you may want to model research uses of electronic communication for the whole class or groups

of students. Make sure students know how to use the Intel® Education Help Guide to get just-

in-time assistance with technology skills as they work through the task. If you are a classroom

teacher, you may want to check with the computer teacher to find out what electronic

communication tools are available for students to use.

Discuss the example of electronic communication sources with the whole class or small groups

before students begin the task. Review the checklist and discuss whether the example is

complete. You may want to review the rubric and discuss what criteria could be used to assess

the example.


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familiar with the basic features and limitations of electronic communication tools.






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Date

Electronic Communication Sources for United Nations

E-mail Center from the Wall Street Journal

I chose e-mail from the Wall Street Journal because the Wall Street Journal is a highly respected

Newspaper. I know that it is likely that they will have current articles on the United Nations. The

information will most likely be current and accurate.

Question Point: Online Computer Library Center

I feel that Question Point would be a wonderful source for information. The information comes

from the library association, so I know it will be accurate. It is also an excellent site for

information because I can e-mail them any question that I need answered and they will reply

within 24 hours. This site will help with some background information on the UN that I will need.


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Persuasive Essay | Activity 4: Peer Review

Activity Overview In this activity, students explore how the best persuasive

writers revise their first drafts to create the most interesting

and convincing essays they can write. Students learn how to

look at their writing from different points of view and use

word processing tools to track changes during revision and

make suggestions during peer review.

Activity Questions

How can students put themselves in the minds of their

readers?

How can students identify the strengths and weaknesses of

their persuasive writing?

What can students do to improve their writing?




or symbol with antonym, revise, synonym, and thesaurus.

Make sure students understand how antonym and synonym are related. Review key terms such

as objective, peer, point of view, transition, summarize, and synthesize. Have students recall

the images or symbols they associated with these words.



an image or symbol that represents each word. Encourage students to remember and visualize

these terms any time they peer review or revise an essay.


Explain that peer review is one of the most effective strategies for revising an essay. The best

expository writers use suggestions from their peers to improve their essays and provide helpful

suggestions to help their peers revise their essays.


exploration. Explain how the guiding questions help focus their Web reading. You may want to

have students write guiding questions of their own. You may also want to have students take

notes or report out to the class, another student, or a small group of students.


Make sure students understand the importance of being as objective as possible when they

revise an essay. Explain that revising is about looking at their writing from different points of

view. Remind students to focus on content rather than grammar, spelling, or punctuation. Help

students understand why they need to put aside personal feelings and opinions.

Look Ahead

Task: Students use a peer review to revise their persuasive essays. Goal: Students

demonstrate that they can write interesting, informative, and persuasive essays. Preview the example of a persuasive essay revision before introducing the activity to students. See the example:

Persuasive Essay


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Make sure students understand why peer review is one of the most effective ways to get

another point of view on their essays. When reviewing an essay, students should point out the

parts that are especially well-crafted as well as any parts that may need to be revised. The most

effective peer reviews offer specific suggestions for improvement.

Remind students to focus on content when they revise an essay, and to worry about grammar,

spelling, and punctuation later. Some points to remember during revision include:

Include all information needed to make a convincing argument

Rewrite or rearrange paragraphs that are too long or too short

Remove main points if they are not needed to make the argument

Rewrite or rearrange sentences if paragraph structure is not logical

Remove supporting points if they are not needed to explain a main point

Add transitions if the flow from one paragraph to another is not smooth

Take out unnecessary words and replace generic words with more specific terms

Add additional facts, data, or quotes if needed to explain or illustrate a point

Make sure all sources have been cited

Task: What to Do

Students use peer reviews to revise their persuasive essays and make their essays as

interesting and convincing as possible. Make sure students maintain an objective and

constructive mindset and offer specific suggestions for improvement.

Make sure students know how to insert comments, track changes, and use the thesaurus in the

word processing software before they begin the task. If you have a presentation station, you

may want to model effective use of these word processing tools.


assistance with technology skills as they work through the task. If you are a classroom teacher,

this activity is an excellent time to collaborate with the computer teacher.

Discuss the example of a persuasive essay revision with the whole class or small groups before





read the feedback they get when they answer each question. The quiz makes sure students

understand the basic purposes and techniques for revising an essay.






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42





Date

Is the United Nations Still Important?





government.” The United Nation’s mission statement states that its purpose is to keep peace

throughout the world, to develop friendly relations between nations and to work together to help

people live better lives by eliminating poverty, disease and to stop environmental destruction. In

spite of these lofty goals many people feel that the United Nations has not accomplished what

they set out to do. They point to the failure of the UN in dealing with the genocide in Rwanda,

failure to deliver food to starving people in Somalia, and the recent Oil-for-Food scandal. In spite

of these problems I feel that the United Nations is still a vital organization that gives countries

facing difficult situations a world stage to deal with their problems.






ensure greater protection for them. The UN addressed its concerns with the countries involved

and helped plan a course of action. The UN has the ability to bring the problem back to all the

members and challenge them to make a difference. In doing this, the children will have the

international community involved, and the problems will be addressed. If not for the United

Nations the world may not know of the plight of the children in these war-torn areas.

Machu Picchu, Peru might not seem important to us, but in 1983 it was added to the World

Heritage list. It is an outstanding Andean archaeological center. The UN met with government

officials to monitor implementation of a master plan for the area. They will try to protect the

natural environment of flora and fauna and try to halt mudslides and fires which have had a

disastrous effect on Machu Picchu. The world belongs to all of us. It is the responsibility of all of

us to make sure that we leave it as we found it, if not better. The UN is able to bring these

issues and many others to the attention of the world. It is likely we wouldn’t know about the

problems facing the environment in different parts of the world without the UN highlighting them

and bringing them back to the member nations. It is very easy to think locally, but the UN

forces us to think and act globally.


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43












The United Nations has been successful because even the smallest and least powerful nations

are given a voice. Despite the problems that arise when nations attempt to reach decisions on

world affairs the UN is still a significant force in world affairs. In a report published in the Oxford

University Press(2006) it is believed that International activism, mostly spearheaded by the UN

has been the main cause of the Cold War decline in armed conflict. The report singles out these

particular achievements: A fourfold increase in the number of UN Peacekeeping operations, an

80% drop in genocide, and an elevenfold increase in the number of economic sanctions against

problem nations. These statistics are impressive. Does the United Nations have the ability to

adapt and take the necessary action to deal with threats that are undermining peace and to

remain at the heart of international cooperation? Only time will tell, but I think the UN is the

best prepared to handle most international crisis. The UN is not perfect, but for now, it is an

important stage for all peoples who need to be heard by the International community.


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Persuasive Essay | Activity 5: Writing Mechanics

Activity Overview

In this activity, students learn that poor writing mechanics

can make even the most interesting and convincing argument

hard to read. Students learn that word processing tools can

help them find and correct mechanical errors, but the tools

are not substitutes for good judgment.

Activity Questions

Why is editing important?

What should students concentrate on when they edit?

What are the strengths and weakness of each student’s writing?



explanation of each term. Help students associate an image or symbol with edit, mechanics,

proofread, and typographical error. You may want to have students use each word in a

sentence, act out each word, or draw an image or symbol that represents each word.


Remind students why they do not want readers to be distracted by spelling and grammar errors.


exploration of Web sites on information that helps them edit their persuasive essays. Encourage

students to take notes or draw pictures while they explore Web sites.


Make sure students know that editing is finding and correcting problems with writing mechanics.

Students should know how to use word processing tools to help check both spelling and

grammar. Make sure students understand that these tools are not substitutes for good

judgment.

When editing, students can ask themselves questions such as:

Are all sentences complete and correct?

Does the essay have any sentence fragments or run-on sentences?

Do all subjects and verbs agree?

Does the essay have paragraph breaks that help move the essay along? Does the essay include any spelling or typographical errors?

Look Ahead

Task: Students edit their persuasive essays. Goal: Students demonstrate that they can find and correct mechanical problems in their essays.

Preview the example of a persuasive essay edit before introducing the activity to students. See the example:

Persuasive Essay Edit


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Task: What to Do

Students edit their persuasive essays to find and correct mechanical problems. Make sure

students know how to check spelling and grammar in the word processing software before they

begin the task. If you have a presentation station, you may want to model effective use of these

word processing tools.




Discuss the example of a persuasive essay edit with the whole class or small groups before






understand the basic purposes and techniques for editing an essay.






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46





Date

Is the United Nations Still Relevant?








spite of these lofty goals many people feel that the United Nations has not accomplished what



of these problems I feel that the United Nations is still a vital organization that gives countries








and helped plan a course of action. Some feel that the UN should not be involved in the internal

problems of countries, but the UN has the ability to bring the problem back to all the members

and challenge them to make a difference. In doing this, the children will have the international

community involved, and the problems will be addressed. If not for the UN the world may not


Machu Picchu, Peru might not seem important to us, but in 1983 it was added to the World





us to make sure that we leave it as we found it, if not better. The UN has been challenged by

some of its members to spend less time worrying about environmental issues and more time

addressing world peace. However, the UN is able to bring these issues and many others to the

attention of the world. It is likely we wouldn’t know about the problems facing the environment


Technology Literacy

47




in different parts of the world without the UN highlighting them and bringing them back to the

member nations. It is very easy to think locally, but the UN forces us to think and act globally.









In the United Nations even the smallest and least powerful nations are given a voice. Despite


significant force in world affairs. In a report published in the Oxford University press(2006) it is

believed that international activism, mostly spearheaded by the UN, has been the main cause of



an elevenfold increase in the number of economic sanctions against problem nations. These are

impressive numbers and should speak for themselves. In 1945, President Franklin Roosevelt

declared: "The structure of world peace cannot be the work of one man, or one party, or one

nation." Peace is the responsibility of every nation and every generation. The UN is not perfect,

but they have been a force in helping nations and people who can’t help themselves. It is also

an important stage for all peoples who need to be heard by the international community.


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Persuasive Essay | Look Back


In this module, students created graphic organizers and then used their graphic organizers to

outline their persuasive essays. Students drafted introductions, bodies, and conclusions for their

persuasive essays. They explored how electronic communication tools such as e-mail and instant

messaging work. Students also exchanged reviews with peers, revised their persuasive essays,

and corrected problems with writing mechanics.


How to organize information and outline persuasive essays

How to write effective paragraphs and well-structured persuasive essays

How to use electronic communication tools such as e-mail and instant messaging

How to use peer review to make persuasive essays more interesting and convincing How to correct mechanical problems such as spelling and grammar

Checklist for Persuasive Essay

Help students use the checklist to make sure they have completed all the tasks in this activity.

Completing all tasks ensures that students are ready to create Web pages based on their

persuasive essays.

Rubric for Persuasive Essay

Help students use the rubric to self-assess the outlines, introductions, bodies, and conclusions of

their persuasive essays. Make sure students’ self-assessments are accurate. Make sure students’

perceptions of how well they collaborated with peers during revision are accurate. Encourage

students to use their self-assessments to improve their essays.

Reflection on Persuasive Essay

Ask individual students questions that encourage reflection any time you find an opportunity. If

possible, give students time to share their outlines, introductions, bodies, and conclusions with

each other. Students can share their reflections with the whole class, in small groups, or in

pairs.


What they learned about issues when they created graphic organizers

How they used graphic organizers to outline persuasive essays

How they used electronic communication tools to gather information

What they learned about peer review and how they can use it in the future

How they checked mechanical errors in their essays

Encourage students to take or e-mail their persuasive essays home to share with parents,

guardians, or other trusted family members.


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Web Page

Module Overview

In this module, students learn how to take their arguments

to a global audience by publishing their persuasive essays on

Web pages. Students learn how to create Web pages using

Hypertext Markup Language (HTML) and a simple text editor.

You can help students understand how to use hypertext and

hypermedia to add links, images, audio, and video to make

their Web pages more persuasive. Students learn how to use

multimedia to create Web pages that are entertaining as well

as interesting and convincing.

Module Questions

How can students use HTML to create and format Web

pages?

How can students link their Web pages to other credible

sources of information?

How can students find multimedia files that make their

Web pages more persuasive?

What are the advantages of copyleft licenses for educational use of multimedia?

How can students add hypermedia to make their Web pages more convincing?

Activity 1: HTML Basics

Students explore technology tools for creating Web pages. Students demonstrate that they can

use a text editor to create basic HTML documents by creating Web pages based on their

persuasive essays.

Activity 2: HTML and Hypertext

Students explore hypertext and learn how hyperlinks make the Internet more powerful and

more useful. Students use a text editor to add hyperlinks to their Web pages.

Activity 3: Multimedia Formats

Students explore how to use multimedia to enhance their Web pages and help make convincing

arguments. Students find images, audio, and video on the Internet related to their issues.

Look Ahead





module, discuss the



students review the



groups.

See the checklist:

Web Page Checklist

See the rubric:

Web Page Rubric

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Web-Page-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Web-Page-Rubric.docx


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Activity 4: Copyright and Copyleft

Students explore copyright laws and the recent development of copyleft licenses. Students

identify the copyright status and copyleft licensing of the multimedia they found and determine

whether they need permission to use the media in their Web pages.

Activity 5: HTML and Hypermedia

Students explore how hypermedia connects documents to related multimedia resources and

combines different media into a single document. Students use a text editor to add multimedia

to their Web pages.

Look Back

Students reflect on their learning in this module. They should be ready to work in teams to

create Web sites based on their persuasive Web pages. You may want to use the checklist to

make sure students completed their tasks, and you may want to use the rubric to assess their

Web pages.


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Web Page | Activity 1: HTML Basics

Activity Overview

In this activity, students explore technology tools for creating Web pages. Students learn how to

create Web pages with a simple text editor and a very basic computer language called Hypertext

Markup Language, or HTML.

Activity Questions

What are the main parts of a Web page?

How can students use HTML to create the main parts of a Web

page? How can students use HTML to format text in a Web page?



explanation and help students associate an image or symbol with

each term. You may want to have students use each word in a

sentence, act out each word, or quiz each other on the terms.

You may also want to have students work in pairs or small

groups to draw an image or symbol that represents each word.

Make sure students understand how browser, HTML, HTTP, and

Hypertext are related. You may want to have students use

browser, HTML, HTTP, and Hypertext in one sentence to make

sure they understand the precise definition of each term. Make

sure students know the difference between the Internet and the

World Wide Web. Encourage students to remember and visualize these terms any time they go

online.


Make sure students review the guiding questions for this activity before they explore some Web

sites about HTML and learn how to create basic Web pages. Explain how the guiding questions

help focus their Web reading. Remind students that reading the Web effectively requires a

constant focus on the purpose of their exploration.

You may want to ask students what they know about creating Web pages and have students

write guiding questions of their own. Encourage students to take notes or draw pictures while

they explore Web sites. You may also want to have students report out to the class, another

student, or a small group of students.


Make sure students understand that basic Web pages are plain text files that are very easy to

create. A simple text editor and a very basic computer language called Hypertext Markup

Language (HTML) are the only required tools. In the Technology Literacy curriculum and teacher

guide, you will notice an extra space after the left bracket. This was necessary in order to

program these pages. However, students do not need to include this extra space as they

Look Ahead

Task: Students create Web pages based on their

persuasive essays. Goal: Students demonstrate that they can use a text editor to create basic HTML documents. Preview the example of a Web page before introducing the activity to students.

See the example:

Web Page


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52




program their Web pages and Web sites.

Make sure students know that:

HTML is a simple computer language consisting of tags that tell a web browser how to display

the content of a Web page.

All tags start with a < (left angle bracket) and end with a > (right angle bracket). These

symbols tell the web browser to look for instructions between the angle brackets.

The parts of a Web page enclosed by any tags are called elements. Four elements are

required for any HTML document. Each element is enclosed by a start < > tag and an end < /> tag.

The four required HTML document elements are:

Element Tags

Document root < html> < /html>

Document head < head> < /head>

Document title < title> < /title>

Document Body < body> < /body>

Some basic HTML formatting elements include:

Element Tags

Paragraph < p>< /p>

Forced line

break < br>

Heading < h1> < /h1>, < h2> <

/h2>…

Span < span> < /span>

Div < div> < /div>

The style element can be used to format almost any other HTML element. You can include the

style element inside the start tags of other elements. Setting the values of properties in the

style element can replace multiple formatting elements.

A generic example of inline styles is:

< element style=“property1: value1; property2: value2”>< /element>

Task: What to Do

Students create Web pages based on their persuasive essays using a text editor and some basic


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53




HTML. Make sure students know how to use a simple text editor to create, save, and open a

plain text file with an .htm file extension.

Monitor progress to make sure students understand how to edit HTML files with a text editor and

view them with a web browser. Make sure students know how to use the Intel® Education Help

Guide to get just-in-time assistance with technology skills as they work through the task.

If you have a presentation station, you may want to use a text editor to create a basic Web

page with the whole class or groups of students. If you are a classroom teacher, you may want

to check with the computer teacher to find out what tools are available for students to use.

Discuss the example of a Web page with the whole class or small groups before students begin

the task. Review the checklist and discuss whether the example is complete. You may want to

review the rubric and discuss what criteria could be used to assess the example.




familiar with basic HTML tags for creating and formatting a Web page.



You may also want to have students write their own quiz questions and share them with a peer, a small group, or the whole class.


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Task Example

IS THE UNITED NATIONS STILL RELEVANT?

Introduction








spite of these lofty goals, many people feel that the United Nations has not accomplished what



of these problems, I feel that the United Nations is still a vital organization that gives countries


The Children of the Middle East


United Nations, an official concluded a two-week mission to Lebanon, the occupied Palestinian


armed conflict, found the children to be plagued by fear, anxiety, anger, and feeling of



and helped plan a course of action. Some feel that the UN should not be involved in the internal

problems of countries, but the UN has the ability to bring the problem back to all the members

and challenge them to make a difference. In doing this, the children will have the International

community involved, and the problems will be addressed. If not for the UN, the world may not


Machu Picchu and the Environment

Machu Picchu, Peru might not seem important to us, but, in 1983, it was added to the World





us to make sure that we leave it as we found it, if not better. The UN has been challenged by

some of its members to spend less time worrying about environmental issues and more time

addressing world peace. However, the UN is able to bring these issues and many others to the


Technology Literacy

55




attention of the world. It is likely we would not know about the problems facing the environment

in different parts of the world without the UN highlighting them and bringing them back to the

member nations. It is very easy to think locally, but the UN forces us to think and act globally.

Darfur, Sudan Conflict







Nations. Without the help of the UN, this might have been an atrocity half way around the world


Conclusion

In the United Nations, even the smallest and least powerful nations are given a voice. Despite


significant force in world affairs. In a report published in the Oxford University press (2006), it is

believed that International activism, mostly spearheaded by the UN, has been the main cause of



an elevenfold increase in the number of economic sanctions against problem nations. These are

impressive numbers and should speak for themselves. In 1945, President Franklin Roosevelt

declared: "The structure of world peace cannot be the work of one man, or one party, or one

nation." Peace is the responsibility of every nation and every generation. The UN is not perfect,

but they have been a force in helping nations and people who can not help themselves. It is also

an important stage for all peoples who need to be heard by the International community.


Technology Literacy

56




Web Page | Activity 2: HTML and Hypertext

Activity Overview

In this activity, students explore how hypertext and

hyperlinks make the Internet more powerful and more useful.

Students learn how to add links to a basic Web page.

Activity Questions

What are the main parts of the anchor element?

How can students use HTML to hyperlink to other Web

pages?

How can students use hyperlinks to make their Web pages more persuasive?


Introduce hyperlink and URL to students with a brief

explanation and help students associate an image or symbol

with each term. You may want to have students use each

word in a sentence or act out each word. You may also want

to have students work in pairs or small groups to draw an

image or symbol that represents each word.

Review key World Wide Web terms such as browser, HTML, HTTP, and hypertext. Have students

recall the images or symbols they associated with these words. Remind students that a good

technical vocabulary helps them use technology more productively. When they have a problem

with technology, a good technology vocabulary helps them understand the problem and

effectively ask for help when needed.



exploration of Web sites on information that helps them add links to a basic Web page. You may

want to ask students what questions they have about hypertext and hyperlinks.

Make sure students know that everyone should be able to explain the basic features of the

World Wide Web using correct terminology. Encourage students to take notes or draw pictures




Make sure students understand that a simple text editor and the anchor element is all they need

to add hyperlinks to a Web page. In HTML, the anchor element tells web browsers how to

display a hyperlink and where to find the related document. The anchor element has a start <

Look Ahead

Task: Students add hyperlinks to their Web

pages. Goal: Students demonstrate that they can use the anchor element to enhance their Web pages with hyperlinks. Preview the example of a Web page with hyperlinks before introducing the

activity to students. See the example:

Web Page with Hyperlinks


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57




a> tag and an end < /a> tag.

Important attributes of the anchor element include:

href specifies the location of the document to which you are creating a hyperlink.

mailto specifies an e-mail address to which you are creating a hyperlink.

name links to a specific location in an HTML document.

target specifies what happens when a user clicks a hyperlink.

Task: What to Do

Students demonstrate that they can use a text editor to add hyperlinks to basic Web pages.

Make sure students know how to use a simple text editor to create hyperlinks in HTML

documents and a web browser to view and test hyperlinks. Make sure students know how to use

the Intel® Education Help Guide to get just-in-time assistance with technology skills as they

work through the task.

If you have a presentation station, you may want to use a text editor to add hyperlinks to a

basic Web page with the whole class or groups of students. If you are a classroom teacher, this

is an excellent time to collaborate with the computer teacher.

