12th grade students will choose a controversial political or economic topic, identify the stakeholders and explain their positions. Students may work in teams or as individuals to create a wiki page dedicated to their issue. They will individually reflect on the discovery process through a blog and ultimately create a persuasive letter and submit it to a key decision maker. Students will be required to consider, identify, extract and evaluate various forms of information to be included in the final project. The unit will culminate with a professional letter addressed to a key decision maker. Through this exercise students will demonstrate skills of participatory citizenship and strengthen information organization and expression skills that will take them into the real world.

Instructional Goals:

1)     Students will successfully retrieve, select and evaluate resources about their chosen topic.

2)     Students will review and refine search methods used to find and evaluate various resource formats (e.g. print, electronic, text and images).

3)     Students will use technology to organize and synthesize information gathered about their topic in order create their final projects.

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Learning Objectives: 

1)     12^th grade students may work independently or in teams to select a public policy issue, recognize the key issue up for debate, identify key stakeholders, and present and defend positions on the issues.

2)     12^th grade students will independently compile a list of 5 websites that serve as reliable source material on the topic, locate two peer-reviewed (refereed) articles through our school databases that demonstrate opposing views, and at least one article/video/podcast from a news organization.

3)     12^th grade students will independently and professionally journal/blog about their findings three times over the course of the projects.  Blogs should be reflective of initial, intermediate and final knowledge collection. (See attached requirements and rubric.)

4)     Each student will demonstrate at least 80% mastery of rubric components.  (See attached rubric.)

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Motivational Goals:

1)     Generate interest in the research process by drawing on relevant material. 

2)     Maintain interest in the research process with technology tools and reflection

3)     Encourage confidence in their ability to evaluate appropriate resources and use technology to express new understandings around their experiences.

Promote students’ satisfaction in their research accomplishments as they acquire portable skills for real world application.

(methods, media, materials)     Collaborative Scheduling   Determine wiki provider and establish sample layout (see sample layout at http://mhs-issue-wiki.wikispaces.com/ Wikispaces

Introduction:                                             

1.     The Classroom Teacher and the LMS will meet several times prior to this lesson to determine roles & responsibilities and organize materials.  The classroom teacher will be most familiar with content, and the LMS with the space, information literacy skills, and technical requirements.  Prior to this lesson, the LMS must determine what wiki resources will be used, and how to publish it on the school website. 

2.     The Teacher will lay out the project requirements and act as the subject matter specialist. They will suggest possible topics (e.g. copyright, gay marriage, potential state budget cuts) and the SLMS will act as the information specialist. 

3.     SLMS will start a wiki (See sample at: http://mhs-issue-wiki.wikispaces.com/)

Computers should be on and ready for searching.  If possible, sign in as a generic library user to eliminate the need for password sign in.   Questioning and feedback   Smart Board or overhead projection and cables

Body:

Week 1 - Lesson I – Free/Invisible Web Search (42 min.)

1.     Students will arrive at the library having selected their issue and whether they will be working independently or as a team. 

2.     SLMS will navigate the students to their wiki link on the school website and show them how their project requirements are also shown on the “Home” page.

3.    

(methods, media, materials)   PowerPoint   Internet access   Play the song “Wipeout” to accompany the theme of “surfing the internet”(A)   Handout Wiki and Blog and Rubric information handouts (Exhibits 1-3)                                           PowerPoint   Computers should be on and ready for searching.  If possible, sign in as a generic library user to eliminate the need for password sign in.   Play the song “I’ve Got the Power” by Snap just as their ability to access information will give them the power.(A)

SLMS will review a searching PowerPoint based on students’ needs.  The PowerPoint should have minimal text be interactive & entertaining with opportunities for inquiry.  If SLMS is creating a PowerPoint for the first time, see Joyce Valenza’s review PowerPoint titled Power Searching 501(?) for inspiration (Valenza, J., 2009).

• Depending on skill level, students will benefit from an overview of some or all of the following: 1) Boolean & wildcard operators, 2) how to access invisible web search engines, 3) advanced search options, 4) how to broaden/narrow search & 5) eliminate noise words (“farmers + America” versus “farmers in America”) Pointers to print material should be addressed as well. (C) 

4.     SLMS will model a search and allow time for students to practice independently.

5.     Lastly, the SLMS will post the PowerPoint on the website for students to review if needed.

 

Week 2 - Lesson II – Database & Image Searches (42 min.)

1)    The SLMS will review the difference between 1) keyword 2) subject and 3) full text document searches.  Remind students of advanced searching options to narrow searches or employ broader terms to widen the search, the power of a controlled vocabulary thesaurus, and pearl growing.

2)    Remind students to bring all their sources to class next week for citations.

 

(methods, media, materials)     PowerPoint   Computers should be on and ready for searching.  HAVE STUDENTS SIGN ON TODAY SO IMAGES CAN BE SAVED TO THEIR PERSONAL FILES.   Play the song “I’ve Got the Power” by Snap just as their ability to access information will give them the power.(A)               Handout – Exhibit 4               Smart Board or projected screen to present student projects   Sense of Accomplishment   By stretching the bounds of the library you will increase your presence and elevate perceptions as a co-teacher and collaborator

Week 3 - Lesson III – Citations (42 min.)

1)    Students should come to this session with required source material in print or electronic form.  SLMS will model a citation example in MLA format of the various required forms (websites, refereed articles and images)

2)    Students will perform an image search using a copyright free database and review the proper citation.  Images are best cited upon retrieval as there are no visible tags like there are on publications. (A)  Encourage students to use verbs to yield evocative images.

 

Week 4 – Letter

1)    Students will submit a letter to the classroom teacher in their desired format.  We’ve attached a suggestion.

 

Conclusion:

1.     Rather than bring the class to the library, access their final project from their classroom. Congratulate students on completing their projects! Students will take pride in the presentation of their own work.

2.     Evaluate project and learning.

SLMS links protected wiki to the library website and takes initiative on promotion of final projects through the next school newsletter. Encourage students to share their projects with friends and family

See Attached Rubric