Discuss the example of a Web page with hyperlinks with the whole class or small groups before






know how to create hyperlinks in HTML documents.






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Task Example


Technology Literacy

59




Web Page | Activity 3: Multimedia Formats

Activity Overview

In this activity, students explore how to use a few well-

chosen images and audio or video clips to enhance their

Web pages. Students learn how to find the most effective

images, audio, and video to help make convincing

arguments.

Activity Questions

What are the strengths and weakness of various

multimedia formats?

How can students find multimedia to enhance their Web pages?


Introduce compress, extension, and format to students with

a brief explanation and help students associate an image or

symbol with each term. Encourage students to remember

and visualize these terms any time they view multimedia on

the Web or download multimedia from the Internet.

You may want to have students use each word in a sentence or act out each word. You may also

want to have students pair up to quiz each other on the terms or draw an image or symbol that

represents each term.

Review key World Wide Web terms such as browser, HTML, HTTP, hyperlink, hypertext, and

URL. Have students recall the images or symbols they associated with these words. You may

want to have students discuss the importance of technical vocabulary in pairs or small groups.



exploration of Web sites on information that helps them find and use multimedia to enhance

their Web pages. You may want to ask students what they know about multimedia and have





Make sure students understand that the text in an HTML document may include not only the

copy (words) displayed as a Web page, but tags that tell the browser where to find related

Look Ahead

Task: Students find some images, audio, or video on the Internet. Goal: Students demonstrate that they can find and use multimedia to enhance their Web pages and make convincing arguments.

Preview the example of multimedia citations before introducing the activity to students. See the example:

Multimedia Citations


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60




media files and how to display them on the page. These tags enable Web pages to include

graphics, audio, video, and other media.

Make sure students understand that computer files are stored in particular formats that are

indicated by different file extensions. All formats are good for some purposes but not for others.

Image Formats

GIF (Graphics Interchange Format) is a good format for very simple graphics and graphics

with transparent, or cut out, areas.

JPG or JPEG (Joint Photographic Experts Group) provides adjustable quality images with many

colors.

PNG (Portable Network Graphics) provides high quality images and supports transparent, or

cut out, areas. TIF or TIFF (Tagged Image File Format) provides very high quality images.

Audio Formats

AIFF (Audio Interchange File Format) is a very high quality audio format that was developed

by Apple*.

MP3 (MPEG-1 Layer 3.) is popular on the Internet because it can store CD-quality music in

relatively small-sized files.

WAV (Waveform) was an early and very common audio format for Windows, but it can also be

used on a Mac operating system.

WMA (Windows Media Audio) is a relatively new audio format developed by Microsoft* for the

Windows operating system.

Video Formats

AVI (Audio Video Interleave) is a common video format for the Windows operating system.

MOV or QT (QuickTime Movie) was created by Apple and included with every Mac operating

system.

MPG or MPEG (Motion Picture Experts Group) is a video format from the same organization

that developed the MP3 audio format.

WMV (Windows Media Video) is a relatively new video format developed by Microsoft for the Windows operating system.

Task: What to Do

Students demonstrate that they can find some images, audio, or video on the Internet and use

the multimedia to enhance their Web pages and help make convincing arguments. Students

may use the Web sites listed in the task or other multimedia sources on the Internet. You may

also have sources of multimedia available through your school network.

Make sure students know how to find and download multimedia files before they begin the task.

If you have a presentation station, you may want to model effective search strategies and file

management techniques. Make sure students know how to use the Intel® Education Help Guide


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61




to get just-in-time assistance with technology skills as they work through the task. If you are a

classroom teacher, this activity is an excellent time to collaborate with the computer teacher.

Discuss the example of media citations with the whole class or small groups before students






familiar with some basic characteristics of multimedia formats.






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Date

Pictures and Video for United Nations Web Page

Machu Picchu

http://www.sxc.hu/photo/817984

This is a picture of the Inca site at Machu Picchu that is in danger of being destroyed. I think

that seeing the archeological site will make a bigger impression than words alone.

Middle East child


This is a picture of a Middle Eastern child in a war torn country. A picture is worth a thousand

words.

United Nations



http://www.sxc.hu/browse.phtml?f=download&id=817984



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63




http://www.bigfoto.com/sites/galery/newyork1/newyork13.jpg

This is the United Nations building. I think seeing the building will help make the United Nations

seem more real to the reader.

Video | Darfur, Sudan

http://video.aol.com/video-search/id/1016755788

This is an excellent video that describes the very sad conditions in Darfur, Sudan. Seeing the

pain and understanding the situation in Darfur can help bring the reality of the situation to the

reader.

Malnourished child


This image shows what can happen as a result of violence and malnutrition. The UN is helping to

bring attention to the violence in Dar Fur.

President Roosevelt

http://en.wikipedia.org/wiki/Franklin_D._Roosevelt

Since President Roosevelt was instrumental in founding the United Nations I felt it was

important for the readers to see him.

http://www.bigfoto.com/sites/galery/newyork1/newyork13.jpg

http://video.aol.com/video-search/id/1016755788


http://en.wikipedia.org/wiki/Franklin_D._Roosevelt


http://en.wikipedia.org/wiki/Image:FDR_in_1933.jpg


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Web Page | Activity 4: Copyright and Copyleft

Activity Overview

In this activity, students explore copyright laws and the recent development of copyleft licenses.

Students learn when and how to obtain permission to use copyrighted media and when and how

copyleft licenses grant them certain permissions in advance.

Activity Questions

When does fair use allow students to use copyrighted

images, audio, or video?

When should students get permission to use copyrighted


When does copyleft allow students to use copyrighted images, audio, or video?


Introduce copyright, fair use, and public domain to students

with a brief explanation and help students associate an image

or symbol with each term. Explain that terms are words or

phrases with a particular meaning in a specific context, such

as legal terms like copyright and fair use. You may want to

have students use copyright, fair use, and public domain in

one sentence to make sure they understand how these terms

are related.

Introduce copyleft, derivative work, license, and

noncommercial to students with a brief explanation and help students associate an image or

symbol with each term. You may want to have students use each word in a sentence or act out

each word. You may also want to have students work in pairs or small groups to draw an image

or symbol that represents each word.


Make sure students review the guiding questions for this activity before they explore how

copyright laws protect the rights of people who create original works and copyleft licenses

specify uses of a copyrighted work without permission.

You may want to ask students what they know about copyright and copyleft, and what questions

they have about copyright and copyleft. Encourage students to take notes or draw pictures while



Look Ahead

Task: Students identify

multimedia that they can

use in their Web pages.

Goal: Students


understand copyright and

copyleft and know how to

use multimedia legally and

ethically.


multimedia permissions



See the example:

Multimedia Permissions


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65





Make sure students know that copyright laws protect the works of authors, artists, and others

by preventing people from changing creative works without permission and claiming the works

as their own. Copyright laws also prevent people from profiting from other people’s work without

permission. Make sure students understand that they must assume that a work is copyrighted

even when it is not marked with a copyright symbol ©.

Students should know that fair use of copyrighted works for educational purpose applies only

under certain conditions and limitations. Students should understand that no exact rules exist

for fair use in all cases, but they can follow some accepted guidelines for school projects. Make

sure students understand that they should always give credit to the creators of images just as

they cite the authors of text.

Make sure students understand that using copyrighted works in any way that is not clearly

covered by fair use traditionally requires written permission from the copyright holder. Copyleft

speeds up the process by giving everyone permission to use a copyrighted work in specific ways.

Creative Commons licenses allow creators of original works to retain some rights while granting

other rights to everyone.

Make sure students know the four rights that may be reserved with Creative Commons licenses:

Attribution means that anyone may use an original work in any way, provided that the work’s

creator is credited.

No Derivatives means that anyone may use an original work as is, but no one may change the

work without permission.

Noncommercial means that anyone may use an original work in any way that does not involve

buying or selling.

Share-Alike means that anyone who uses an original work under a Creative Commons license must grant to the same license to everyone.

Task: What to Do

Students identify the copyright status and copyleft licensing of the multimedia they found and

determine if they can use the media without permission or if they need to obtain permission

from the copyright holders. Monitor students to make sure they correctly identify the copyright

status and copyleft licensing of their media files.

Discuss the example of multimedia permissions with the whole class or small groups before




Remind students that the quiz is not scored and answers are not recorded. Encourage students

to read the feedback they get when they answer each question. The quiz makes sure students

are familiar with the basic principles of copyright laws and copyleft licenses. You may want


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students to take the quiz as a class if you have a presentation station. You can have students

vote on each answer and then discuss why each answer is correct or incorrect. You may also

want to have students write their own quiz questions and share them with a peer, a small

group, or the whole class.


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Date

Copyright for Pictures and Video for United Nations Web Page

1. First Choice Image Web site:

http://news.nationalgeographic.com/news/2002/04/0415_020415_machu.html

Copyright Permission Status:

I emailed National Geographic to ask permission to use this image. The copyright said

that I may not reproduce, distribute, modify, re-post on another site (regardless of the

server on which the Content is stored), or sell any Content without specific written

authorization from National Geographic.

Copyright Contact Information:

http://www.nationalgeographic.com/community/terms.html

Second Choice Image Web Site:



This image is royalty-free. I am allowed to use this image in digital format on websites

and multimedia presentations.

Copyright Information:

http://www.sxc.hu/info.phtml?f=help&s=8_2

http://news.nationalgeographic.com/news/2002/04/0415_020415_machu.html

http://www.nationalgeographic.com/community/terms.html




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http://news.bbc.co.uk/2/hi/middle_east/6387843.stm


I emailed the BBC to ask permission to use this image. According to BBC I may not copy,

reproduce, republish, download, post, broadcast, transmit, make available to the public,

or otherwise use bbc.co.uk content in any way except for my own personal, non-

commercial use. Any other use of bbc.co.uk content requires the prior written permission

of the BBC.


http://www.bbc.co.uk/terms/









http://www.un.org/reform/


In order to use this picture, the copyright committee asked that I request permission by

contacting the Secretary of the Publications Board, United Nations, New York, NY, 10017,

USA ([email protected]). I emailed the UN to ask permission to use this picture.

http://news.bbc.co.uk/2/hi/middle_east/6387843.stm

http://www.bbc.co.uk/terms/



http://www.un.org/reform/

mailto:[email protected]


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http://www.un.org/copyright.htm








4. Video Web site:

http://site.aol.com/copyright/permission.html


According to America Online (AOL), I am authorized to view, copy, download, and print

for personal use only, any copyrighted materials AOL owns that are available on this web

site, subject to the following conditions: The documents may be used solely for personal,

noncommercial, and informational purposes. All copyright and other proprietary notices

must be retained in the document.


http://video.aol.com/tos (copyright)

http://www.un.org/copyright.htm



http://site.aol.com/copyright/permission.html

http://video.aol.com/tos


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5. Image Web site:







6. Image Web site:

http://en.wikipedia.org/wiki/Wikipedia:Text_of_the_GNU_Free_Documentation_License

Copyleft Permission Status:

This License is a "copyleft", which means that derivative works of the document must

themselves be free in the same sense. It complements the GNU General Public License,

which is a copyleft license designed for free software. Copyright (C) 2000,2001,2002

Free Software Foundation, Inc. 51 Franklin St, Fifth Floor, Boston, MA 02110-1301 USA.

Everyone is permitted to copy and distribute verbatim copies of this license document,

but changing it is not allowed.

Copyleft Contact Information:







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Web Page | Activity 5: HTML and Hypermedia

Activity Overview

In this activity, students explore how hypermedia connects documents to related multimedia

resources and combines different media into a single document. Students learn how to use

hypermedia to add images, audio, and video to a Web page.

Activity Questions



pages?

How can students use HTML to add media to a Web page?


Introduce hypermedia to students with a brief explanation

and help students associate an image or symbol with the

term. Encourage students to remember and visualize

hypermedia any time they are on the Web. Review key

terms such as copyleft, copyright, derivative work, fair use,

license, noncommercial, and public domain. Have students

recall the images or symbols they associated with these

words.


Make sure students understand how to use the guiding

questions for this activity to focus their exploration of Web

sites on information that helps them use hypermedia in

Web pages. You may want to ask students what they know

about multimedia in Web pages and have students write guiding questions of their own.

Encourage students to take notes or draw pictures while they explore Web sites. You may also

want to have students report out to the class, another student, or a small group of students.


Make sure students understand that the World Wide Web can be viewed as the part of the

Internet that contains hypermedia. Students should know that hypermedia enables a Web page

to include images, audio, and video as well as words and numbers.

In HTML, the embedded image element tells web browsers where to find and how to display any

graphic. The embedded image element only has a start < img> tag..

Important attributes of the embedded image element include:

src specifies the location of the image file you want to embed.

alt provides a short description of an image.

Look Ahead

Task: Students add

hypermedia to their Web

pages.


that they can use the image

element and embed element

to enhance their Web pages

with hypermedia.

Preview the example of a Web

page with hypermedia before


students.

See the example:

Web Page with Hypermedia

HTML Zip File

Download the zip file and unzip.

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/WP-HTMLandHypermedia.zip


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align determines how an image is positioned on the page.

border specifies the number of pixels you want in the border around the image. height and width change the size of an image.

Although not an official international standard, the embed element is probably the most

common way to tell web browsers where to find and how to display audio or video. The embed

element works almost exactly like the embedded image element. The embed element only has a

combine start and end < embed/> tag, which has all the attributes described in the preceding

list. Another tag used for embedding is the < object> < /object> element.

Additional important attributes specific to the embed element include:

autostart determines whether the audio or video plays automatically when the HTML

document is opened by web browsers.

loop determines whether the audio or video plays repeatedly as long as the HTML document is

open in a web browser window.

controls specifies how web browsers display the plug-in that plays the audio or video.

hidden prevents web browsers from displaying the plug-in at all.

Task: What to Do

Students demonstrate that they can use a text editor to add hypermedia to Web pages. Make

sure students know how to use a simple text editor to embed media in an HTML document and a

web browser to view and test the media. Make sure students know how to use the Intel®

Education Help Guide to get just-in-time assistance with technology skills as they work through

the task.

If you have a presentation station, you may want to use a text editor to add hypermedia to a

basic Web page with the whole class or groups of students. If you are a classroom teacher, this

is an excellent time to collaborate with the computer teacher.

Discuss the example of a Web page with hypermedia with the whole class or small groups before






know how to add hypermedia to an HTML document.






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Task Example

Download the HTML Zip File for the example files of a Web Page with Hypermedia as follows:

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/WP-HTMLandHypermedia.zip


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Web Page | Look Back


In this module, students explored how to use HTML and a simple text editor to create Web

pages with hyperlinks. Students also explored how to legally and ethically find and use

multimedia to enhance Web pages.


How to use HTML and a simple text editor to create and format Web pages

How to hyperlink Web pages to other credible Web pages about an issue

How to find multimedia files to make Web pages more persuasive

How to use all media legally by observing copyright laws and using copyleft licenses

How to use hypermedia to make Web pages more interesting and convincing

Checklist for Web Page


Completing all tasks ensures that students are ready to create a Web site.

Rubric for Web Page

Help students use the rubric to self-assess the content and use of multimedia in their Web

pages. Explain to students the importance of paying attention to technical mechanics of HTML

coding as well as writing mechanics. Make sure students’ self-assessments are accurate.

Encourage students to use their self-assessments to improve their Web pages.

Reflection on Web Page


possible, give students time to share their Web pages with each other. Students can share their

reflections with the whole class, in small groups, or in pairs.


What they learned about HTML

How they found multimedia that makes Web pages more persuasive

Some similarities and differences between copyright and copyleft

How they used HTML to add hypertext and hypermedia to their Web pages

If students’ Web pages are not published on the Internet, encourage students to take or e-mail

their Web pages home to share with parents, guardians, or other trusted family members.


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Web Site

Module Overview

In this module, students learn how to plan, produce, and

publish Web sites that attract larger audiences to their

persuasive essays. Students should know that a Web site is a

collection of related information on Web pages in the same

domain. You can help students understand that Web sites can

provide more value for readers because they can offer more

information than a single Web page. Students should know

that effective Web sites are works of art, literature, science,

and technology that are usually created by teams of people

who have different talents and interests.

Module Questions

What design principles can students apply to make their

Web pages effective?

Why are the most effective Web sites usually created by

teams of people?

Why should students plan the architecture, navigation, and

layout of Web sites?

How can students use style sheets to produce more

effective Web sites in less time? What technology tools and resources do students need to publish Web sites?

Activity 1: Web Design

Students explore similarities and differences between creating a Web page and producing a

publication or a presentation. Students demonstrate that they can apply principles of graphic

design to make their Web pages as visually appealing and easy to read as possible.

Activity 2: Web Teams

Students explore the characteristics of effective Web sites. Students discover that effective Web

sites are usually created by teams of people with many different talents. Students work in teams

of three or more to evaluate the design of a Web site created by students.

Activity 3: Site Planning

Students explore structural characteristics of effective Web sites. Students work in teams to

Look Ahead





module, discuss the



students to review the



groups.

See the checklist:

Web Site Checklist

See the rubric:

Web Site Rubric

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Web-Site-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Web-Site-Rubric.docx


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plan the architecture, navigation, and layout of their Web sites.

Activity 4: Site Style

Students explore how the style element can be used to save time and help make Web sites

consistent. Students work in teams to create style sheets for their Web site layouts.

Activity 5: Web Publishing

Students continue their exploration of similarities and differences between creating a Web site

and producing a publication or a multimedia presentation. Students work in teams to publish,

proof, and test their Web sites.

Look Back

Students reflect on their learning in this module. Make sure students can confidently plan,

produce, and publish Web sites. You may want to use the checklist to make sure students

completed their tasks, and you may want to use the rubric to assess their Web sites.


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Web Site | Activity 1: Web Design

Activity Overview

In this activity, students explore how technology tools for

desktop publication enable effective communication with an

audience. Students learn that specialized desktop publishing

applications allow precise control over the appearance of a

document, but word processing applications can also be used

effectively for basic desktop publishing.

Activity Questions

What makes a publication attractive and easy to read?

How can students use technology tools to make their

narrative essays attractive and easy to read?




or symbol with key terms such as audience, desktop

publishing, graphics, and type.

You may want to have students use each word in a sentence

or act out each word. You may also want to have students work in pairs or small groups to quiz

each other or draw an image or symbol that represents each word. If necessary, pair students

with complementary partners or peer tutors to make sure everyone acquires desktop publishing

vocabulary.


Students explore common technology tools for producing quality publications. Remind students

that modern word processing applications can be used to produce multimedia documents. Make

sure students understand how these tools can help students interest an audience in their

writing. You may want to ask students what questions they have, what ideas they have, or what

they already know about how to create attractive publications. You may also want to have

students turn in notes or report out their exploration to the class.


Question students to make sure they understand why desktop publishing requires three major

technology tools:

An application to format a publication

A computer to run the application

A printer to print the publication

Look Ahead

Task: Students prepare

their narrative essays for

publication by formatting

the text.

Goal: Students make their

essays as attractive and

easy to read as possible,

emphasizing the most

important parts.


formatted narrative essay



See the example:

Web Page Design

See the rubric:

Microsoft Word* | PDF

http://download.intel.com/education/Common/en/Resources/TechnologyLiteracy/Describe/ResearchWritePublish/DesktopPublishing_Rubric.doc

http://download.intel.com/education/Common/en/Resources/TechnologyLiteracy/Describe/ResearchWritePublish/DesktopPublishing_Rubric.pdf


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Like any technology tool, the results you get with desktop publishing depend on your

knowledge, efforts, and skills. To create attractive publications, students should use many of the

features of their technology tools but not on the same page! Encourage students to take notes

or draw pictures while they explore Web sites. You may also want to have students report out to

the class, another student, or a small group of students.

Task: What to Do

Students prepare their narrative essays for publication by formatting text to make their essays

as attractive and easy to read as possible, emphasizing the most important parts.

Discuss the example of a formatted narrative essay with the whole class or small groups before



Make sure students know how to use the formatting features of the word processing software

before they begin the task. If you have a presentation station, you may want to format a

document with the whole class or small groups before students begin working on the task. If

you are a classroom teacher, this activity is an excellent time to collaborate with the computer

teacher. Make sure students know how to use the Intel® Education Help Guide to get just-in-

time assistance with technology skills as they work through the task.




familiar with desktop publishing concepts.






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Task Example

Download the HTML Zip File for the example files of a Web Page Design as follows:

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/WS-WebDesign.zip


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Web Site | Activity 2: Web Teams

Activity Overview

In this activity, students explore the characteristics of

effective Web sites. Students discover that effective Web

sites are works of art, literature, science, and technology.

Students learn that the best way to ensure the success of a

Web site is to make it a team effort.

Activity Questions

Why is more than one person required to produce an

effective Web site?

What talents are needed to produce an effective Web site?

What talents could each student contribute to producing an effective Web site?


Introduce copy, designer, information architect,

programmer, project manager, usability, and Webmaster to

students with a brief explanation of each term. Help

students associate an image or symbol with each term and

encourage students to remember and visualize the terms

any time they visit a Web site.




Review key graphic design terms such as alignment, balance, contrast, proximity, repetition,

and white space. Have students recall the images or symbols they associated with these words.

You may want to have students pair up to quiz each other on these terms.


Make sure students review the guiding questions for this activity before they explore the various

talents needed to create an effective Web site. Explain how the guiding questions help focus

their Web reading. You may want to ask students what they know about how Web pages are

produced and what questions they have about Web teams.

Remind students that reading the Web effectively requires a constant focus on the purpose of

their exploration. Encourage students to take notes or draw pictures while they explore Web

sites. You may also want to have students report out to the class, another student, or a small

Look Ahead

Task: Students evaluate

the design of a Web site

created by students.

Goal: Students


understand the

fundamental principles of

Web design and Web

teams.


Web site evaluation before


students.

See the example:

Web Site Evaluation


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group of students.


Make sure students understand why many talents are involved in producing an effective Web

site. Students should know that the most effective Web sites are usually designed by teams of

people with different talents and interests.

Some common roles on Web teams include:

Content developer. All Web sites communicate information. Content developers are

responsible for creating the information that Web sites communicate.

Copywriter or copy editor. Almost all Web sites use text to communicate their content.

Creating the text is the responsibility of copywriters and copy editors.

Designers. The overall look of a Web site has a major effect on whether users find the site

interesting or boring. A graphic designer is usually responsible for most of the artistic

decisions involved in producing a Web site.

Project Manager. Members of effective teams know how to share responsibilities and work

together. Project managers have responsibilities that affect the performance of the team as a

whole, such as schedules and budgets.

Programmer. Most large Web teams, whether academic, corporate, or commercial, include

programmers who write computer code that makes Web sites more interactive.

Specialists. Web teams sometimes include a variety of people with very specialized expertise.

Two common specialists are information architects and usability engineers.

Webmaster. Reliable Web sites must have Webmasters who make sure that the sites are always working correctly and efficiently, and are updated.

Task: What to Do

Students work in teams of three or more to evaluate the design of a Web site created by

students. Students may select a Web site from the sources listed in the task or other Web sites

produced by students, possibly from the same school or district.

Students should demonstrate that they understand the fundamental principles of Web design

and Web teams. Monitor progress to make sure all students participate and all teams stay on

task. Question each team to make sure students provide specific examples in their evaluations.

Discuss the example of a Web site evaluation with the whole class or small groups before




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familiar with common roles on Web teams.






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Date

Design Evaluation of, Avian Flu: Under the Microscope

http://library.thinkquest.org/05aug/01479/

Here is our evaluation of the layout and design of a Web site. We analyzed the site as a team

and each of us played a role of a web design team member. We each used our role to analyze

the site and critique specific parts of the site. Here are our findings:

Effective Ineffective

Informative movie opens Web site Colors are not visually appealing

Easy to navigate Text too small

Information well written and informative Headings should be larger

All links work All headings in same font as text

Pictures well chosen and enhance site Background confusing on some pages


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Web Site | Activity 3: Site Planning

Activity Overview

In this activity, students explore structural characteristics of effective Web sites. Students learn

how to design the architecture, navigation, and layout of their Web sites.

Activity Questions

What do most effective home pages have in common?

How does the architecture of a Web site influence

navigation?

What is the best way to organize the content of your

team's Web site?

How can you use HTML tables to lay out your team's Web site?


Introduce students to architecture, home page, navigate,

and site map with a brief explanation of each term. Help

students associate an image or symbol with each term and

encourage students to remember and visualize the terms any

time they visit a Web site.

You may want to have students use each word in a sentence,

act out each word, or quiz each other on the terms. You may

also want to have students work in pairs or small groups to

draw an image or symbol that represents each word.

Review key Web team terms such as copy, designer, information architect, programmer, project

manager, usability, and Webmaster. You may also want to review key design terms such as

alignment, balance, contrast, proximity, repetition, and white space. Have students recall the

images or symbols they associated with these words.


Make sure students review the guiding questions for this activity before they begin exploring

navigation, architecture, and layout of Web sites. You may want to ask students what questions

they have about how to design an effective Web site. Encourage students to take notes or draw

pictures while they explore Web sites. You may also want to have students report out to the



Make sure students understand the main steps involved in planning a Web site. In particular,

Look Ahead

Task: Students work in teams to plan Web sites and design layouts. Goal: Students demonstrate that they understand how to

plan an effective Web site architecture and use HTML tables to create a layout based on the architecture. Preview the example of a Web site plan and layout before introducing the activity to students. See the examples:

Web Site Plan

HTML Zip File

Download the zip file and unzip.

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/WS-SitePlanning.zip


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students must know how to use a graphic organizer to create a Web site’s architecture. Explain

that navigation and layout should flow from the architecture. Make sure students know that they

can use a simple text editor to create HTML tables and they can use HTML tables to control Web

page layouts.

In HTML, the table element tells browsers where to display content on a Web page. The table

element has a start < table> tag and an end < /table> tag. The table header, table row, and

table data cell elements can be nested in the table element to create the structure of the table.

Important attributes of the table element include:

align determines how the table is positioned on the page.

bgcolor sets the table’s background color.

border sets the thickness of the table border and grid lines.

cellpadding changes the amount of white space between a cell’s borders and the cell’s

content.

cellspacing changes the amount of white space between cells.

width changes the table’s size.

Some additional attributes of the table header and table data cell elements include:

colspan merges two or more cells in a row.

rowspan merges two or more cells in a column. valign determines how cell content is positioned vertically.

Task: What to Do

Students work in teams to plan their Web sites and design layouts. Students should

demonstrate that they understand how to plan an effective Web site architecture and use HTML

tables to create a layout based on the architecture.

Monitor progress to make sure all students have roles and participate on their teams. Question

each team to make sure students work through the main steps involved in designing a Web site.

You may want to model effective use of the word processing or diagramming software to create

a graphic organizer.

Discuss the example of a Web site plan and layout with the whole class or small groups before




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familiar with some basic tools for creating Web site architectures and layouts.






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Task Example

Download the HTML Zip File for the example files of a Web Site Plan and Layout as follows:

Student Name

Date

Design Architecture for Web Site on the United Nations

Here is our screen layout and architecture flowchart for our Web site on the viability of the

United Nations. We will use these charts as the basis for the development of our web site.

Screen Layout

Title Area or Masthead

Include picture related to content

Navigation Area

Table of Contents

List out the

different pages on

the Web site and

provide links to

each one.

Content Area

Provide the different content for the

Introduction, conclusion and different areas

of content listed in the table of contents.

Footer Area

Footer information and credits

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/WS-SitePlanning.zip


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Site Architecture

Web Site Map

Index Page

The Children

of the Middle

East

Darfur,

Sudan

Conflict

Conclusion

Machu

Picchu and

the

Environment

Index Page

Content: Introduction to the topic,

Is the United Nations Still Relevant?

Multimedia: No graphics or video

for this page.

Links: This page links to all other

pages on the site. The Children of the Middle East

Content: Information on the UN

mission to the Middle East.

Multimedia: Picture of children in

refugee camp.


pages on the site.

Darfur, Sudan Conflict

Content: Information about UN

work to end the genocide in Darfur,

Sudan.

Multimedia: Picture of protestors

on the Darfur issue; video clip on

UN mini-summit on Darfur.


pages on the site.

Conclusion

Content: Final remarks on the

viability of the United Nations in

today’s world.

Multimedia: No graphics or vide

for this page.


pages on the site.

Machu Picchu and the

Environment

Content: Information on UN

initiative to save heritage site.

Multimedia: Picture of Machu

Picchu


pages on the site.

Show links on web site


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Web Site | Activity 4: Site Style

Activity Overview

In this activity, students explore how the style element can be used to save time and make Web

sites consistent. Students learn how to use inline styles, internal style sheets, and external style

sheets.

Activity Questions

How does effective site architecture help separate style

from content?

What are the advantages and disadvantages of different

kinds of style sheets?

How can what students learned about Web design help them use the style element?


Introduce cascade, deprecate, and style sheet to students

with a brief explanation and help students associate an

image or symbol with each term. You may want to have

students use each word in a sentence, act out each word, or

work in pairs or small groups to draw an image or symbol

that represents each word.

Review key Web design terms such as alignment,

architecture, balance, contrast, home page, navigate,

proximity, repetition, site map, usability, and white space.

Have students recall the images or symbols they associated

with these words. You may want to have students discuss

the importance of Web design vocabulary in pairs or small groups.



exploration of Web sites on information that helps them create style sheets for their Web sites.

You may want to ask students what questions they have about the style element. Encourage

students to take notes or draw pictures while they explore Web sites. You may also want to

have students report out to the class, another student, or a small group of students.


Make sure students understand how separating style (how HTML documents are formatted) from

content helps Web site developers save time and produce consistent sites. Make sure students

know that the style element has a start < style> tag and a required end < /style> tag.

Look Ahead

Task: Students work in teams to create style sheets for the layouts of their Web sites. Goal: Students demonstrate that they understand how to use cascading style sheets to separate style from content

and maintain a consistent look and feel. Preview the example of style sheets before introducing the activity to students. See the examples:

Style Sheets HTML Zip File

Download the zip file and

unzip.

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/WS_SiteStyle.zip


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The style element can be used in three ways:

Inline styles use the style element to format other HTML elements by setting style attributes

inside the start tags of other elements. A generic example of inline styles is:


Internal style sheets are defined by the style < style>< /style> element inside the document

head < head>< /head> element. The style of any element can be defined by listing the

element and then setting values for its style properties inside curly brackets. A generic

example of defining a style for an element is:

element1 {property1: value1; property2: value2}

External style sheets work just like internal style sheets except that styles are defined in a

separate document. Each HTML document in a Web site includes a link to the external style sheet in its head < head>< /head> element.

Inline styles, internal style sheets, and external style sheets can all work together in cascading

style sheets. The style that is defined nearest an element applies to the element.

Task: What to Do

Students work in teams to create style sheets for their Web sites. Students should demonstrate

that they understand how cascading style sheets can be used to separate style from content and

maintain a consistent look and feel. Monitor progress to make sure all students participate and

all teams stay on task.

Question students to make sure that:

All hyperlinks and navigation bars work

Font sizes and colors are correct and readable• Graphics and other media display correctly Tables and text are correctly and consistently formatted

Discuss the example style sheets with the whole class or small groups before students begin the

task. Review the checklist and discuss whether the example is complete. You may want to





familiar with some basic features of cascading style sheets.






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Task Example

Code Content for Example

WS_SiteStyle.txt <html>  <head> <title>Style Sheets: Is the United Nations Still Relevant?</title> <style> .masthead {background: MediumSeaGreen; color: white; font-size: 24px; font-family: Georgia; font-weight: bold;} .mastheadleft {background: MediumSeaGreen; color: white; font-size: 16px; font-family: Georgia; font-weight: bold;} .leftnav {background: MediumSeaGreen; color: white; font-size: 12px; font-style: italic; font-family: Georgia; font-weight: bold; } td {padding-left: .5em; padding-right: .5em} .main {background: DarkSeaGreen ; color: black; font-size: 16px; font-family: Georgia; } .footer {background: SeaGreen ; color: white; font-size: 9px; font-family: Georgia; } </style> </head> <body> <table border="2" callpadding="20" cellspacing="0" width="100%"> <tr><td class="mastheadleft" height="139" valign="middle" width="25%"> <img src="United_Nations.jpg" width="225" height="119"> </td> <td class="masthead" valign="middle" width="75%"> <h1> <br> Is the United Nations Still Relevant? </h1></td></tr> <tr><td class="leftnav" width="25%" columnspan= "1" valign="top" cellpadding="0"> <br><i><b>Table of Contents </b></i><br> <ul> <li>The Children of the Middle East<br> <li>Machu Picchu and the Environment<br> <li>Darfur, Sudan Conflict<br> <li>Conclusion<br> </ul> </td> <td width="75%" class="main" > <p>The <a href="http://www.un.org/"target=_"blank">United Nations</a> is unusual in that it consists of 191 nations with 191 differing histories and 191 perspectives that are all bound by the terms of the same Charter. How can this work? According to John Negroponte the answer is, “Promoting policies that support the freedom and well-being of people in their own nation-state, not by pursuing the illusions of world


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government.” The United Nation’s mission statement states that its purpose is to keep peace throughout the world, to develop friendly relations between nations and to work together to help people live better lives by eliminating poverty, disease and to stop environmental destruction. In Page 1 WS_SiteStyle.txt spite of these lofty goals, many people feel that the United Nations has not accomplished what they set out to do. They point to the failure of the UN in dealing with the genocide in <a href="http://cyberschoolbus.un.org/infonation/index.asp?id=646" target="_blank">Rwanda</a>, failure to deliver food to starving people in <a href="http://cyberschoolbus.un.org/infonation/index.asp?id=706" target="_blank">Somalia</a>, and the recent <a href="http://www.pbs.org/newshour/bb/middle_east/july-dec04/oil-for-food_12- 3.html"target=_"blank"> Oil-for-Food scandal</a>. In spite of these problems, I feel that the United Nations is still a vital organization that gives countries facing difficult situations a world stage to deal with their problems. </p></p> </td></tr> <tr><td class="footer" colspan="2" valign="top"> Credits and Footer </tr></td> </table> </body> </html> Page


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Web Site | Activity 5: Web Publishing

Activity Overview

In this activity, students explore similarities and differences between publishing a Web site and

producing a publication or a multimedia presentation. Students learn how to proof, test, and

publish a Web site on the Internet.

Activity Questions

What are some ways students can publish a Web site on the

Internet?

How can students make a Web site more dynamic?

How can students confirm that a Web site works properly

for all audience members?




symbol with key technical terms such as domain, FTP, host,

ISP, script, upload, and utility. You may want to have students

use each word in a sentence, act out each word, or work in

pairs or small groups to draw an image or symbol that

represents each word.

Review key technical terms such as application, client,

download, network, proprietary, protocol, server, and URL.

Have students recall the images or symbols they associated

with these words. Remind students that using correct

terminology to discuss technology is an essential literacy skill

for a successful life in the 21st century.



exploration of Web sites on information that helps them proof, test, and publish their Web sites.

You may want to ask students what questions they have about Web publishing. Encourage




Make sure students know that publishing a Web site requires a host to store the HTML

documents, style sheets, and embedded multimedia files that make up the Web site and provide

access to the site from the Internet. File Transfer Protocol (FTP) is one common method for

Look Ahead

Task: Students work in

teams to publish, proof, and

test their Web sites.


that they understand how to

publish Web sites on the

Internet and proof and test

the sites to ensure quality.


publishing plan and a Web

site before introducing the


See the examples:

Publishing Plan

HTML Zip File


unzip.

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/WS-WebPublishing.zip


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uploading documents and files to a Web host.

You may want to lead a discussion of similarities and differences between proofing a Web site

and editing an essay or testing a Web site and practicing a multimedia presentation. Testing a

Web site poses several challenges that are specific to the Web as a means of communication.

Students should understand three major aspects of testing a Web site for quality:

Technical. Testing for technical quality involves confirming that all HTML and embedded

multimedia work as intended. Children should correct any technical problems, such as broken

hyperlinks or navigation, text or tables that do not display correctly, navigation that does not

work, and multimedia that does not display or play back correctly

Usability. Testing for usability involves confirming that the site gives visitors the intended

experience. Children should make sure that users understand the purpose and organization of

the site and quickly and easily find the content they need.

Accessibility. Testing for accessibility involves confirming that people with disabilities or

limited Internet access have the most complete user experience possible. Testing for

accessibility also helps to ensure that a Web site can be accessed with handheld devices, such

as cellular telephones and personal digital assistants.

Task: What to Do

Students work in teams to publish, proof, and test their Web sites. Students should demonstrate

that they understand how to publish Web sites on the Internet and know how to proof and test

Web sites to ensure quality. Monitor progress to make sure all students participate and all teams

stay on task.

Discuss the example of publishing plan and a Web site with the whole class or small groups



the example.




familiar with some basic procedures for proofing, publishing, and testing Web sites.






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Task Example

Student Name

Date

Publishing Plan for Web Site on the United Nations

Here are our plans for publishing our Web site on the United Nations. We plan to follow these

steps and finish by having our Web site available on the Internet for anyone who would like to

see it. The roles for each team member are:

Student Role Duties

Student 1: Project Manager Manage domain purchase and

upload of Web site to host.

Student 2: Editor Edit site for errors: spelling,

grammar, accuracy, relevance,

and accessibility.

Student 3: Testing Manager Handle the usability testing.

Student 4: Publicist Publicize the Web site.

Publication Steps

1. Proof read our site.

Check for spelling and grammar errors.

Check the relevance and accuracy of the information.

Check for accessibility issues.

2. Investigate alternatives for publishing our Web site.

Use the school Web site.

Use a free web hosting service.

Use a paid hosting service.

Purchase a domain and use the space provided with the domain.

Recommendation: Purchase a domain and use space provided

3. Decide on a domain name.

Use Register.com to purchase a domain.


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Register studenthtmlwizards.com as our domain name.

Use the FTP program from Register.com to upload our program.

4. Validate the code on our Web site.

Use W3C validator or WDG Validator.

Use the CSS validator and URL validator on Lissa Explains All.

5. Test usability of the site:

Test our Web site on a Windows PC and a Mac PC.

Create a checklist for usability.

Ask three classmates and two adults to use the site and give us feedback on it.

6. Publicize our site.

Give the URL to our friends and teachers at school.

Investigate contests for Web site design.

Add the Web site to open source resources, such as Wikipedia.

http://validator.w3.org/

http://htmlhelp.com/tools/validator/

http://www.lissaexplains.com/html9.shtml


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Web Site | Look Back


In this module, students explored graphic design principles common to different types of

communication and applied them to their Web pages. Students also explored different talents

and roles that contribute to producing effective Web sites. Students worked in teams to plan,

produce, and publish Web sites based on their persuasive Web pages.


How to use graphic design principles to make Web pages more effective

How teams bring together many talents to produce effective Web sites

How to plan a Web site by creating an architecture and layout design

How to use cascading style sheets to produce effective Web sites How to publish Web sites on the Internet and ensure quality by proofing and testing

Checklist for Web Site


Completing all tasks ensures that students can confidently plan, produce, and publish Web sites.

Rubric for Web Site

Help students use the rubric to self-assess the content, architecture, navigation, layout, and

multimedia of their Web sites. Remind students of the importance of using multimedia legally

and ethically and paying attention to technical and writing mechanics. Make sure students’

perceptions of how well they collaborated with others on their teams are accurate. Encourage

students to use their self-assessments to improve their Web sites.

Reflection on Web Site


possible, give students time to share content, architecture, navigation, layout, and multimedia

of their Web sites with each other. Students can share their reflections with the whole class, in

small groups, or in pairs.


What they learned about Web design and architecture

What roles they played on their Web teams

What they enjoyed most and least about planning and producing a Web site How they might use what they learned about communicating on the Web in the future

Encourage students to e-mail the URLs of their Web sites to parents, guardians, or other trusted

family members and ask for comments and suggestions.


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Project Overview

In the Solve Problems with Data project, students develop

fundamental skills needed to use technology in support of

problem solving, data analysis, and communication. You guide

student use of technology tools and resources to research

complex issues, solve important problems, and communicate

solutions to a variety of local and global audiences. You also

help students develop an enduring understanding of the

similarities among skills that help them think critically, analyze

data effectively, collaborate with peers, and communicate with

others. As students become more skilled, they may begin to

use data to solve challenging problems and communicate their

solutions more effectively in all aspects of their lives.

Project Questions

How can critical thinking skills help students define and solve problems?

Why should students store data in ways that make it accessible to others?

How can students use data to make convincing arguments for their solutions? What skills do students need to work in teams to achieve common goals?

Problem Solving

How can you help your students overcome obstacles and tackle tough problems? In this module,

you promote fundamental thinking skills that can help students solve problems with more

confidence throughout their lives. You help students to understand that critical thinkers are

effective problem solvers because they define problems precisely, consider problems from

multiple points of view, and gather accurate and reliable information from a variety of credible

sources. In this module, students choose and research controversial issues, define important

problems arising from the issues, and explore alternative approaches to solving the problems.

Data Management

Do your students know how to collect and manage data to help them solve problems? In this

module, you help students learn how to construct survey questionnaires and collect opinion data

Plan Ahead

The planning overview

form contains four

questions to help you plan

the implementation of a

Technology Literacy

project.

See the planning

overview:

Download

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/explain/Planning_to_Implement_a_TLC_Project.doc


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on controversial issues. You guide students as they collect data that may be useful both to them

and other researchers and problem solvers. You then show students how to create a database

so that others can quickly retrieve the specific information they need. Students work through

the process of planning databases to store and manage their survey data. They also learn how

to create tables to store their data, forms to enter their data into the tables, queries to retrieve

the data, and reports to share the data with their peers.

Persuasive Communication

Can your students explain complex issues and make convincing arguments for solutions to

important problems? In this module, you help students explore how analyzing data with

statistics and visualizing data with charts and graphs can help them solve problems and explain

their solutions to others. Make sure students know how to export data from a database, import

data into a spreadsheet, summarize data with formulas and functions, and create charts and

graphs to visualize data. You guide students as they learn how to use the persuasive strategies

to appeal to the feelings, beliefs, and thoughts of an audience. Finally, students use technology

tools, multimedia, and graphic design principles to create persuasive publications and

presentations.

Persuasive Web Site

Are your students capable and comfortable when working in teams to achieve common goals? In

this module, you help students develop effective communication and collaboration skills by

working in teams to plan, produce, and publish Web sites that communicate solutions to a global

audience. You help students understand that effective Web sites are works of art, literature,

science, and technology. In addition, you explain how effective Web sites are usually created by

teams of people who have different talents and interests. With your guidance, students create

Web pages and add links, images, audio, and video to help make their Web sites entertaining

and persuasive.


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Problem Solving

Module Overview

In this module, students learn that they solve problems

whenever they overcome obstacles and achieve goals.

Students should know that critical thinking can help them

explore alternative approaches and plan and implement

solutions. You can help students understand that critical

thinkers are effective problem solvers because they define

problems precisely, consider problems from multiple points

of view, and gather accurate and reliable information from a

variety of credible sources. Students should know that

surveys collect data on people and their opinions and

statistics are used to summarize survey data so the results

are easier to understand.

Module Questions

How can critical thinking skills help students solve complex

problems?

What are statistics and why are they used to summarize

survey data?

How can students define important problems arising from complex issues?

What strategies can students use to gather accurate and reliable information?

How can graphic organizers help students develop alternatives for solving problems?

Activity 1: Thinking Skills

Students explore how to examine complex problems from multiple points of view to make sure

they consider all of the parts. Students read and analyze news stories about complex problems

to show that they can think critically about current events.

Activity 2: Statistical Data

Students learn that data is information collected by observation or measurement and explore

how to use statistical data to help them solve problems. Students analyze the results of a survey

on a topic that interests them to show that they can think critically about survey data.

Activity 3: Problem Definition

Students explore how they can use the problem solving process to learn about complex issues

Look Ahead





module, discuss the



students review the



groups.

See the checklist:

Problem Solving Checklist

See the rubric:

Problem Solving Rubric

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Problem-Solving-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Problem-Solving-Rubric.docx


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that interest them. Students demonstrate that they can define interesting and important

problems by choosing controversial issues and writing effective questions to guide research.

Activity 4: Information Gathering

Students explore strategies for gathering accurate and reliable information to solve important

problems arising from complex issues. Students quote, paraphrase, and summarize a variety of

credible sources, such as books, encyclopedias, databases, and the Internet.

Activity 5: Solution Alternatives

Students explore how they can use the information they gather to develop alternative solutions

to problems. Students demonstrate that they can use graphic organizers to represent knowledge

by developing at least two alternative solutions to a problem.

Look Back

Students reflect on their learning in this module. Make sure students are ready to collect and

manage data to help solve the problems they defined. You may want to use the checklist to

make sure students completed their tasks, and you may want to use the rubric to assess their

issue choices and research questions.


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Problem Solving | Activity 1: Thinking Skills

Activity Overview

In In this activity, students explore how to examine complex problems from multiple points of

view to make sure they consider all of the parts. Students learn how to become more effective

problem solvers by using key fundamental skills to help them think critically.

Activity Questions

Why is being able to think critically an important skill?

What skills can help students think more critically?

When and how can critical thinking help students solve problems?




symbol with key terms such as brainstorm, complex, concept,

conclusion, point of view, problem, and solution. You may want

to have students use each word in a sentence, act out each

word, or quiz each other on the terms.

Encourage students to remember and visualize consistent,

logical, objective, persistent, precise, relevant, and reflective

any time they are thinking critically about decisions. Make sure

students understand that in this context, critical does not imply

finding fault.


Students explore how critical thinking can help them solve complex problems. Encourage

students to visualize consistent, logical, objective, persistent, precise, relevant, and reflective as

they explore. Make sure students review the guiding questions for this activity before they begin

their exploration. You may want to ask students what questions they have about how to think

critically about problems.

Some of the Web sites students explore in this activity are quite advanced. You may want to

pair students with complementary partners or peer tutors to make sure everyone acquires a

fundamental vocabulary for critical thinking and problem solving. The thinking skills vocabulary

is used throughout the project, so make sure students understand each term.


Make sure students understand the importance of being aware of not only what they think but

how they think.

Look Ahead

Task: Students read and analyze news stories about

complex problems. Goal: Students demonstrate that they know how to think critically about complex problems in current events. Preview the example of a problem analysis before introducing the activity to

students. See the example:

Problem Analysis


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Question students to make sure they understand the basic characteristics of critical thinking:

Accurate. Critical thinkers are careful to use true information.

Clear. Critical thinkers communicate in appropriate ways for their audiences.

Consistent. Critical thinkers always work in orderly and methodical manners.

Logical. Critical thinkers put information together in orderly ways.

Objective. Critical thinkers put aside personal feelings and opinions.

Persistent. Critical thinkers overcome obstacles they encounter. They continue to think

critically until they reach logical conclusions.

Precise. Critical thinkers use clear and specific ideas and language.

Reflective. Critical thinkers always monitor their thinking while focusing on tasks at hand. Relevant. Critical thinkers only use important information.

Make sure students know that problem solving is an important skill used in almost every field of

study or occupation as well as in schools, homes, and communities. Many methods and

processes have been created for solving different kinds of problems.

Question students to make sure they know how to follow a problem solving process:

1. Define the problem.

2. Gather information relevant to the problem.

3. Develop alternatives.

4. Evaluate the possibilities of each alternative. 5. Choose the best alternative.

Task: What to Do

Students read and analyze news stories about complex problems to show that they know how to

think critically about current events. Monitor progress to make sure that each student

understands consistent, logical, objective, persistent, precise, relevant, and reflective and uses

the terms correctly when discussing the problem solving process.

Discuss the example of a problem analysis with the whole class or small groups before students



Students may read news stories from one of the online sources provided in the task, other

sources on the Web, or newspaper or magazines in your classroom or library. If you are a

classroom teacher, this is an excellent time to collaborate with the librarian.




familiar with the use of some critical thinking skills in the problem solving process.


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Task Example Name

Date

Problem Analysis of Illegal Immigration

Article: Senate Debate Sparks Protests

From: http://www.kidsnewsroom.org/newsissues/033106/index.asp?page=PoliticsPrint

This article talks about protest marches over the Senate debate on immigration last year. The

protestors felt strongly that illegal immigrants have rights even if they did not follow the proper

procedures to enter the United States. They want these rights to be recognized. The Senate

takes a different view with their immigration bill. A House bill was passed earlier and has yet

another view on immigration rights.

The Senate bill would require illegal immigrants to wait six years to apply for citizenship and

learn English. They would need to pay back taxes, have a background check, and pay a fine to

become a legal citizen of the United States. Some senators thought this plan was too easy. They

want illegal immigrants to return to their homes first and then work on getting legal entry to the

US. The House bill wants to build a fence on the border between the US and Mexico. This will

make it more difficult for illegal immigrants from Mexico, Central America, and South America to

get into the US.

Many illegal immigrants live in the US. They are needed in our economy for unskilled jobs. Our

leaders in the Congress need to decide on a plan that will address the problem of illegal

immigration and they need to recognize their contribution to our economy. After reading the

article, I could see how far apart the two houses of Congress are in making a decision on

immigration. A year later, the two houses of Congress still have not agreed on a plan for illegal

immigrants. I know that I need to know more about the different aspects of this problem. I want

to have an informed opinion on the issue of illegal immigrants in the United States.

http://www.kidsnewsroom.org/newsissues/033106/index.asp?page=PoliticsPrint


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Problem Solving | Activity 2: Statistical Data

Activity Overview

In this activity, students explore how to use statistical data

to help them solve problems. Students learn that statistics

are numerical representations of information collected by

observation or measurement. Students also learn that

surveys collect data on people’s opinions.

Activity Questions

What can students learn from statistical data?

Why do students need to think critically about statistical

data?

How could students use statistics to help solve problems that interest them?




or symbol with key terms such as data, dataset, demographics, percentage, population, range,

sample, and statistics. Encourage students to remember and visualize these terms any time

they participate in or read about a survey.

Make sure students understand the differences between fact and opinion. Make sure students

understand the similarities and differences among the three measures of central tendency. You

may want to have students use average, mean, median, and mode in one sentence to make

sure they understand the precise definition of each term.

Review key problem solving terms such as brainstorm, complex, conclusion, point of view,

problem, and solution. Have students recall the images or symbols they associated with these

words. Remind students that being able to discuss problem solving using correct terminology

will help them be successful in school, work, and life.


Make sure students review the guiding questions for this activity before they explore how to

collect and summarize data on people and their opinions. You may want to ask students what

they know about statistics and have students write guiding questions of their own. You also may

want to have students share some of their opinions and discuss what statistics could support

their opinions.

Remind students to use critical thinking skills as they explore surveys. Encourage students to

Look Ahead

Task: Students analyze statistical data on problems that interests them. Goal: Students demonstrate that they can think critically about statistical data. Preview the example of a statistical analysis before

introducing the activity to students. See the example:

Statistical Analysis


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visualize chart, data, mean, media, mode, and percentage as they read and take surveys.


to have students report out to the class, another student, or a small group of students.


Make sure students understand how percentages can be used to summarize survey data.

Students should know how to compute the percentage of any part of a group compared to the

whole by dividing the number in the part by the number in the whole group.

Make sure students understand the similarities and differences in how the three measures of

central tendency summarize data. Central tendency is one of the most important concepts in

statistics. Central tendency refers to the value that most members of a dataset tend to have.

Central tendency has three basic measures:

The mean is the average value in a dataset. Mean is calculated by adding the values of a

dataset and then dividing the sum by the number of values in the set. Consider the dataset

{1, 1, 2, 4, 7}. The sum of the five values in this dataset is 1+1+2+4+7=15, so the mean is

15/5=3.

The median is the middle value in a dataset. Median is calculated by ordering the values in a

dataset from lowest to highest and finding the middle value in the set. Consider the dataset

{1, 1, 2, 4, 7}. The third value of the five values in the set is 2, so the median=2.

The mode is the most common value in a dataset. Mode is calculated by ordering the values in

a dataset from lowest to highest and finding the most common value in the set. Consider the

dataset {1, 1, 2, 4, 7}. The most common value in the set is 1, so the mode=1.

The mean is commonly referred to as the average of a dataset. Technically, any measure of

central tendency could be considered an average, or typical, value. Which measure you use

depends on your purpose and on the dataset.

Task: What to Do

Students analyze the results of surveys on topics that interest them to show that they can think

critically about survey data. Students may analyze surveys from one of the Web sites listed in

the task, another credible Web site, or a credible source available in school. Monitor progress to

make sure students understand how to use statistical data in the problem solving process.

Make sure students address each of the following questions:

What problem could the statistical data help solve?

What information from the data could help explain the problem’s causes?

What are some alternatives that could address the causes of the problem?

How could students use the data to devise a plan to solve the problem? How could the data help implement a solution to the problem?


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Discuss the example of a statistical analysis with the whole class or small groups before






know how to read and interpret common statistics for reporting survey results.






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Task Example Name

Date

Statistical Analysis of Native and Foreign-Born Americans

Survey: Selected Characteristics of the Native and Foreign-Born Populations

From the US Census Bureau, 2005 American Community Survey

From: http://factfinder.census.gov/servlet/STTable?_bm=y&-geo_id=01000US&-

qr_name=ACS_2005_EST_G00_S0602&-ds_name=ACS_2005_EST_G00_

The data provided in this data set compares households of native-born Americans, naturalized

Americans, and foreign-born residents. Separate lists of data are given so readers can see the

differences between these groups. Demographic information shows the sex, age, race, and

marital status of each group. Other data describes the occupations, earnings, and education of

each group. Finally, information about the housing units, utility services, and automobiles owned

is supplied.

Reading through the data gives you insight into how different life in the United States can be

depending on your status as a citizen. For our country to continue as a world leader, we need to

use all the resources we have, most especially the human resources. This data can help

teachers, social workers, and politicians realize what needs to be changed so that all Americans

have equal opportunities to succeed in our country.

I think education is an important predictor of success and comfortable income levels. It is

interesting to see the differences between the different groups in educational achievement:

Foreign-born residents are almost twice as likely to drop out of high school (40%) as

foreign-born citizens (23%) are and three times more likely than native-born citizens

(12%) are.

Foreign-born citizens are more likely to complete graduate and/or professional degrees

(12%) than native-born citizens (9%) or foreign-born residents (9%).

The greatest percentage of foreign-born citizens (20.7%) earns $35,000 to $49,999 per

year while the greatest percentage of foreign-born residents (32.1%) earns $15,000 to

http://factfinder.census.gov/servlet/STTable?_bm=y&-geo_id=01000US&-qr_name=ACS_2005_EST_G00_S0602&-ds_name=ACS_2005_EST_G00_

http://factfinder.census.gov/servlet/STTable?_bm=y&-geo_id=01000US&-qr_name=ACS_2005_EST_G00_S0602&-ds_name=ACS_2005_EST_G00_


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$24,999, or less than half what naturalized citizens earn. In comparison, the greatest

percentage of native-born Americans (22.2%) earn $35,000 to $49,999 per year.

This data shows the importance of citizenship for success in American society. Foreign-born

residents do not do as well in any measure as US citizens, whether the citizens are native-born

in the US or foreign-born naturalized citizens. Foreign-born residents are more likely to drop out

of high school. This is an important factor in their lowered earnings. Although native-born

Americans have higher incomes on the average, foreign-born citizens achieve a high level of

success by focusing on receiving graduate and professional degrees. Paths to citizenship allow

the foreign-born to participate more fully in American society. It is important for our country to

develop an equitable immigration policy so we can continue to use the talents of the foreign-

born to build and develop our country.


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Problem Solving | Activity 3: Problem Definition

Activity Overview

In this activity, students explore how they can use the problem

solving process to learn about complex issues that interest

them. Students learn that defining a problem involves

brainstorming potential issues, evaluating the issues,

narrowing the focus, and making sure they can gather enough

accurate and reliable information to solve the problem.

Activity Questions

How does brainstorming help students choose issues and

define problems?

How can students make sure their problems are narrow

enough to solve effectively?

What types of questions can students ask to help them solve

the problems they defined?




symbol with convergent, divergent, and evaluative. You may

want to have students use each word in a sentence or act out the word.

Encourage students to remember and visualize the terms any time they see or hear a question.

You may want to have students use convergent, divergent, and evaluative in one sentence to

make sure they understand the precise definition of each term.

Review key terms from the module such as chart, data, dataset, demographics, percentage,

population, range, sample, and statistics. Have students recall the images or symbols they

associated with these words. You may want to review average, mean, median, and mode to

make sure students recall the precise definition of each term.



exploration of Web sites on information that helps them define a problem. Remind students to

think about and visualize convergent, divergent, or evaluative as they explore. You may also

want to have students turn in notes or report out on their exploration.


Make sure students understand how they can use the problem solving process to learn about

Look Ahead

Task: Students define problems by choosing issues and writing some questions to guide research. Goal: Students

demonstrate that they can define interesting and important problems and use different types of questions effectively. Preview the example of a problem definition before introducing the activity to students. See the example:

Problem Definition


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complex issues that interest them. You may want to walk through the four stages of choosing an

issue with the whole class.

Question students to make sure they know how to:

Make a list of topics by freely brainstorming ideas

Evaluate the topics, identify an issue of interest, and think of some problems that could be

solved

Narrow the focus of the issue to a single problem

Check for sources to make sure enough information is available to help solve the problem

Make sure students understand that effective research questions are big enough to hold their

interest and small enough to answer. Question students to make sure they can distinguish

among four types of questions:

Fact questions always have a correct answer.

Convergent questions require more explanation than fact questions, but they usually have

correct answers.

Divergent questions usually have many acceptable answers.

Evaluative questions require judgment to decide among various opinions or answers.

Task: What to Do

Students demonstrate that they can define interesting and important problems by choosing

controversial issues and writing effective questions to guide research. Students may use the

Web sites listed in the task to help them find issues, other Web sites with which they are

familiar, and the school library or media center. If you are a classroom teacher, this activity is a

good time to coordinate with the librarian.

Discuss the example of a problem definition with the whole class or small groups before



Monitor progress to make sure students select controversial issues and define problems that are

important but tractable.

Make sure students address each of the following questions:

What potential issues did they brainstorm for their problems?

Why did they choose their issues from those they evaluated?

How did they narrow the focus of their issues to specific problems?

Where can they gather enough information to solve the problem?

Make sure students write research questions that will provide enough information about

different points of view to solve their problems effectively.


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know how to choose issues and write effective research questions when defining problems.






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Task Example Name

Date

Defining My Research on Immigration Reform

I found several issues interesting when I was brainstorming issues. It was important to me to

have a personal connection with the issue I would be researching. I also wanted the issue to be

one that affects my country. After much brainstorming, the issue really presented itself to me.

Many news sources are reporting on the anniversary of the May Day immigration marches in

2006. My parents were born in another country and their story of immigration and a new life in

the United States has always fascinated me. My parents are citizens and my family enjoys

visiting the “old country.” I know that this is not possible for many of my classmates, whose

parents are illegal immigrants and cannot easily leave the United States. So my issue to

research found me!

An important part of the May 2006 marches was a call for immigration reform. Deciding how to

develop a fair system for immigration has been debated by politicians, but there has not been

any legislation. The United States is a country built on immigration. We have a tradition of

opening our borders to people who seek the religious and economic freedom and opportunity

available in the US. Now many in the US think that we need to reform our immigration policies.

There are many views on the best way to change the US immigration policies and these views

are based on beliefs about what the United States should be as a country. I want to learn more

about how these different views could affect immigration policies. I will research organizations

that support different ways of changing the US immigration policies. I plan to use the Internet

and online databases to discover sources for this information. The research questions that I will

use are:

What are the different views on reforming immigration in the United States?

How would each view influence immigration policies?

If I were able, what changes would I recommend?


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Problem Solving | Activity 4: Information Gathering

Activity Overview

In this activity, students explore strategies for gathering

accurate and reliable information to solve important problems

arising from complex issues. Students learn when and how to

quote, paraphrase, or summarize a variety of sources, such as

books, encyclopedias, databases, and the Internet.

Activity Questions

How can students get the most accurate hits from a

keyword search?

What are some strategies to help students take more

effective notes?

How can students make sure they do not commit plagiarism?


Introduce the new vocabulary words to students with a brief

explanation of each word. Help students associate an image or

symbol with key terms such as cite, credible, database, keyword, reliable, search directory, and

search engine.

Help students understand how paraphrase, quote, and summarize are similar and different from

each other. Encourage students to associate a distinct image or symbol with each word and

visualize these terms when they are taking notes. Discuss plagiarism and make sure students

understand how the term is related to paraphrase, quote, and summarize.

You may want to review convergent, divergent, and evaluative and have students recall the

image or symbol they associated with each term. You may want to have students use each word

in a sentence or act out the word. Remind students to remember and visualize the terms any

time they see or hear a question.


Students explore some fundamental research strategies for quickly gathering accurate and

reliable information using library catalogs, databases, and Web sites. Make sure students

understand how to use the guiding questions for this activity to focus their exploration of Web

sites on information that helps them gather information quickly and effectively.

You may want to ask students what they know about taking notes and have students write

guiding questions of their own. Encourage students to take notes or draw pictures while they

Look Ahead

Task: Students gather information to help solve the problems they defined. Goal: Students demonstrate that they can gather accurate and reliable information by taking effective notes from credible sources.

Preview the example of notes before introducing the activity to students. See the example:

Notes


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explore Web sites. You may also want to have students report out to the class, another student,

or a small group of students.


Make sure students understand that they commit plagiarism when they fail to cite a source they

have quoted, paraphrased, or summarized. Students should be able to explain the difference

between paraphrasing and summarizing a source. Students should understand that summarizing

involves more analysis than paraphrasing. Explain to students that summarizing sources is the

best way for them to avoid plagiarism, but they still must cite their sources in bibliographies.

Review the following five basic types of notes:

Quote. Copying an author’s exact words is the simplest way to take notes.

Paraphrase. Putting another author’s ideas into your own words is often the best way to take

notes.

Summary. Explaining the main points and important details of another author’s ideas is

usually the most efficient way to take notes.

Facts and Data. Recording facts or data from a source is sometimes useful. Original Ideas. Recording your own ideas while gathering information is important.

Make sure students know that they can use a word processing application to take notes and are

aware that specialized computer programs can also help with taking notes. Student should

understand that electronic notes have the advantage of being easy to organize as well as quick

and easy to search.

Task: What to Do

Students gather accurate and reliable information by taking effective notes from credible

sources. Students may use the Web sites listed in the task to help them find issues, other Web

sites with which they are familiar, and the school library or media center.

If you have a presentation station, you can review keyword search and Web site evaluation and

model effective note-taking with the whole class before students begin their research. If you are

a classroom teacher, this is an excellent time to collaborate with the librarian.

Discuss the example notes with the whole class or small groups before students begin the task.

Review the checklist and discuss whether the example is complete. You may want to review the

rubric and discuss what criteria could be used to assess the example.




familiar with basic strategies for searching with keywords and taking effective notes.



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Task Example Name

Date

Gathering Information on Immigration Reform

Source 1 of 3

We are America [Editorial]. (2007, February 18). New York Times. Retrieved May 20, 2007,

from http://www.nytimes.com/2007/02/18/opinion/18sun1.html?ex=1329

454800&en=0b71ca7f688ea471&ei=5088&partner=rssnyt&emc=rss.

The New York Times editorial board addresses their concerns about United States immigration

policy in this article. They point out that a lot has happened since the large immigration rights

demonstrations in May, 2006. Not all that has happened has helped further reform of our

immigration laws. In their opinion, the United States has gotten too tough in their enforcement

of immigration policy.

The article lists seven trends that are detrimental to immigration reform. The editors see these

trends as counterproductive to America’s interests at home and abroad. These trends are:

Increased border enforcement that is moving the point of entry for illegal immigrants to a

desert area where the immigrants are at greater risk from smugglers and hostile

climates.

New instances of federal raids have raised fears among immigrants that they will be

separated from their families by deportation.

Local governments are cracking down on illegal immigrants by making life difficult for

them, such as banning Spanish, targeting immigrants for arrest, etc.

The right to due process expected by Americans is being denied to illegal immigrants.

“Immigrants are routinely detained without bond, denied access to lawyers, deported

without appeal and punished for one-time or minor infractions…”

http://www.nytimes.com/2007/02/18/opinion/18sun1.html?ex=1329454800&en=0b71ca7f688ea471&ei=5088&partner=rssnyt&emc=rss

http://www.nytimes.com/2007/02/18/opinion/18sun1.html?ex=1329454800&en=0b71ca7f688ea471&ei=5088&partner=rssnyt&emc=rss


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The Justice department seeks to create a web of suspicion by extracting DNA samples

from detained immigrants and set up a database that would implicate many innocent

people.

The federal government recently increased the cost of becoming a US citizen over 66%,

creating an economic hardship for many who seek citizenship.

The Anti-Defamation League, which tracks intolerance, has found an increase in Ku Klux

Klan activity across the country, most of it focused on hatred of new immigrants.

The New York Times advocates for reform in the immigration policy and sees citizenship as a

major piece of this reform. They agree that illegal immigrants should pay fines and back taxes,

but assert that a path to citizenship is essential. Their viewpoint is that our borders should be

open to immigrants and citizenship is the best way to include them in American life.


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Problem Solving | Activity 5: Solution Alternatives

Activity Overview

In this activity, students explore how they can use their

notes to develop alternative solutions to their problems.

Students learn how to select and use graphic organizers to

help them organize their information and develop alternative

solutions to their problems.

Activity Questions

What are the strengths and weaknesses of various types

of graphic organizers?

Which graphic organizers are most appropriate for the

information students collected?

What types of graphic organizers could help students develop solution alternatives?




or symbol with graphic, knowledge, organize, and understanding. You may want to have

students use each word in a sentence or act out the word. Encourage students to remember and

visualize these terms any time they use a graphic organizer.

Review key research terms such as convergent, divergent, and evaluative as well as key note-

taking terms such as paraphrase, quote, and summarize. Have students recall the images or

symbols they associated with these words. Encourage students to remember and visualize these

terms any time they organize information gathered from research.



exploration of Web sites on information that helps them graphically organize the information

they have collected into solution alternatives.

You may want to ask students what questions they have about how to use graphic organizers to

represent knowledge and develop alternative solutions to problems. You may also want to have

students take notes or report out to the class, another student, or a small group of students.


Make sure students understand that graphic organizers are ideal tools for arranging many pieces

of information into a few logical concepts or ideas. Make sure students know that an effective

Look Ahead

Task: Students develop at least two alternative approaches to solving problems. Goal: Students

demonstrate that they can use graphic organizers to represent solution alternatives. Preview the example of a graphic organizer before introducing the activity to students. See the example:

Graphic Organizer


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graphic organizer is a visual representation of knowledge. You may want to discuss the

difference between information and knowledge with students.

Question students to make sure they know how to choose the type of graphic organizer that will

best help them develop alternative solutions to their problems:

The fishbone is a popular graphic organizer for showing cause-and-effect relationships.

A Venn diagram is a popular graphic organizer for comparing and contrasting two or more

concepts or ideas.

A clustering diagram, also called a concept map, is an effective way to sort and group

information into categories.

Some graphic organizers, such as interaction outlines and problem-solution, represent special

processes.

Task: What to Do

Students demonstrate that they can use graphic organizers to represent knowledge by

developing at least two alternative solutions to their problems. Make sure students know how to

create graphic organizers in the word processing or diagramming software. Make sure students

know how to use the Intel® Education Help Guide to get just-in-time assistance with technology

skills as they work through the task.

If you have a presentation station, you may want to create a graphic organizer with the whole

class or groups of students. If you are a classroom teacher, you may want to check with the

computer teacher to find out what tools are available for students to use.

Discuss the example of a graphic organizer with the whole class or small groups before students






familiar with some different types of graphic organizers.






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Task Example Name

Date

Gathering Information on Immigration Reform

Here is my graphic organizer on immigration reform. I used the information I found researching

the topic. I have identified four different viewpoints that are based on the values and beliefs of

their supporters. These viewpoints cover all parts of the political spectrum. For each viewpoint, I

have listed the policy changes endorsed by the viewpoint.


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Problem Solving | Look Back


In this module, students explored critical thinking skills and the problem solving process.

Students also explored how statistics summarize numerical data. Students defined problems and

gathered information to help them develop alternative approaches to solving the problems.


How to use critical thinking skills to solve complex problems

How to use basic statistics to summarize numerical data

How to choose interesting issues and define complex problems

How to gather accurate and reliable information from credible sources How to use graphic organizers to develop solution alternatives for problems

Checklist for Problem Solving


Completing all tasks ensures that students are ready to create surveys to collect data on their

issues.

Rubric for Problem Solving

Help students use the rubric to self-assess their problem definitions, information gathering, and

alternative approaches. Explain to students the importance of paying attention to writing

mechanics. Make sure students’ self-assessments are accurate. Encourage students to use their

self-assessments to improve their problem definitions, information gathering, and alternative

approaches.

Reflection on Problem Solving


possible, give students time to share their problem definitions, information gathering, and

alternative approaches with each other. Students can share their reflections with the whole

class, in small groups, or in pairs.


What they learned about critical thinking and problem solving

How statistical data can help solve complex problems

How they chose issues, defined problems, and gathered information How they developed alternative approaches to solving problems

Encourage students to take or e-mail their problem definitions, information gathering, and

alternative approaches home to share with parents, guardians, or other trusted family members.


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Data Management

Module Overview

In this module, students learn how to construct survey questionnaires and use them to collect

opinion data. You can help students understand that the data they collect may be useful both to

them and other researchers and problem solvers. Students should know that a database is a

collection of information organized so that users can quickly retrieve the specific information

they need. A database is a good solution when you want to store information securely or other

people may want to use the information. Students learn how to plan databases to store and

manage their survey data. Students create tables to store their data, forms to enter their data

into the tables, queries to retrieve the data, and reports to

share the data with their peers.

Module Questions

How can students create and use questionnaires to collect

accurate opinion data?

How can planning databases help students store and manage

their survey data?

How do database forms help students enter survey data?

How do database queries retrieve information that can help

solve the problems they defined?

How can student share information in their survey databases with peers?

Activity 1: Data Collection

Students explore strategies for writing effective close-ended and

open-ended survey questions to collect data with

questionnaires. Students create effective questionnaires and use

them to collect accurate data to help them solve the problems

they defined.

Activity 2: Database Planning

Students explore strategies for planning a database to store and manage their survey data.

Students demonstrate that they understand basic database principles by working in teams to

design databases to store and manage each team’s survey data.

Look Ahead





module, discuss the



students review the



groups.

See the checklist:

Data Management

Checklist

See the rubric:

Data Management Rubric

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Data-Management-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Data-Management-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Data-Management-Rubric.docx


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Activity 3: Database Creation

Students explore various ways to create database tables and forms to store and enter data into

a database application. Students create databases for their survey data and forms to enter their

survey data into the databases.

Activity 4: Database Queries

Students explore how to use database queries to answer questions with their survey data.

Students demonstrate that they can retrieve information from a database by designing and

running queries that select information to help them solve their problems.

Activity 5: Database Reports

Students explore how to use database reports to organize their survey data for reading or

viewing. Students design and run reports to display information that helps them solve the

problems they defined.

Look Back

Students reflect on their learning in this module. Make sure students are ready to use their data

to devise and implement plans to solve the problems they defined. You may want to use the

checklist to make sure students completed their tasks, and you may want to use the rubric to

assess their data management.


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Data Management | Activity 1: Data Collection

Activity Overview

In this activity, students explore strategies for writing

effective survey questions to collect data with questionnaires.

Students learn how to write close-ended and open-ended

questions as well as some basic guidelines for collecting

accurate survey data.

Activity Questions

What kinds of questions should students ask in their

surveys?

What characteristics do most effective questions have in

common?

What are some ways to administer a survey?

What are the advantages and disadvantages of printed, e-mailed, and online questionnaires?



explanation of each term. Help students associate an image or symbol with key terms such as

administer, bias, close-ended, convenience, open-ended, pilot, probability, questionnaire,

random, representative, and respondent. Encourage students to remember and visualize these

terms as they create and collect data with their questionnaires.



exploration of Web sites on information that helps them write effective survey questions and

collect data with questionnaires. You may want to ask students what they know about surveys

and what questions they have about creating and administering surveys. You may also want to

have students turn in notes or report out on their exploration.


Make sure students understand how and when to use each of the two basic types of survey

questions, close-ended and open-ended.

Close-ended questions simplify data collection because they have a finite number of possible

answers.

Effective close-ended questions:

Look Ahead

Task: Students create questionnaires to administer their surveys. Goal: Students

demonstrate that they know how to write effective survey questions and collect accurate data to inform the solutions to their problems. Preview the example of a survey questionnaire before introducing the activity to students.

See the example:

Survey Questionnaire


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Collect numerical data that is easy to analyze

Give three or four logical answer choices for each question Avoid very long questions or answers

Open-ended questions can provide more detailed information, but they may require more time

and effort.

Effective open-ended questions:

Provide detailed information or quotes

Are limited to ideas or concepts that are too important or too complex to understand adequately with close-ended questions

You may want to give several examples of each kind of question and have students vote on

whether each question is close-ended or open-ended. You may also want to have students

brainstorm examples of each type of question in pairs, small groups, or as a class.

Make sure students know how to put the questions together on their questionnaires.

Effective survey questionnaires:

Are as short as possible without sacrificing important information

List questions and answers in a logical order

Do not list questions in an order that influences the answers Include basic demographic questions relevant to the problem you defined

Make sure students understand the advantages and disadvantages of different methods of

collecting data with questionnaires.

Question students to make sure they know the process of collecting valuable data:

1. Identify a population. A population is all members of the group of people from whom you

want to collect facts and opinions.

2. Select a representative sample. A sample is the members of your population that you will ask

to complete your questionnaire.

3. Prepare questionnaires. Determine the best method for delivering your questionnaire to

respondents and collecting the completed surveys.

4. Conduct a pilot test. Give your questionnaire to one or two respondents.

5. Deliver the survey. Provide your sample with enough information to complete and return your

questionnaire as conveniently as possible.

6. Collect the data. Make sure you collect as many completed questionnaires from your sample as possible.

Task: What to Do

Students create effective questionnaires and use them to collect accurate data. Monitor progress

to make sure each student understands open-ended and close-ended and can write effective


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questions of both types. You may want to check that students collect some demographic data

from respondents as well.

Make sure students are deliberate in choosing representative samples of the populations they

want to survey. Make sure students know how to use the Intel® Education Help Guide to get

just-in-time assistance with technology skills as they work through the task. If you are a

classroom teacher, you may want to check with the computer teacher to make sure students

know how to use a word processing application to create a form. You can also collaborate with

the computer teacher to offer students a variety of methods for collecting data.

Discuss the example of a survey questionnaire with the whole class or small groups before






familiar with some basic methods for collecting survey data from a representative sample.






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Task Example Name

Date

Questions on Immigration Reform

Here are my questions on immigration reform. My sample population for my survey will be ten of my

classmates randomly selected. I will e-mail the survey to them and collect the responses by e-mail to

tabulate them.

Survey Questions

Demographic questions

1. What is your gender?

Boy

Girl

2. Were your parents born in the United States?

Both were born in the US,

One was born in the US.

Neither was born in the US.

Close-Ended Survey Questions

Select the answer that best reflects your feeling about the statement.

Agree Disagre

e

Not

Sure

3. Immigrants add to the culture of the Unites States.

4. American citizens compete with illegal immigrants for jobs.

5. Strong border control will keep the United States safe from

terrorists.

6. The United States can successfully isolate itself from other

problems in the world.

7. The United States should be a symbol of freedom and

opportunity for the people of the world.

8. The United States need immigrants to grow its economy.


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Open-Ended Survey Questions

9. Do you think illegal immigrants should have a path to citizenship?

Yes

No

Why or why not? _______________________________________________________

_ ___________________________________________________________________

10. How would you change the current immigration laws?

_____________________________________________________________________


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Data Management | Activity 2: Database Planning

Activity Overview

In this activity, students explore some strategies for

planning a database to store and manage survey data.

Students learn how to break down information into the

smallest meaningful data items, create a field for each item,

and group fields into tables.

Activity Questions

How does a database application store and manage data?

What should students remember when they plan

databases?

What are some possible benefits of creating databases for

survey data?

How can students use what they learn to plan their survey databases?


Introduce key database terms such as Boolean, datum, field,

primary key, record, and relational database to students with a brief explanation and help

students associate an image or symbol with each term. Explain to students that application,

graphical user interface, icon, and program are important terms for discussing many types of

computer software.



an image or symbol that represents each word. Encourage students to remember and visualize

these terms when they use a database application.



exploration of Web sites on information that helps them plan databases to manage their survey

data. You may want to ask students what they know about databases and what questions they

have about how to design a database.


to pair students with their partners for the exploration as well as the task. You may also want to


Look Ahead

Task: Students work in teams to design databases to store and manage survey data. Goal: Students

demonstrate that they understand basic database principles by creating effective database designs. Preview the example of a database design before introducing the activity to students. See the example:

Database Design


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Make sure students know that a database is a collection of information organized and stored on

a computer so that the information can be quickly and easily searched. You may want to discuss

similarities and differences between database and spreadsheet applications. Make sure students

understand why planning is perhaps the most important part of creating a database.

Six basic planning steps can help students design an effective and efficient database:

1. Consider your purpose.

2. Group data into tables.

3. Define fields for each table.

4. Identify primary keys for each table.

5. Test your tables with sample data.

6. Revise the design.

Task: What to Do

Students demonstrate that they understand basic database principles by working in teams to

design databases to store and manage each team’s survey data. You may want to try to group

students so that students with similar issues are on the same team. Monitor progress to make

sure all students participate on their teams and all teams break down their survey data into the

smallest possible data items.

Discuss the example of a database design with the whole class or small groups before students


want to review the rubric and discuss what criteria could be used to assess the example. If you

are a classroom teacher, this task is a good opportunity to collaborate with the computer

teacher.




familiar with some basic guidelines for designing databases.






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Task Example


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Data Management | Activity 3: Database Creation

Activity Overview

In this activity, students explore ways to create database tables and forms to store and enter

data into a database application. Students learn how to create database tables and forms

quickly and efficiently by selecting a wizard from the database application’s menus or from the

toolbar.

Activity Questions

What major steps are involved in creating database tables

and forms?

How can students use forms to enter data into their

databases? How many ways can students create tables and forms?


Introduce datasheet view, design view, form, interactive,

keystroke, and wizard to students with a brief explanation and

help students associate an image or symbol with each term.

You may want to have students use each word in a sentence or

act out the word. Encourage students to remember and

visualize these terms any time they work with database tables

or forms.

Review key database terms such as Boolean, field, primary key,

record, and relational database. Have students recall the

images or symbols they associated with these words. Remind

students that using correct terminology to discuss technology is

an essential literacy skill in the 21st century.



exploration of Web sites on information that helps them create and use database tables and

forms. You may want to ask students what questions they have about tables and forms.




Make sure students know that they can create tables in a database application in two main

ways. Students can create a table by selecting Design View or the Table Wizard from the Insert

menu or Database toolbar.

Look Ahead

Task: Students create databases based on their designs and create forms to enter data they collected. Goal: Students show that they can use a database

application to create database tables and forms to enter data into the tables. Preview the example of a database table and form before introducing the activity to students. See the example:

Database Table and Form


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Design View. Students can create tables in design view by adding fields to a list. Neither the

table itself nor any data is displayed in design view.

Table Wizard. The wizard walks you through the steps of creating a table with Back and Next

buttons. The table wizard helps make sure you remember to set all the properties of the table and its fields.

Make sure students know that electronic forms have two parts—controls and labels. Controls

accept information from users and display information from the database. Labels tell people who

use the form what each control does. Most controls are bound to fields in the database.

Several kinds of controls provide ways to enter and display different kinds of data. Make sure

students can identify common form controls such as text box, option (radio) button, check box,

list box, combo box, and command button.

Make sure students know that they can create a form by selecting the Form Wizard from the

Insert menu or Database toolbar.

In most database applications, creating a form involves the following five basic steps:

1. Select Tables. Select the tables that contain the data to be entered

2. Select Fields. Select the fields from each table to be included in the form.

3. Choose Layout. Choose the basic layout for your form.

4. Format Labels. You can usually choose a format from a number of basic designs. 5. Create the Form. The wizard usually opens the form by default.

Make sure students understand that a wizard is just a guide. Wizards do not make decisions or

substitute for good judgment. Different applications usually have some differences in their

wizards, but the overall process is similar across applications.

Task: What to Do

Students demonstrate that they can identify and use a database application’s menus and

toolbars by creating databases for their survey data and forms to enter their survey data into

the databases. Monitor progress to make sure that each student can correctly create database

tables and forms without losing any data.

Make sure students know how to create tables and forms in the database software before they

begin the task. If you have a presentation station, you can model effective use of design view

and the table wizard.



you may want to collaborate with the computer teacher to make sure students can create and

use database tables and forms correctly.


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Discuss the example of a database table and form with the whole class or small groups before






familiar with basic methods of creating database tables and forms.






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Task Example

Database Example:


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Data Management | Activity 4: Database Queries

Activity Overview

In this activity, students explore how to use database queries

to answer questions with their survey data. Students learn

how to design basic queries by selecting the fields that

contain the information they need and specifying criteria that

retrieve the proper records.

Activity Questions

How do students decide what information they want to

retrieve?

What major steps are involved in creating database

queries? How many ways can a query be created and run?


Introduce ascending, criterion, descending, query, and

retrieve to students with a brief explanation and help

students associate an image or symbol with each term. You

may want to have students use each word in a sentence or

act out the word. Encourage students to visualize these

terms any time they work with a database.

Review key database terms such as Boolean, datasheet view, design view, field, form,

interactive, keystroke, primary key, relational database, and wizard. Have students recall the

images or symbols they associated with these words. You may want to have students use each

word in a sentence, act out each word, or quiz each other on the terms.



exploration of Web sites on information that helps them create database queries. You may want

to ask students what they know about queries and what questions they have about queries.




Make sure students know that queries allow them to retrieve information from a database.

Queries can be as simple as retrieving all the records that contain a certain value in a particular

field, but they can also be extremely complex, involving long and complicated logical and

mathematical operations. Students should understand that the more they know about queries,

Look Ahead

Task: Students design and run queries that select information to help them solve problems. Goal: Students show that they can create queries to retrieve information from databases.

Preview the example of a database query design and database query before introducing the activity to students. See the examples:

Database Query Design and Database Query Example


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the more control they have over the information they can retrieve from a database.

Make sure students know that they can create a query by selecting Design View from the Insert

menu or Database toolbar.

In most database applications, creating a query involves five basic steps:

1. Select Tables. Select the tables that contain the data you want to find.

2. Select Fields. Select the fields from each table that you want to include in the query.

3. Show and Sort. Choose which fields to display and how to sort the results.

4. Set Criteria. Set criteria that will select only the records you want to retrieve. 5. Save the Query. Save the query from the File menu.

Once the query has been saved, the results can be viewed by selecting the Datasheet View from

the View menu or the Query Design toolbar.

Make sure students know that they can create a query by selecting the Query Wizard from the

Insert menu or Database toolbar. Students should understand that a query wizard assists in

setting query properties—it does not make decisions for students.

Task: What to Do

Students demonstrate that they can retrieve information from a database by designing and

running queries that select information to help them solve their problems. Monitor progress to

make sure students create their queries correctly so that they do not base their solutions on the

wrong data.

Make sure students know how to create queries in the database software before they begin the

task. If you have a presentation station, you can model effective use of queries in the database

application.



you may want to collaborate with the computer teacher to make sure students can create

database queries correctly.

Discuss the example of a database query design and database query with the whole class or

small groups before students begin the task. Review the checklist and discuss whether the






know how to create database queries.


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Task Example Name

Date

Query Design for Data from Survey on Immigration

Here is the information I want to analyze from the data on my survey on immigration:

How did students with one or two parent not born in the US answer the survey?

Tables Used Fields Used

Demographic Information Question 1 Response

Question 2 Response

Likert Questions Question 3 Response

Question 4 Response

Question 5 Response

Question 6 Response

Question 7 Response

Question 8 Response

Open-ended Questions Question 9 Response

Question 9 Extended Response

Question 10 Extended Response

Criteria Keywords Question 2 Response=”Neither was born in

the United States”

Question 2 Response=”One was born in the

United States”

How many students want strong borders (Agree to Question 5) and think illegal

immigrants should have a path to citizenship (Yes to Question 9)?

Tables Used Fields Used

Demographic Information Question 1 Response

Question 2 Response


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Zip File Download

Download the Database Design Query Zip File

(contains PDF Example and Database sample)

Likert Questions Question 3 Response

Question 4 Response

Question 5 Response

Question 6 Response

Question 7 Response

Question 8 Response

Open-ended Questions Question 9 Response

Criteria Keywords Question 5 Response=”1”

Question 6 Response=”1”

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/DM-DatabaseQueries.zip


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Data Management | Activity 5: Database Reports

Activity Overview

In this activity, students explore how to use database reports to organize their survey data for

reading or viewing. Students learn how to design and format basic reports to prepare their

survey data for printing.

Activity Questions

How do students decide what information they want to display?

What major steps are involved in creating database reports?

How could students use database reports to share the data they collected with peers?


Introduce columnar, report, and tabular to students with a brief

explanation and help students associate an image or symbol with

each term. You may want to have students use each word in a

sentence or act out the word. You may also want to have

students work in pairs or small groups to draw an image or

symbol that represents each word.

Review key database terms such as ascending, Boolean,

criterion, datasheet view, descending, design view, field, form,

interactive, keystroke, primary key, query, relational database,

retrieve, and wizard. Have students recall the images or symbols they associated with these

words and pair up to quiz each other on the terms.



exploration of Web sites on information that helps them create database reports to share what

they learned from their survey data.

You may want to ask students what they know about reports that include data and what

questions they have about how to create reports. Encourage students to take notes or draw

pictures while they explore Web sites.

Some of the Web sites students explore in this activity are quite advanced. You may want to

pair students with complementary partners or peer tutors to make sure everyone learns how to

create well-designed database reports. You may also want to have students report out to the


Look Ahead

Task: Students design and run reports that display

information to help them solve problems. Goal: Students demonstrate that they can create reports to display information from a database in a way that is easy to read and view. Preview the example of a

database report before introducing the activity to students. See the example:

Database Report


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Make sure students know that reports allow them to share information from a database in a way

that is more organized and easier to read than tables or queries. Reports, unlike forms, cannot

be used to enter or change the information stored in the database.

Reports can be as simple as a list of data for each record in a particular field. Reports can

provide an efficient way to display all the data in a table or query with basic formatting.

Students can also use reports to group, summarize, and analyze information with sophisticated

graphic design.

Make sure students know that they can create reports by selecting Design View from the Insert

menu or Database toolbar. Students can create a report in design view by selecting fields from a

list and adding them to a grid. Neither the report itself nor any data is displayed in design view.

Creating a report in design view can be a very time-consuming process.

Most database applications provide a report wizard and toolbar to make creating reports easy.

Students can create reports by selecting the Report Wizard from the Insert menu or Database

toolbar. Report wizards in various database applications usually have some minor differences.

In most database applications, creating a report involves the following seven basic steps:

1. Select Tables. Select the tables that contain the data you want to enter.

2. Select Fields. Select the fields from each table that you want to include in the report.

3. Set Grouping Levels. You can set the report to group records by one or more fields. For

example, you might want to group people on a mailing list by state.

4. Set Sort Order. You can set the report to sort records by one or more fields in ascending or

descending order.

5. Choose Layout. Choose the basic layout for your report.

6. Choose Style. You can usually choose a style for the report from a number of basic designs.

7. Create the Report. The wizard usually opens the report by default. However, you may choose to continue to refine the report in design view.

Make sure students are aware that most database applications can automatically create basic

columnar and tabular reports. Students can usually choose AutoReport from their database

application’s Insert menu when they have a table or query selected in the database window.

Task: What to Do

Students design and run reports to display information that helps them solve their problems.

Students should demonstrate that they can create reports that display relevant information from

a database in an easily readable form. Monitor progress and make sure students address the

following questions:

What information do students want to share with what audiences?

Which tables and queries contain the information students need? What styles are appropriate for the data and audiences?


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Make sure students know how to create reports in the database software before they begin the

task. If you have a presentation station, you can model effective use of the report wizard in the

database application.



you may want to collaborate with the computer teacher to make sure students can create

database reports correctly.

Discuss the example of a database report with the whole class or small groups before students






familiar with basic tools for creating database reports.






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Task Example

Download the Database Report Query Zip File

(contains PDF Example and Database sample)

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/DM-DatabaseReports.zip


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Data Management | Look Back


In this module, students explored ways to prepare and administer a survey. Students planned

effective database designs and used them to create tables to store their survey data and forms

to enter their survey data into the databases. Students created queries to retrieve information

from their survey databases and reports to display their data.


How to follow basic guidelines for collecting accurate opinion data

How to plan effective designs for survey databases

How to create databases and use forms to enter survey data

How to create queries to retrieve survey data that helps solve problems How to create reports to share data with appropriate audiences

Checklist for Data Management


Completing all tasks ensures that students are ready to analyze survey data.

Rubric for Data Management

Help students use the rubric to self-assess their survey questions, database tables, forms and

queries, and database reports. Explain to students the importance of paying attention to writing

mechanics. Make sure students’ self-assessments are accurate. Encourage students to use their

self-assessments to improve their interview questions and narrative topics.

Reflection on Data Management


possible, give students time to share their survey questions, database tables, forms and queries,

and database reports with each other. Students can share their reflections with the whole class,

in small groups, or in pairs.


What they learned about preparing and administering a survey

What they learned about planning an effective database design

How they created their database tables, forms, and queries What they learned about sharing data with an audience

Encourage students to take or e-mail their survey questions and database reports home to

share with parents, guardians, or other trusted family members.


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Persuasive Communication

Module Overview

In this module, students learn how to use the persuasive style of writing to make convincing

arguments for solutions. You can help students understand how analyzing data with statistics

and visualizing data with charts and graphs can help them solve problems. Students learn how

to export data from a database and import data into a spreadsheet. Students should know how

to use formulas and functions to summarize data and then create charts and graphs to visualize

the data. Students should understand how to use technology tools, multimedia, and graphic

design to create effective publications and presentations.

Module Questions

How does summarizing data with statistics help students

solve problems?

How does visualizing data with charts and graphs help

students solve problems?

How can students use persuasive writing strategies to

communicate solutions?

What are the advantages of copyleft licenses for educational

use of multimedia?

What technology tools can help students communicate solutions to an audience?

Activity 1: Solution Planning

Students explore the use of spreadsheet formulas and

functions to analyze data. Students use formulas and functions

to summarize survey data so they can devise plans to solve

problems they defined.

Activity 2: Solution Implementation

Students explore how to visualize data with charts and graphs.

Students create charts and graphs that represent solutions

visually, and they format worksheets to help explain their solutions to peers.

Activity 3: Persuasive Nonfiction

Students explore the purposes and uses of the persuasive style of writing. Students draft

Look Ahead





module, discuss the



students review the



groups.

See the checklist:

Persuasive

Communication Checklist

See the rubric:

Persuasive

Communication Rubric

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Communication-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Communication-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Communication-Rubric.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Communication-Rubric.docx


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introductory paragraphs that engage readers, body paragraphs that make convincing

arguments, and memorable concluding paragraphs that summarize and synthesize their

arguments.

Activity 4: Copyright and Copyleft

Students explore copyright laws and the recent development of copyleft licenses. Students

locate images, audio, and video to help make convincing arguments and determine if they can

use the media without permission or if they need to obtain permission from the copyright

holders.

Activity 5: Effective Communication

Students explore how visual representations of information can make strong impressions on

most people. Students demonstrate that they can use principles of graphic design to create

visually appealing publications or presentations that make convincing arguments for their

solutions.

Look Back

Students reflect on their learning in this module. Make sure students are ready to plan, produce,

and publish persuasive Web sites on the problems they defined. You may want to use the

checklist to make sure students completed their tasks, and you may want to use the rubric to

assess their solutions, publications, and presentations.


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Persuasive Communication | Activity 1: Solution

Planning

Activity Overview

In this activity, students explore the use of spreadsheet

formulas and functions to analyze data. Students learn how to

export query results from a database application and import

data into a spreadsheet application. Spreadsheet applications

are usually the best tool for analyzing data.

Activity Questions

How are formulas similar to one another?

In what order do the parts of a formula have to be written?

What formulas and functions can students use to analyze survey data?




symbol with key terms such as data analysis, export, import,

operator, value, and variable. Encourage students to

remember and visualize these terms any time they analyze

data.

Make sure students understand the distinctions among equation, formula, and function. You

may want to have students use equation, formula and function in one sentence to make sure

they understand the precise definition of each term.

Review key database terms from the module such as criterion, field, query, record, retrieve, and

wizard. You may want to have students recall the images or symbols they associated with these

words and pair up to quiz each other on the terms.



exploration of Web sites on information that helps them use a spreadsheet application to

analyze data. Ask students what they know about formulas and functions and what questions

they have about formulas and functions.


to pair students with complementary partners or peer tutors to make sure everyone knows how

Look Ahead

Task: Students summarize survey data so they can devise plans to solve

problems. Goal: Students demonstrate that they know how to use formulas and functions to analyze data. Preview the example of a data summary before introducing the activity to

students. See the examples:

Data Summary and Solution Plan


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to use formulas and functions to analyze data. You may also want to have students report out to



Make sure students understand that data analysis involves selecting and using appropriate

formulas and functions to answer questions. Remind students that critical thinking skills can help

them select and use the most appropriate formulas and functions to analyze their survey data.

Students should know how to use the five-step problem solving process to help frame queries.

Make sure students know how spreadsheet applications use formulas and functions to calculate

data. A formula is an equation you enter into a spreadsheet that can include cell references. A

function is a standard formula that is built into a spreadsheet application. The difference is that

users create formulas and the application includes functions.

Make sure students understand that they can use formulas and functions to perform hundreds

or even thousands of calculations instantly. Question students to make sure they understand

that spreadsheet applications have two main advantages:

They can perform numerous calculations instantly.

They can update calculations automatically when data changes.

Make sure students know how to use formulas and functions in the spreadsheet software.

Question students to make sure they can discuss their work using correct terminology.

Task: What to Do

Students show that they know how to use formulas and functions to summarize survey data so

they can devise plans to solve problems. Monitor progress to make sure that each student can

correctly use key terms such as data analysis, equation, formula, function, operator, value, and

variable to discuss their analysis.

Make sure students know how to use formulas and functions in the spreadsheet software before

they begin the task. If you have a presentation station, you can model effective use of formulas

and functions to analyze data.



you may want to collaborate with the computer teacher to make sure students can use formulas

and functions correctly.

Discuss the example of a data summary with the whole class or small groups before students




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Make sure students address each of the following questions in their data summaries:

How did they expect their survey data to help solve their problems?

What kinds of information do their analyses of their survey data provide?

How do their analyses help them refine alternatives to solve their problems?

How do their analyses help them devise plans to solve their problems?

How could their analyses help them implement solutions?




know how to use spreadsheet formulas and functions to perform calculations on data.



You may also want to have students write their own quiz questions and share them with a peer, a

small group, or the whole class.


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Task Example Name

Date

Solution Plan for Immigration Reform

The data from my survey on immigration reform shows the different viewpoints of ten students

in my class. I wanted to ask opinions on statements that were both positive and negative about

immigrants. I expected that learning about the students’ opinions on these statements would

help me understand how these different views were formed. I can use this understanding to

help me develop a well-designed solution for immigration reform.

A majority of the students in my survey had parents that were born in another country and this

fact seemed to influence many of their opinions. Most agreed with the statements which were

pro-immigration. The majority want to have open borders. They want to allow hard-working

people to come to the United States. Many want to have a way for illegal immigrations to stay in

the United States legally and some want to have a path to citizenship for illegal immigrants. Two

students want to close our borders and have fewer immigrants come to the United States.

The open-ended questions provided many alternatives for immigration reform. Several students

think that law abiding immigrants should have a chance for legal status and possible citizenship.

Another student proposed that community service be part of the process for legal status and

another suggested that payment of back taxes is essential. Although I am not sure that these

alternatives will be part of my solution for immigration reform, they are certainly useful and

helped me consider more alternatives for my solution.

The survey helped me see the viewpoint of the two students opposed to greater immigration.

Now I have a better understanding of the issues that are important to people opposed to

immigration. These students are concerned about border security and respect for the law. They

feel that immigrants should follow the laws that were created to allow legal immigration into the

United States. These viewpoints are important and need to be considered in my proposed

solution.

Zip File Download

Download the Data Summary and Solution Plan Zip File

(contains Excel example and Database sample)

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/PC-Solution-Planning.zip


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Persuasive Communication | Activity 2: Solution

Implementation

Activity Overview

In this activity, students explore how to visualize data with

charts and graphs. Students create charts and graphs that

represent their solutions visually and format their worksheets

for others to easily see the data on which they based their

solutions.

Activity Questions

What are the most common types of charts and what type

of data does each type of chart help students visualize?

What features do spreadsheet applications provide to help

students create charts?

How can students use worksheets, charts, and graphs to help explain solutions to others?


Introduce bar chart, line graph, and pie chart to students with

a brief explanation of each term. Help students associate an

image or symbol with each type of chart or graph. Encourage

students to remember and visualize bar, line, and pie any time they see a chart or graph.

Help students associate an image or symbol with key chart terms such as graph, grid, legend,

visualization, x-axis, and y-axis. You may want to have students use each word in a sentence,

act out each word, or quiz each other on the terms.

Review key terms such as data analysis, export, import, operator, value, and variable. Make

sure students understand the distinctions among equation, formula, and function. Have students

recall the images or symbols they associated with these words. Encourage students to

remember and visualize these terms any time they analyze data.



exploration of Web sites on information that helps them create charts and graphs to explain

their solutions to peers. Make sure students know they will need to format their charts and

worksheets to make them easier for their peers to read and interpret.

Ask students what they know about formatting data and charts, and what questions they have

about formatting spreadsheets. Encourage students to take notes or draw pictures while they

Look Ahead

Task: Students use worksheets and charts to explain and implement solutions. Goal: Students show that they can format data and charts to help them explain

and implement solutions. Preview the example of a solution representation and a solution explanation before introducing the activity to students. See the examples:

Solution Presentation and Explanation


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explore Web sites.

You may want to pair students with complementary partners or peer tutors to make sure

everyone knows how to visualize data with charts and graphs. Remind students that everyone

should use correct terminology when discussing data analysis and visualization.


Make sure students understand that certain kinds of data require particular types of charts and

graphs to represent them.

Question students to make sure they know the most common types of charts and graphs:

A bar chart compares similarities and differences in a set of data.

A line graph shows how a set of data changes over time. A pie chart compares parts of a set of data with each other and to the whole set.

Make sure students understand that they must be able to recognize the main parts of a chart or

graph in order to interpret the meaning of a visual representation of data.

Question students to make sure they know the main parts of a chart:

The title of a chart should quickly tell you what the chart is about.

The x-axis should have a title that tells you what type of data is shown horizontally in the

graph.

The y-axis should have a title that tells you what type of data is shown vertically in the graph. The legend describes how data is represented in the chart.

Make sure students understand how wizards and toolbars simplify common tasks, and remind

students that technology tools such as charts and wizards do not substitute for good judgment.

Question students to make sure they know the four basic steps for creating a chart with a

wizard:

1. Select chart type. Select a chart type from the list.

2. Indicate chart source data. Indicate whether the data you want to represent is stored in rows

or columns.

3. Determine chart options. Give a descriptive title to the chart, the x-axis, and the y-axis.

4. Decide chart location. Place the chart on a new worksheet or an existing worksheet in the same workbook.

Make sure students understand that formatting their worksheets is just as important as

formatting their word processing documents. Remind students that the graphical user interface

for formatting a spreadsheet is very similar to the GUI in a word processing application.

Make sure students are familiar with the format menu and toolbar in the spreadsheet software.


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Make sure students understand how formatting and sharing data with peers can help them

improve their data analysis and find the best solution. Problem solvers often print worksheets

and data visualizations to share with peers. Sometimes, they create posters that explain their

solutions and how they devised their plans. Students should understand how to use feedback to

help them evaluate all alternatives with reason and fairness and find the best solutions.

Task: What to Do

Students visualize their survey data with charts and graphs to help them explain their solutions

to their peers. Students should demonstrate that they know how to create charts and graphs

that represent their survey data accurately and appropriately. Students format their survey data

and visualizations so they are easy for peers to read, interpret, and understand.

Make sure students know how to use the chart wizard and toolbar and the format menu and

toolbar in the spreadsheet software before they begin the task. If you have a presentation

station, you may want to model effective use of the chart wizard and format menu.



this is an excellent opportunity to collaborate with the computer teacher.

Discuss the example of a solution representation and a solution explanation with the whole class

or small groups before students begin the task. Review the checklist and discuss whether the






familiar with basic spreadsheet application features for formatting worksheets and creating and

formatting charts and graphs.






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Task Example Name

Date

My Solution for Immigration Reform

My solution for immigration reform is based on the data I gathered from my survey. I found that

most of the students I surveyed were in favor of greater immigration. They saw the benefits

that immigration can bring to our country. The responses to the questions in the survey

triggered new ideas for me on how to make changes in our immigration policy.

The responses to the open-ended questions made me think about other ideas that I had not

considered in my first research on the topic. One student talked about how hard it is for children

to lose a parent when the parent is deported as an illegal immigrant. Another student spoke of

how hard a woman she knew worked to become a US citizen legally and that effort deserves

recognition. I saw that I needed to gather more information on the effects of legal and illegal

immigration on the United States.

I believe that immigration is one of the factors that made the United States a world power.

Immigration has helped our economy and made our country strong. I think the United States

should continue to be an example to the world of a place where hope, freedom, and opportunity

provide the means for better life. I am in favor of immigration.

Before I can support an open immigration policy, I need to know more about possible solutions

for illegal immigration. I need to know more about how legal immigrants are granted entry. I

need to know how family status or education and skills affect immigration status. Knowing the

answers to these questions will help me decide on the levels of immigration and the

qualifications of the immigrants. The survey gave me a lot of information, but I see more

information will be needed to develop a thoughtful solution to immigration reform.

Zip File Download

Download the Data Solution Representation Zip File

(contains Excel example)

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/PC-SolutionImplementation.zip


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Persuasive Communication | Activity 3: Persuasive

Nonfiction

Activity Overview

In this activity, students explore the purposes and uses of the persuasive style of writing.

Students learn how to draft convincing arguments by engaging readers in the issue; presenting

evidence, such as facts, data, statistics, and quotes; and summarizing the argument in a

memorable way.

Activity Questions

How is the persuasive style different from narrative and

expository writing?

How can students use different persuasive strategies in their

writing? What makes a persuasive essay interesting and convincing?



explanation of each term and help students associate an image

or symbol with key terms. Key terms related to writing include

audience, draft, essay, expository, first person, issue, narrative,

nonfiction, persuasive, and third person. You may want to have

students use each word in a sentence, act out each word, or

quiz each other on the terms.

Make sure students understand the differences among emotion,

ethics, and reason. You may want to have students use all three

words in one sentence to make sure they understand the

precise definition of each term. You may also want to have



Many terms used in this activity pertain to thinking skills. These terms include cause, classify,

concept, compare, conclusion, contrast, critical, data, divide, effect, evidence, fact, fallacy,

information, logical, objective, reason, and subjective. You may want to have students pair up to

quiz each other on these terms.



exploration of persuasive nonfiction. You may want to ask students what they know about

Look Ahead

Task: Students draft introductory, body, and concluding paragraphs for persuasive essays. Goal: Students demonstrate that they can

write paragraphs that engage readers in issues, make convincing arguments, and summarize and synthesize their essays in memorable ways. Preview the example of a persuasive essay outline and draft before introducing the activity to students.

See the examples:

Persuasive Essay Outline Persuasive Essay Draft


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persuasive writing and what questions they have about writing persuasively. Encourage students

to take notes or draw pictures while they explore Web sites. You may also want to have

students report out to the class, another student, or a small group of students.


Make sure students understand that the persuasive style of writing attempts to influence the

thoughts or actions of an audience.

Make sure students know that effective persuasive essays:

Clearly state an issue and the author’s position

Present evidence such as facts, data, or statistics to support the author’s position

Quote experts or authorities who share the author’s position

Show that the author has objectively considered other positions and points of view

Make sure students understand the following three strategies for persuasive writing:

Emotion. Everyone has emotions, personal feelings that occur naturally without thought.

Persuasive writing based on emotions usually appeals to basic needs shared by all people.

Ethics. Ethics are principles or standards that give people a sense of right and wrong. Ethical

arguments can be very effective when they appeal to values shared by the members of an

audience.

Reason. Reason is the most effective way to make a convincing argument. An appeal to

reason is similar to expository writing because both attempt to be objective and understand

all points of view.

Make sure students understand that effective paragraphs are the building blocks of any well-

crafted writing.

Effective paragraphs usually:

State the main point of the paragraph clearly Present supporting points in a logical order

Effective introductory paragraphs usually:

Tell readers what the essay is about

Engage readers in the topic Tell readers what they will get from the essay

Effective body paragraphs usually:

Present main points in a logical order

Connect main points with smooth transitions

Balance the structure of the essay


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Effective concluding paragraphs usually:

Remind readers about what the essay explained

Offer readers a new viewpoint or insight

Make a lasting impression on readers

Task: What to Do

Students draft introductory paragraphs to engage readers in their persuasive essays, body

paragraphs that make convincing arguments, and concluding paragraphs that summarize and

synthesize their essays and make lasting impressions on readers.

Monitor progress to make sure students write paragraphs with one main point, adequate

supporting points, and transitions that are logical and smooth.

Discuss the example of a persuasive essay outline and draft with the whole class or small groups



the example.




familiar with the purposes and strategies of persuasive writing.






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Task Example - Outline Name

Date

Outline for Immigration Reform Solution

Introduction

Explain the current views on US immigration policy

State how immigration policy affects US future

Body

Add skills and talent to the US workforce

Preserve family unification

Create a path toward citizenship for illegal immigrants

Conclusion

Recap the proposed changes to US immigration policy

Address the current illegal immigrant population

Plan for future in immigrant selection process.


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Task Example - Draft Name

Date

A Proposal for Immigration Reform

Most Americans agree that the United States is an exceptional nation—the greatest nation on

earth. Most Americans agree that immigration has made our country a better, stronger, more

prosperous nation. Why then are there such strongly held differing opinions on how open our

borders should be?

Concerns about national security since September 11th have made Americans more aware of the

need for a thorough examination of our immigration policy. Our country needs to maintain a

strong economy and meet the challenges of a global marketplace and immigration policy is a

significant contributor to these goals. To keep the United States strong and vital, our

immigration policy need to address who should be our immigrants of the future and how we

handle the illegal immigrants in our country today.

A complete policy on immigration must address the following three issues: how to select those

immigrants who will contribute the most to our future economic needs, the need to maintain an

international perspective on immigration, and how to handle the current illegal immigration

population.

In the 19th century, large waves of immigrants came to the United States that had the skills and

talents needed at that time. They built the railroads, canals, and infrastructure needed in a

period of rapid expansion. These immigrants were largely unskilled but willing to perform hard

physical labor. Our economic needs had changed and now the talents and skills needed have

shifted from physical labor to technical expertise. For our future, our country needs more

engineering, scientific, and other highly developed technical skills. Our immigration policy needs

to allow for the selection of these types of individuals that will have immediate positive impact

on our economy and ability to compete in a global market.

For several decades, our immigration policy has favored family reunification. On the surface, this

may appear as a purely humanitarian goal, but it is more than that. Immigrant families have

contributed to the growth of the United States economy by creating new ventures. These start-

ups are often small businesses that employ other newly arrived family members. It is common

for the next generation of these families to become fully integrated, contributing member in our

society. Our immigration policy needs to identify family unification as an important contributor

to the success inclusion of immigrants into our society.


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A difficult but necessary consideration in our immigration policy centers on the issue of illegal

immigrants. Poor economic conditions in their home country and a long mostly unguarded

border provided conditions that allowed the creation of a large illegal immigrant population.

Many illegal immigrants are now contributing members of our economy who have created

families and lives in our country. They respect the laws of our country and want to become

citizens. Current immigration policy would use detention and deportation as solutions to this

problem. The scale of this problem is too large for these methods to be effective. Our

immigration policy need to first secure our national border and then to provide a path to legal

status and citizenship for those who have led productive lives.

Although crafting a realistic and viable immigration policy is not a simple matter, changes need

to be made to our current policy. These changes need to address the current illegal immigrant

population and the factors used to select future immigrants. Nothing less than our future ability

to compete globally is at stake. A comprehensive immigration policy that provides a talented

and skilled workforce fully integrated into our American society will help us continue to be the

greatest country on earth.


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Persuasive Communication | Activity 4: Copyright

and Copyleft

Activity Overview

In In this activity, students explore copyright laws and the recent development of copyleft

licenses. Students learn how to find the most effective images, audio, and video to help make

convincing arguments. Students learn when and how to obtain permission to use copyrighted

media and when and how copyleft licenses grant them certain permissions in advance.

Activity Questions

How can students find multimedia to enhance their

communication?

When should students get permission to use copyrighted


How does copyleft allow students to use copyrighted images, audio, or video?


Introduce key technical terms such as compress, download,

extension, and format to students with a brief explanation and

help students associate an image or symbol with each term.

Encourage students to remember and visualize these terms any

time they view multimedia on the Web or download multimedia

from the Internet.

Introduce copyleft, copyright, derivative work, fair use, license,

noncommercial, and public domain to students with a brief

explanation and help students associate an image or symbol with each term. You may want to

have students use each word in a sentence or act out each word. You may also want to have

students work in pairs or small groups to draw an image or symbol that represents each word.



exploration of Web sites on information that helps them find and use multimedia legally and

ethically.

You may want to ask students what they know about multimedia and copyright, and have




Look Ahead

Task: Students identify multimedia to enhance their arguments for their solutions.

Goal: Students demonstrate that they understand copyright and copyleft and know how to use multimedia legally and ethically. Preview the example of multimedia permissions before introducing the activity to students.

See the example:

Multimedia Permissions


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Make sure students understand that they must assume that a work is copyrighted even when it

is not marked with a copyright symbol ©. Students should know that fair use of copyrighted

works for educational purpose applies only under certain conditions and limitations. Make sure

students understand that they should always give credit to the creators of images, audio, and

video just as they cite the authors of texts.

Make sure students understand that using a copyrighted work in any way that is not clearly

covered by fair use traditionally requires written permission from the copyright holder. Copyleft

speeds up the process by giving everyone permission to use a copyrighted work in specific ways.

Creative Commons licenses allow creators of original works to retain some rights while granting

other rights to everyone.

Make sure students know the four rights that may be reserved with Creative Commons licenses:

Attribution means that anyone may use an original work in any way, provided that the work’s

creator is credited.

No Derivatives means that anyone may use an original work as is, but no one may change the

work without permission.

Noncommercial means that anyone may use an original work in any way that does not involve

buying or selling.

Share-Alike means that anyone who uses an original work under a Creative Commons license

must grant to the same license to everyone.

When students use different types of images, audio, or video in their documents or on Web

pages, make sure students understand that each file has a particular format that is indicated by

different file extensions. All formats are good for some purposes but not for others.

Image Formats

GIF (Graphics Interchange Format) is a good format for very simple graphics and graphics

with transparent, or cut out, areas.

JPG or JPEG (Joint Photographic Experts Group) provides adjustable quality images with many

colors.

PNG (Portable Network Graphics) provides high quality images and supports transparent, or

cut out, areas. TIF or TIFF (Tagged Image File Format) provides very high quality images.

Audio Formats

AIFF (Audio Interchange File Format) is a very high quality audio format that was developed

by Apple*.

MP3 (MPEG-1 Layer 3.) is popular on the Internet because it can store CD-quality music in

relatively small-sized files.


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WAV (Waveform) was an early and very common audio format for Windows, but it can also be

used on a Mac operating system.

WMA (Windows Media Audio) is a relatively new audio format developed by Microsoft* for the

Windows operating system.

Video Formats

AVI (Audio Video Interleave) is a common video format for the Windows operating system

MOV or QT (QuickTime Movie) was created by Apple and included with every Mac operating

system.

MPG or MPEG (Motion Picture Experts Group) is a video format from the same organization

that developed the MP3 audio format.

WMV (Windows Media Video) is a relatively new video format developed by Microsoft for the Windows operating system.

Task: What to Do

Students identify multimedia and determine if they can use the media without permission or if

they need to obtain permission from the copyright holders. Students should demonstrate that

they can find some images, audio, or video on the Internet and use the multimedia to enhance

their Web pages and help make convincing arguments.

Students may use the Web sites listed in the task or other multimedia sources on the Internet.

You may also have sources of multimedia available through your school network. Monitor

students to make sure they correctly identify the copyright status and copyleft licensing of their

media files.

Make sure students know how to find and download multimedia files before they begin the task.

If you have a presentation station, you may want to model effective search strategies and file

management techniques.




Discuss the example of multimedia permissions with the whole class or small groups before





read the feedback they get when they answer each question. The quiz makes sure students can

find and use multimedia legally and ethically.



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Date

Multimedia Files for Immigration Reform Solution

Picture Web Site Copyright

Status

Reason for Use on My Web Site

From http://www.flickr.com/photos/distra/182002115/ on May 25, 2007

Saved as Taking_oath.jpg.

Permission

granted

This picture show immigrants taking the oath of citizenship at a naturalization ceremony in Seattle, WA.

Image from http://www.sxc.hu/photo/348667 - added quote

Saved as GW_Quote.jpg.

Copyright

free

The quote in this photo is by George Washington and shows approval early in Unites States history for immigration.

From http://www.sxc.hu/photo/866633

Saved as Immigration_Children.jpg.

Royalty-free

image

“The bosom of America is open

to receive not only the Opulent &

respectable Stranger, but the

oppressed & persecuted of all

Nations & Religions; whom we

shall wellcome to a participation

of all our rights & privileges.”

George Washington Address to

Irish Immigrants, December 2,

1793

http://www.flickr.com/photos/distra/182002115/





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This image shows cousins who are separated by their immigration status. Many US immigration laws make it difficult for families to remain

together.

From

http://www.youtube.com/watc

h?v=aAaBgMmSrJo on May

25, 2007

From http://www.youtube.com/watch?v=aAaBgMmSrJo on May 25, 2007

<object width="425" height="350"><param name="movie"

value="http://www.youtube.com/v/aAaBgMmSrJo"></param><param name="wmode"

value="transparent"></param><embed src="http://www.youtube.com/v/aAaBgMmSrJo"

type="application/x-shockwave-flash" wmode="transparent" width="425"

height="350"></embed></object>

(Media will open in a separate window.)

© 2006

Mercury

Radio Arts

and CNN. All

rights

reserved.

Just use link

This video from the Mercury Radio Arts and CNN take a humorous look at the history of illegal immigration in the United States. The history

starts in 1846 with the war between the United States and Mexico and continues to the modern day proposals for immigration reform.

From http://www.nps.gov/stli/, on May 30, 2007

This is a site from the government of the United States, so there is no copyright.

No

copyright.

Pictures of Statue of Liberty for the web site banner.


Saved as immigration.jpg.

Royalty-

free image

Picture of new US citizen after naturalization ceremony.

http://www.youtube.com/watch?v=aAaBgMmSrJo



http://www.nps.gov/stli/




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Saved as Graduation.jpg.

No

copyright.

Picture of college graduation; good picture for talented and skilled section of essay.




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Persuasive Communication | Activity 5: Effective

Communication

Activity Overview

In this activity, students explore how visual representations

of information can make a strong impression on people.

Students learn that graphic design is the art of creating

publications and presentations that capture and hold the

attention of readers and viewers.

Activity Questions

What are the most important points to remember about

graphic design?

How can graphic design help attract readers to publications

and presentations?

What kind of publication or presentation could help students communicate their solutions to an audience?




or symbol with key graphic design terms such as alignment,

balance, contrast, proximity, repetition, and white space. You

may want to have students work in small groups to draw an image or symbol to represent each

term. Encourage students to remember and visualize these terms as they design their

expository presentations.

Discuss key technology terms such as desktop publishing, presentation, presentation

application, template, and word processing application. Remind students that using correct

terminology to discuss technology is an essential literacy skill for a successful life in the 21st

century.



exploration of Web sites on information that helps them create visually appealing and convincing

publications or presentations.

You may want to ask students what they know about graphic design, and what questions they

have about designing effective publications and presentations. Encourage students to take notes

or draw pictures while they explore Web sites. You may also want to have students report out to

Look Ahead

Task: Students use the principles of graphic design to create publications or presentations that make convincing arguments for solutions. Goal: Students make their publications or presentations as visually appealing, easy to read,

and persuasive as possible. Preview the example of a presentation before introducing the activity to students. See the example:

Presentation


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Explain that a quality publication or presentation looks good, is easy to read, and communicates

a message. Make sure students know that graphic design is the art of using type and graphics to

produce quality publications and presentations.

Make sure students can identify and explain each of the six basic design principles. Make sure

students understand that these principles are guidelines, not rules.

Question students to make sure they understand these principles:

Alignment makes a publication easy to read.

Balance sets the tone for a publication.

Contrast directs a reader’s attention to a specific place or idea.

Proximity uses space to show how type and graphics are related.

Repetition helps a reader navigate through a publication. White space gives a reader’s eyes a rest.

Make sure students know that templates are computer files that have been created in a specific

application to provide formatting for a publication. Students can create quality publications by

adding their content to a file created from an existing template. Students can modify the

content of a template for a particular purpose or even create their own templates.

Make sure students understand how technology tools for desktop publication enable effective

communication with an audience. Students should know that specialized desktop publishing

applications allow precise control over the appearance of a document, but word processing

applications can be used effectively for basic desktop publishing.

Make sure students know that a quality multimedia presentation looks good, is easy to read

from a distance, and communicates a message. Students should know the basic “dos and

don’ts” for designing a quality presentation. The overarching theme is to use design elements

creatively but correctly and sparingly so that the designs are visually appealing and easy to read

or view.

Like any technology tool, the results you get with desktop publishing or multimedia

presentations depend on your knowledge, efforts, and skills. To create attractive publications

and presentations, students should take advantage of all the features of technology tools but

not on the same page! Make sure students understand why publications should not to be

cluttered or difficult to read.

Task: What to Do

Students demonstrate that they can use principles of graphic design to create visually appealing

publications or presentations that make convincing arguments for their solutions. Remind


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students to consider their purpose and audience when designing their publications or

presentations.

Discuss the example of a presentation with the whole class or small groups before students






familiar with some basic principles and tools of graphic design.






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Task Example


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Persuasive Communication | Look Back


In this module, students analyzed survey data and created charts to visualize survey data to

help find solutions to problems they defined. Students devised and implemented plans to solve

problems and used technology tools, multimedia, and graphic design to communicate solutions

to an audience.


How to analyze survey data and devise plans to solve problems

How to create charts that help them implement and explain solutions

How to use persuasive writing strategies to make convincing arguments for solutions

How to observe copyright laws and use copyleft licenses when they use multimedia How to create an effective publication or presentation to communicate solutions

Checklist for Persuasive Communication


Completing all tasks ensures that students are ready to publish the results of their data

analyses.

Rubric for Persuasive Communication

Help students use the rubric to self-assess their solution planning and implementation, and the

persuasive nonfiction and multimedia in their publicatons or presentations. Remind students of

the importance of using multimedia legally and ethically, and of paying attention to technical

and writing mechanics. Make sure students’ perceptions of how well they directed themselves

are accurate. Encourage students to use their self-assessments to improve their Web pages.

Reflection on Persuasive Communication


possible, give students time to share their solution planning and implementation, and the

persuasive nonfiction and multimedia in their publications or presentations with each other.

Students can share their reflections with the whole class, in small groups, or in pairs.


How they analyzed their data and devised plans to solve their problems

How visualizing their data helped them implement and explain their solutions

What they learned about technology tools, multimedia, and graphic design What they learned when they shared their solution with others


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Persuasive Web Site

Module Overview

In this module, students learn how to plan, produce, and publish Web sites to communicate

solutions to a global audience. You can help students understand that effective Web sites are

works of art, literature, science, and technology that are usually created by teams of people who

have different talents and interests. Students learn how to create Web pages using Hypertext

Markup Language (HTML) and a simple text editor. Students should know how to add links,

images, audio, and video to help make Web pages entertaining and persuasive.

Module Questions

How are architecture, navigation, and layout related in a

well-designed Web site?

What technology tools can help students produce Web sites

and gain insights into how computers work?

How can students use links and multimedia to make Web

sites persuasive?

How can students use style sheets to be more productive and

efficient?

What are the similarities and differences between creating effective Web sites and writing effective essays?

Activity 1: Preproduction Planning

Students explore structural characteristics of effective Web

sites. Students work in teams to plan effective architectures,

navigation, and layouts for their Web sites.

Activity 2: HTML Documents

Students explore technology tools for creating Web pages.

Students demonstrate that they can use a text editor and

Hypertext Markup Language (HTML) to create Web sites that make persuasive arguments for

their solutions to a global audience.

Activity 3: Hypertext and Hypermedia

Students explore how hypertext and hypermedia make the Internet more useful by connecting

documents to related documents and multimedia resources. Students use a text editor to add

Look Ahead





module, discuss the



students review the



groups.

See the checklist:

Persuasive Website

Checklist

See the rubric:

Persuasive Website

Rubric

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Website-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Website-Checklist.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Website-Rubric.docx

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/Persuade-Persuasive-Website-Rubric.docx


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hyperlinks and hypermedia to Web pages.

Activity 4: Cascading Style Sheets

Students explore how the style element can be used to save time and maintain a consistent look

and feel across a Web site. Students work in teams to create style sheets for their Web sites.

Activity 5: Postproduction Validation

Students explore similarities and differences between publishing a Web site and producing a

publication or a multimedia presentation. Students work in teams to publish, proof, and test

their Web sites.

Look Back

Students reflect on their learning in this module. Make sure students can confidently plan,

produce, and publish persuasive Web sites. You may want to use the checklist to make sure

students completed their tasks, and you may want to use the rubric to assess their Web sites.


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Persuasive Web Site | Activity 1: Preproduction

Planning

Activity Overview

In this activity, students explore structural characteristics of effective Web sites. Students learn

how to design the architecture, navigation, and layout of their Web sites. Students discover that

effective Web sites are works of art, literature, science, and technology. Students learn that the

best way to ensure the success of a Web site is to make it a team effort.

Activity Questions

How does a Web site’s architecture influence navigation?

What should students do when designing a Web site?

What should students not do when designing a Web site?

What talents could each student contribute to producing an

effective Web site?


Introduce copy, designer, information architect, programmer,

project manager, usability, and Webmaster to students with a

brief explanation of each term. You may want to introduce key

technical terms such as HTML, HTTP, hypertext, Internet,

network, and URL.

Help students associate an image or symbol with each term

and encourage students to remember and visualize the terms

any time they visit a Web site. You may want to have students

use each word in a sentence, act out each word, or quiz each

other on the terms.


Make sure students review the guiding questions for this activity before they explore the various

tasks and talents involved in planning an effective Web site. Explain how the guiding questions

help focus their Web reading. You may want to ask students what questions they have about

planning a Web site.

You may want to have students write guiding questions of their own. Encourage students to take

notes or draw pictures while they explore Web sites. You may also want to have students report



Look Ahead

Task: Students work in teams to plan Web sites

and design layouts. Goal: Students demonstrate that they understand how to plan effective Web site architecture and create layouts based on the architecture. Preview the example of a

Web site design before introducing the activity to students. See the example:

Web site Design

http://educate.intel.com/en/TechnologyLiteracy/Persuade/TeacherGuide/TG_SolveProblemswithData/TG_PersuasiveWebSite/WS_Preproduction_Planning.htm


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Make sure students understand the main steps involved in planning a Web. In particular,

students must know how to use a graphic organizer to illustrate the Web site’s architecture.

Explain that navigation and layout should flow from the architecture. Make sure students know

that they can create an HTML table with a simple text editor and that controlling the layout of

Web pages has been one important use of HTML tables.

Make sure students understand that misuse or excessive use of any HTML element can make a

Web page look cluttered, unattractive, and difficult to read or view.

Question students to make sure they know some basic “dos and don’ts” of Web design:

What to Do When You Design a Web Page

Use key phrases from your main points as headings

Maintain a consistent look and feel by repeating colors and fonts

Use contrasting colors for text and background

Use fonts that are easy to read on any kind of display

Use the alt attribute with image tags to provide alternate text

Align type and graphics so that they are easy to view Leave white space and balance the content of the page

What Not to Do When You Design a Web Page

Use too many colors or fonts

Use colors or fonts that are difficult to read

Use too many different fonts or styles

Have more than a few words in bold or italics Fill up every inch of the page

Make sure students understand why many talents are involved in producing an effective Web

site. Students should know that the most effective Web sites are usually designed by teams of

people with different talents and interests.

Some common roles on Web teams include:

Content developer. All Web sites communicate information. Content developers are

responsible for creating the information that Web sites communicate.

Copywriter or copy editor. Almost all Web sites use text to communicate their content.

Creating the text is the responsibility of copywriters and copy editors.

Designers. The overall look of a Web site has a major effect on whether users find the site

interesting or boring. A graphic designer is usually responsible for most of the artistic

decisions involved in producing a Web site.


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Project Manager. Members of effective teams know how to share responsibilities and work

together. Project managers have responsibilities that affect the performance of the team as a

whole, such as schedules and budgets.

Programmer. Most large Web teams, whether academic, corporate, or commercial, include

programmers who write computer code that makes Web sites more interactive.

Specialists. Web teams sometimes include a variety of people with very specialized expertise.

Two common specialists are information architects and usability engineers.

Webmaster. Reliable Web sites must have Webmasters who make sure that the sites are always working correctly and efficiently, and are updated.

Task: What to Do

Students work in teams to plan their Web sites and design layouts. Students should

demonstrate that they understand how to plan an effective Web site architecture and create a

layout based on the architecture. Monitor progress to make sure all students have roles and

participate on their teams.

Question each team to make sure students work through the main steps involved in designing

Web sites. You may want to model effective use of word processing or diagramming software to

create a graphic organizer and layout.



this is an excellent time to collaborate with a computer teacher.

Discuss the example of a Web site design with the whole class or small groups before students






familiar with some basic tools for creating Web site architectures and layouts.






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Task Example Name

Date

Design Architecture for Web Site on Immigration Reform

Here is our screen layout and architecture flowchart for our Web site on the viability of the

United Nations. We will use these charts as the basis for the development of our Web site.

Screen Layout

Title Area or Masthead

Include picture related to content

Navigation

Area

Table of

Contents

List out the

different pages

on the Web site

and provide links

to each one.

Content Area

Provide the different content for the

Introduction, conclusion and different

areas of content listed in the table of

contents

.

Web Site

List of Web sites of

interest

Footer Area

Footer information and credits


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Web Site Architecture

Web Site Map

Index Page

Add skills

and talent to

the US

workforce

Create a

path toward

citizenship

for illegal

immigrants

Conclusion

Preserve

family

unification

Immigration Reform

Index Page

Content: Introduction to the topic

Multimedia: No graphics or video

for this page.


pages on the site; links to Web

sites.

Attract Talent

Content: Information on the UN

mission to the Middle East.

Multimedia: Picture of college

graduation.


pages on the site; links to web

sites. Create Path

Content: Information about UN

work to end the genocide in Darfur,

Sudan.

Multimedia: Picture of man

receiving US citizenship.



sites.

pages on the site.

Conclusion

Content: Final remarks on the

viability of the United Nations in

today’s world.

Multimedia: Picture of hands of

new citizens taking allegiance oath



sites.

Preserve the Family

Content: Information on UN

initiative to save heritage site.

Multimedia: Picture of immigrant

family.



sites.

Show links on web site


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Persuasive Web Site | Activity 2: HTML Documents

Activity Overview

In this activity, students explore technology tools for creating

Web sites. Students learn how to create a Web page with a

simple text editor and a very basic computer language called

Hypertext Markup Language, or HTML. Students learn that

Web pages are really HTML documents.

Activity Questions


How can students use HTML to create the main parts of a

Web page? How can students use HTML to format text in a Web page?




with each term. Review key Web team terms such as copy,

designer, information architect, programmer, project

manager, usability, and Webmaster. You may want to review

key technical terms such as HTML, HTTP, and hypertext.





Make sure students review the guiding questions for this activity before they explore information

about HTML) used to create Web pages. Explain how the guiding questions help focus their Web

reading. You may want to ask students what questions they have about creating a Web site.

You may want to have students write guiding questions of their own. Encourage students to take

notes or draw pictures while they explore Web sites. You may also want to have students report



Make sure students understand that basic Web pages are plain text files that are very easy to

create. A simple text editor and a very basic computer language called Hypertext Markup

Language (HTML) are the only required tools. In the Technology Literacy curriculum and teacher

guide, you will notice an extra space after the left bracket. This was necessary in order to

Look Ahead

Task: Students create Web sites to make persuasive

arguments for solutions. Goal: Students demonstrate that they can use a text editor to create HTML documents with a consistent layout using HTML tables. Preview the example of a Web site before introducing

the activity to students. See the example:

Example Web site Download the zip file and unzip it.


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program these pages. However, students do not need to include this extra space as they

program their Web pages and Web sites.

Make sure students know that:

HTML is a simple computer language consisting of tags that tell web browsers how to display

the contents of Web pages.

All tags start with a < (left angle bracket) and end with a > (right angle bracket). These

symbols tell web browsers to look for instructions between the angle brackets.

The parts of Web pages enclosed by any tags are called elements. Four elements are required for any HTML document. Each element is enclosed by a start < > tag and an end < /> tag.

The four required HTML document elements are:

Element Tags

Document root < html> < /html>

Document head < head> < /head>

Document title < title> < /title>

Document body < body> < /body>

Some basic HTML formatting elements include:

Element Tags

Paragraph < p> < /p>

Forced line

break < br>

Heading < h1> < /h1>, < h2> <

/h2>…

Span < span> < /span>

Div < div> < /div>

The style element can be used to format almost any other HTML element. Including the style

element inside the start tags of other elements and setting the values of properties in the style

element replaces multiple formatting elements.

A generic example of inline styles is:

< element style=”property1: value1; property2: value2”>< /element>


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Make sure students know that they can create an HTML table with a simple text and that

controlling the layout of Web pages has been one important use of HTML tables. The table

element has a start < table> tag and an end < /table> tag. The table header, table row, and

table data cell elements can be nested in the table element to create the structure of the table.

Important attributes of the table element include:

align determines how the table is positioned on the page.

bgcolor sets the table’s background color.

border sets the thickness of the table border and grid lines.

cellpadding changes the amount of white space between a cell’s borders and the cell’s

content.

cellspacing changes the amount of white space between cells. width changes the table’s size.

Some additional attributes of the table header and table data cell elements include:

colspan merges two or more cells in a row.

rowspan merges two or more cells in a column.

valign determines how cell content is positioned vertically.

Task: What to Do

Students demonstrate that they can use a text editor to create basic HTML documents by

creating Web sites to make persuasive arguments for their solutions. Make sure students know

how to use a simple text editor to create, save, and open a plain text file with an .htm file

extension.

Monitor progress to make sure students understand how to edit HTML files with a text editor and

view them with a web browser. Make sure students know how to use the Intel® Education Help

Guide to get just-in-time assistance with technology skills as they work through the task.

If you have a presentation station, you may want to use a text editor to create a basic Web

page with the whole class or groups of students. If you are a classroom teacher, you may want

to check with the computer teacher to find out what tools are available for students to use.

Discuss the example of a Web site with the whole class or small groups before students begin

the task. Review the checklist and discuss whether the example is complete. You may want to





familiar with the HTML needed to create table layouts.


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Task Example

Download the HTML Zip File for the example files of an example Web site as follows:

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/PWS-HTMLDocuments.zip


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Persuasive Web Site | Activity 3: Hypertext and

Hypermedia

Activity Overview

In this activity, students explore how hypertext and hypermedia make the Internet more useful

by connecting documents to related documents and multimedia resources. Students learn how

to add hypertext and hypermedia to Web pages.

Activity Questions


pages?

How can students use HTML to add media to Web pages?

How can students use hypertext and hypermedia to make

Web sites more persuasive?


Introduce hyperlink and hypermedia to students with a brief


with each term. Encourage students to remember and

visualize hyperlink and hypermedia any time they are on the

Web. You may want to have students use each word in a

sentence or act out each word. You may also want to have






sites on information that helps them add hyperlinks and

hypermedia to HTML documents. You may want to ask students what they know about creating

Web pages and Web sites, and what questions they have about hypertext and hyperlinks.

Make sure students know that everyone should be able to explain the basic features of the

World Wide Web using correct terminology. Encourage students to take notes or draw pictures




Make sure students understand that a simple text editor and the anchor element is all they need

to add hyperlinks to a Web page. In HTML, the anchor element tells web browsers how to

Look Ahead

Task: Students add hyperlinks and hypermedia

to Web pages. Goal: Students demonstrate that they can use the anchor, image, and embed elements to enhance Web pages with hyperlinks and hypermedia. Preview the example of a

Web page with hyperlinks and hypermedia before introducing the activity to students. See the example:

Web Page with Hyperlinks and Hypermedia Download the zip file and

unzip it.


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display a hyperlink and where to find the related document. The anchor element has a start <

a> tag and an end < /a> tag.

Important attributes of the anchor element include:

href specifies the location of the document to which you are creating a hyperlink.

mailto specifies an e-mail address to which you are creating a hyperlink.

name links to a specific location in an HTML document. target specifies what happens when a user clicks a hyperlink.

Make sure students understand that the World Wide Web can be viewed as the part of the

Internet that contains hypermedia. Students should know that hypermedia enables a Web page

to include images, audio, and video as well as words and numbers.

In HTML, the embedded image element tells web browsers where to find and how to display any

graphic. a start < img> tag.

Important attributes of the embedded image element include:

src specifies the location of the image file you want to embed.

alt provides a short description of an image.

align determines how an image is positioned on the page.

border specifies the number of pixels you want in the border around the image.

height and width change the size of an image.

Although not an official international standard, the embed element is probably the most

common way to tell web browsers where to find and how to display audio or video. The embed

element works almost exactly like the embedded image element. The embed element only has a

combine start and end < embed/> tag, which has all the attributes described in the preceding

list. Another tag used for embedding is the < object> < /object> element.

Additional important attributes specific to the embed element include:

autostart determines whether the audio or video plays automatically when the HTML

document is opened by a web browser.

loop determines whether the audio or video plays repeatedly as long as the HTML document is

open in a web browser window.

controls specifies how web browsers display the plug-in that plays the audio or video. hidden prevents the browser from displaying the plug-in at all.

Task: What to Do

Students demonstrate that they can use a text editor to add hyperlinks and hypermedia to basic

Web pages. Make sure students know how to use the anchor, image, and embed elements to

add hyperlinks and hypermedia to an HTML document.


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assistance with technology skills as they work through the task. Make sure students know how

to use a web browser to view and test links and media in an HTML document.

If you have a presentation station, you may want to use a text editor to add hyperlinks and

hypermedia to a basic Web page with the whole class or groups of students. If you are a

classroom teacher, this is an excellent time to collaborate with the computer teacher.

Discuss the example of a Web page with hypertext and hypermedia with the whole class or

small groups before students begin the task. Review the checklist and discuss whether the






know how to add hyperlinks and hypermedia to an HTML document.






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Task Example

Download the HTML Zip File for the example files of an example Web site with hyperlinks and

hypermedia as follows:

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/PWS-Hypertext-Hypermedia.zip


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Persuasive Web Site | Activity 4: Cascading Style

Sheets

Activity Overview

In this activity, students explore how the style element can be used to save time and make Web

sites more consistent. Students learn how to use inline styles, internal style sheets, and external

style sheets to consolidate style information in one place.

Activity Questions

How does effective site architecture help separate style

from content?

What are the advantages and disadvantages of different

kinds of style sheets?

How can what students learned about Web design help them use the style element?


Introduce cascade and style sheet to students with a brief


with each term. Review key Web design terms such as

alignment, architecture, balance, contrast, home page,

navigate, proximity, repetition, site map, usability, and white

space. Have students recall the images or symbols they

associated with these words. You may want to have students

use each word in a sentence, act out each word, or work in

pairs or small groups to quiz each other on the terms.




sites on information that helps them create style sheets for

their Web sites. You may want to ask students what questions

they have about the style element. Encourage students to take notes or draw pictures while




Make sure students understand how separating style (how HTML documents are formatted) from

content can help Web site developers save time and produce consistent sites. Make sure

students know that the style element has a start < style> tag and a required end < /style> tag.

Look Ahead

Task: Students work with

a team to create style

sheets for the layout of

their Web sites.

Goal: Students


understand how to use

cascading style sheets to

separate style from content

and maintain a consistent

look.


style sheets before


students.

See the examples:

Style Sheets


unzip it.

View the Code in PDF

http://download.intel.com/education/Common/en/Resources/TechnologyLiteracy/Persuade/SolveProblemsWithData/PWS_Cascading_Stylesheets3.pdf


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The style element can be used in three ways:

Inline styles use the style element to format other HTML elements by setting style attributes

inside the start tags of other elements. A generic example of an inline style is:


Internal style sheets are defined by the style < style>< /style> element inside the document

head < head>< /head> element. The style of any element can be defined by listing the

element and then setting values for its style properties inside curly brackets. A generic

example of defining a style for an element is:

element1 {property1: value1; property2: value2}

External style sheets work just like internal style sheets except that styles are defined in a

separate document. Each HTML document in a Web site includes a link to the external style sheet in its head < head>< /head> element.

Inline styles, internal style sheets, and external style sheets can all work together in cascading

style sheets. The style that is defined nearest an element applies to the element.

Task: What to Do

Students work in teams to create style sheets for their Web site layouts. Students should

demonstrate that they understand how cascading style sheets can be used to separate style

from content and maintain a consistent look and feel.

Monitor progress to make sure all students participate and all teams stay on task. Check

students’ Web sites to make sure that:

All hyperlinks and navigation bars work

Font sizes and colors are correct and readable

Graphics and other media display correctly Tables and text are correctly and consistently formatted

Discuss the example style sheets with the whole class or small groups before students begin the

task. Review the checklist and discuss whether the example is complete. You may want to





familiar with some basic features of cascading style sheets.



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Task Example

Download the HTML Zip File for the style sheets in the following web site example:

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/PWS-Cascading-Stylesheets.zip


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View the Code for this example:

PWS_Cascading_Stylesheets.txt

<html>

<head><title>Immigration Reform</title>

<style>

.toppanel

{background: SlateBlue; color: white;

font-family: Georgia;}

.leftpanel

{background: White; color: white; font-size: 10px;


.middlepanel

{background: White; color: black; font-size: 16px;


td {padding-left: .5em; padding-right: .5em}

.rightpanel

{background: White ; color: black; font-size: 10px;

font-family: Georgia; }

.bottompanel

{background: SlateBlue ; color: white; font-size: 9px;

font-family: Georgia; }

.style1 {color: #000000}

</style>

</head>

<body>


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<font face="Georgia, Times New Roman, Times, serif" size="4">

<table width="600" border="0" cellpadding="3" cellspacing="3">

<tr>



<td class="toppanel" colspan="3" height="161"> <img src="top_banner.jpg"

alt="Pictures of the

Statute of Liberty from the National Parks Service web site." width="786"

height="108" border="2"

align="left">

</td>

</tr>

<tr>



<td class="leftpanel"width="25%" height="387" valign="top"><font size="2">

<a href="index.htm">Introduction</a></font>

</bold></bold> <ul>

<li class="style1"><font size="2"><a href="Add%20_skills.htm">Add skills and

talent to the

US Workforce </span></a></font></li>

<li class="style1"><font size="2"><a href="Preserve_family.htm">Preserve

family

unification</a> </font></li>

<li class="style1"><span class="style1"><font size="2"><a

href="Citizenship_path.htm">Create a path toward citizenship for illegal

imm</a></font></span><font size="2"><a href="Citizenship_path.htm"></a></font><font


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size="2"><a

href="Citizenship_path.htm">igrants</a></font></li>

</ul> <bold><bold><font size="2"><a

href="Conclusion.htm">Conclusion</a></font><font

size="2"><br>

</font>


<p></p>

</bold></bold></td>



<td class="middlepanel"width="50%" valign="top"><img src="GW_quote.jpg"

width="238"

height="178" align="left" hspace="5" alt="George Washington Quote">Most Americans

agree that the

United States is an exceptional nation--the greatest nation on earth. Most Americans

agree that

immigration has made our country a better, stronger, more prosperous nation. Why

then are there

such strongly held differing opinions on how open our borders should be?

</br>

</br>

Concerns about national security since <a

href="http://www.911digitalarchive.org/">September

11th</a> have made Americans more aware of the need for a thorough examination of

our immigration


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policy. </p>

<p>Our country needs to maintain a strong economy and meet the challenges of a

global

marketplace and immigration policy is a significant contributor to these goals. To

keep the United

States strong and vital, our immigration policy need to address who should be our

immigrants of

the future and how we handle the illegal immigrants in our country today. </br>

</br>

</p>

<p>A complete policy on immigration must address the following three issues: how

to select

those immigrants who will contribute the most to our <a

href="http://usinfo.state.gov/products/pubs/oecon/">future economic needs</a>, the

need to

maintain an <a

href="http://www.migrationinformation.org/USfocus/display.cfm?ID=603">international

perspective on immigration</a>, and how to handle the current <a

href="http://www.csmonitor.com/2006/0516/p01s02-ussc.html">illegal immigration</a>

population.

</p></td>



<td class="rightpanel"width="25%" valign="top"><font size="2"><bold>Links to

Learn


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More:</bold></font>

<p> <font size="1"><a


href="http://www.cnn.com/2006/EDUCATION/04/25/extra.immigration.terms/index.html">CN

N Student News

on Immigration Terms</a><br>

<i>Great site to learn about the terms used in immigrations reform.</i>

<br>

<a href="http://www.cis.org/">Center for Immigration Study</a><br>

<i>Site with information on immigration issues with a no growth

immigration

viewpoint</i> <br>

<a href="http://www.uscitizenship.info/">US Immigration and

Naturalization

Service</a><br>

<i>Learn the procedures to become a citizen.</i> <a

href="http://www.ailf.org/pubed/tc_index.asp"> <br>

American Immigration Law Foundation</a><br>

<i>Immigrations with a view favorable to immigrant's rights.<br>

</i><a

href="http://web.archive.org/web/20000901230649/http:/www.votesmart.org/issues/Immigrati

on/index.html">Vote-Smart</a><br>

<i>A good resource list of sites related to immigration issues.<br>

</i><a href="http://heather.cs.ucdavis.edu/pub/Immigration/Index.html">Immigration

Forum</a><br>

<i>Lots of links here to articles from various sources arguing all different sides


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of the

issue.</i></font></p></td>

</tr>

<tr>



<td class="bottompanel" height="37" colspan="3">

<h6>Images of the Statue of Libery from <a href="http://www.nps.gov/stli">

National Park

Service web site</a> on May 30, 2007.

</h6></td>

</tr>

</table>

</body>

</html>


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Persuasive Web Site | Activity 5: Postproduction

Validation

Activity Overview

In this activity, students explore similarities and differences

between publishing a Web site and producing a publication or a

multimedia presentation. Students learn how to proof, test,

and publish a Web site on the Internet.

Activity Questions

What are some ways students can publish a Web site on the

Internet?

How can students make a Web site more dynamic?

How can students confirm that a Web site works properly for

all members of its audience?




symbol with key technical terms such as client, domain, FTP,

Host, ISP, proprietary, script, server, upload, and utility.

You may want to have students use each word in a sentence,

act out each word, or quiz each other on the terms. You may

also want to have students work in pairs or small groups to

draw an image or symbol that represents each word.

Review key technical terms such as application, download, network, protocol, and URL. Have

students recall the images or symbols they associated with these words. Remind students that

using correct terminology to discuss technology is an essential literacy skill for a successful life

in the 21st century.



exploration of Web sites on information that helps them proof, test, and publish their Web sites.

You may want to ask students what questions they have about Web publishing. Encourage



Look Ahead

Task: Students work with a team to publish, proof,

and test Web sites. Goal: Students demonstrate that they understand how to publish Web sites on the Internet, and proof and test the sites to ensure quality. Preview the example of a publishing plan and a Web

site before introducing the activity to students. See the examples:

Publishing Plan and a Web site Download the zip file and unzip it.


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Make sure students know that publishing a Web site requires a host to store the HTML

documents, style sheets, and embedded multimedia files that make up the Web site and provide

access to the site from the Internet. File Transfer Protocol (FTP) is one common method for

uploading documents and files to a Web host.

You may want to lead a discussion of similarities and differences between proofing a Web site

and editing an essay or testing a Web site and practicing a multimedia presentation. Testing a

Web site poses several challenges that are specific to the Web as a means of communication.

Students should understand three major aspects of quality:

Technical. Testing for technical quality involves confirming that all HTML and embedded

multimedia work as intended. Students should correct any technical problems, such as broken

hyperlinks or navigation, text or tables that do not display correctly, navigation that does not

work, and multimedia that does not display or play back correctly.

Usability. Testing for usability involves confirming that the site gives visitors the intended

experience. Students should make sure that users understand the purpose and organization of

the site and quickly and easily find the content they need.

Accessibility. Testing for accessibility involves confirming that people with disabilities or

limited Internet access have the most complete user experience possible. Testing for

accessibility also helps to ensure that a Web site can be accessed with handheld devices, such as cellular telephones and personal digital assistants.

Task: What to Do

Students work in teams to publish, proof, and test their Web sites. Students should demonstrate

that they understand how to publish a Web site on the Internet and proof and test the site to

ensure quality. Monitor progress to make sure all students participate and all teams stay on

task.

Discuss the example of a publishing plan and a Web site with the whole class or small groups



the example.




familiar with some basic procedures for proofing, publishing, and testing Web sites.




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Task Example

Download the HTML Zip File for the web site example:

Name

Date

Publishing Plan for Web Site on Immigration Reform

Here are our plans for publishing our Web site on Immigration Reform. We plan to follow these

steps and finish by having our Web site available on the Internet for anyone who would like to

see it. The roles for each team member are:

Student Role Duties

Student 1: Project Manager Manage domain purchase and

upload of Web site to host.

Student 2: Editor Edit site for errors: spelling,

grammar, accuracy, relevance,

and accessibility.

Student 3: Testing Manager Handle the usability testing.

Student 4: Publicist Publicize the Web site.

Publication Steps

7. Proof read our site.

Check for spelling and grammar errors.

Check the relevance and accuracy of the information.

Check for accessibility issues.

8. Investigate alternatives for publishing our Web site.

Use the school Web site.

Use a free web hosting service.

Use a paid hosting service.

Purchase a domain and use the space provided with the domain.

Recommendation: Purchase a domain and use space provided

9. Decide on a domain name.

Use Register.com to purchase a domain.

Register studenthtmlwizards.com as our domain name.

Use the FTP program from Register.com to upload our program.

https://www.intel.com/content/dam/www/program/education/us/en/documents/technology-literacy/persuade/PWS-PostProduction-Validation.zip


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10. Validate the code on our web site.

Use W3C validator or WDG Validator.

Use the CSS validator and URL validator on Lissa Explains All.

11. Test usability of the site:

Test our web site on a Windows PC and a Mac PC.

Create a checklist for usability.

Ask three classmates and two adults to use the site and give us feedback on it.

12. Publicize our site.

Give the URL to our friends and teachers at school.

Investigate contests for Web site design.

Add the Web site to open source resources, such as Wikipedia.

http://validator.w3.org/

http://htmlhelp.com/tools/validator/

http://www.lissaexplains.com/html9.shtml


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Persuasive Web Site | Look Back


In this module, students explored how to plan the architecture, navigation, and layout of Web

sites. Students also explored different talents and roles that contribute to producing an effective

Web site. Students worked in teams to plan, produce, and publish Web sites based on their

persuasive Web pages.


How to plan Web sites by creating an architecture and layout design

How to use HTML to create and format Web pages with table layouts

How to add hyperlinks and hypermedia to help make Web sites persuasive

How to use cascading style sheets to help produce effective Web sites efficiently How to publish Web sites on the Internet and ensure quality by proofing and testing

Checklist for Persuasive Web Site


Completing all tasks ensures that students can confidently work in teams to plan, produce, and

publish Web sites.

Rubric for Persuasive Web Site

Help students use the rubric to self-assess the content, architecture, navigation, layout, and

multimedia of their Web sites. Remind students of the importance of using multimedia legally

and ethically and to pay attention to technical and writing mechanics. Make sure students’

perceptions of how well they collaborated with others on their teams are accurate. Encourage

students to use their self-assessments to improve their Web sites.

Reflection on Persuasive Web Site


possible, give students time to share the content, architecture, navigation, layout, and

multimedia of their Web sites with each other. Students can share their reflections with the

whole class, in small groups, or in pairs.


What they learned about Web design and architecture

How they used HTML to add hypertext and hypermedia to their Web sites

What they enjoyed most and least about planning and producing Web sites How they might use what they learned about communicating on the Web in the future

Encourage students to e-mail the URLs of their Web sites to parents, guardians, or other trusted

family members and ask for comments and suggestions.

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