Model Curriculum Unit Lesson Plan Template

Content Area/Course: USI Social Studies Grade(s): 8-9 Date: Time (minutes or hours): 2 classes

Unit Title: Constitutional Rights

Lesson Title: Research and Data Collection Tools

Essential Question(s) to be addressed in this lesson:

Why is it critical to conduct thorough research before taking action?
Why is important to look at differing viewpoints on an issue before taking action?

Standard(s)/Unit Goal(s) to be addressed in this lesson:

USI. 14, USI. 21, USI.25

Assumptions about what students know and are able to do coming into this lesson (including language needs):

Students have defined and worked with primary and secondary sources before this lesson. They have identified bias in readings, they know how to use computers and the Internet to conduct basic research, they know how to summarize information they gather in their own words, and they know how to organize information from several different sources in a safe, reliable way.

Where this lesson comes in a sequence: X

Beginning Middle End

Outcome(s)

By the end of this lesson students will know and be able

-Define source, primary and secondary sources, bias, and reliable

-Differentiate between reliable and unreliable sources

-Collect research from reliable sources to use in the research of their appropriate point of view

-Distinguish between different types of sources (i.e., first-hand interviews, articles, websites, studies, etc.) and describe the importance of having varied sources

Instructional Resources/Tools (What does the complexity of these texts or sources demand of the students?)

-  Access to computers and internet without blocked sites
-  Copies of graphic organizers

Anticipated Student Preconceptions/Misconceptions

Everything on the internet is true.
All sources of information contain the same meaning and are equally valuable.
If information comes from a reliable source, you don’t have to think critically about what is actually written.
Bias is blatant and easy to spot in documents.

Assessment

Pre-assessment/ Formative / Summative (optional)
-  Definitions of bias, source, reliable, primary and secondary sources
-  Thinking Critical about Websites questions after viewing two different fake websites
-  Marking up the text of Evaluating Web Pages Checklist
-  Primary and Secondary sources example review sheet
-  Reliable Resources questions about the main websites they use for research
-  Graphic organizer to collect research data
Lesson Sequence and Description / -Hyperlink 1:
http://zapatopi.net/treeoctopus/
-Hyperlink 2:
http://www.malepregnancy.com/
-The Internet Research Guide PDF is also attached as a separate document
-Evaluating Websites link:
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
-Marking up the text directions and rubric can be used from earlier lessons in this unit
-Students can mark up the text digitally: they can use a website called https://crocodoc.com/
to mark up the PDF, or they can convert it into a word document and mark this up using the comment feature on Microsoft Word.
-Evaluating Web Pages – extra resource on reliable internet information
-List of examples is attached as a separate handout
-The teacher can decide if they will allow choices or assign roles
-Group numbers are flexible depending on your class size
-Teacher can chose who the celebrity opponent and proponent will be, depending on interest and current popularity, or let the student chose based on research.
-Research Day: This could be a natural break in the class if you have shorter class periods. Start the second day of this lesson with researching and preparing for their roles
-Graphic organizer to collect data is attached
Please provide enough information and details so the teacher can deliver the lesson.
Opener
Students define the words "source," "bias," and "reliable." Then students answer “Why is it important for resources to be reliable?”
Activity 1 - Exploring Two Popular Websites: Fact or Fiction?
Students go to the following two websites. They will spend time clicking through the various parts of each page, and try to determine if each page is true or not.
Website #1
Website #2
Activity 2 - Thinking Critically about Websites
Students will answer the following questions after they have viewed both websites:
o  What characteristics make these websites so convincing?
o  What evidence is available to prove that these websites are hoax sites?
o  How can we determine if sources on the internet are reliable or not?
o  Which types of sources are reliable and in which circumstances?
o  Why is research necessary to prepare for political action?
Reveal to students that both websites are in fact fake.
Activity 3 - Mark up the Test: Evaluating WebPages Checklist
Here is a great brief guide to internet researching that helps students research in an efficient manner, as well as evaluate sources. It comes from the University of California, Berkeley:
Internet Research Guide (PDF)
Students will mark up this text, adding comments, questions and connections. At the bottom they will answer: “How can you use this checklist in the future? What items have you already been doing while visiting websites?”
Activity 4: Review Primary and Secondary Sources
Students define primary and secondary sources. Then they are provided with a list of examples of sources of information, and must decide if it is a primary or secondary source, explaining why for each one.
Activity 5: Introduction to the CEPA and purpose of research
Students are given the CEPA assignment:
You are present at a Senate Committee meeting to discuss the renewal and constitutionality of the Patriot Act. You are given a role that you will research and collect data on before the big meeting. The purpose is to create a strong argument for your side which you will present before the Committee.
·  Roles: News reporters/Media (5-7), Celebrity Proponent (1), Celebrity Opponent (1), Homeland Security committee (4-5), Budget Committee (4-5), Judiciary Committee (4-5), Intelligence Committee (4-5), Vice President
Assign students roles. If they are in a group they will work together to research information on their role and prepare for the CEPA.
Activity 6: Research Gathering and Evaluating Websites
Students research their character role and determine what their part believes about the Patriot Act. They will prepare for the CEPA using their research and writing skills.
They will catalogue all internet sources they use in a graphic organizer as they gather data.
They will also use the “Reliable Resources” handout questions to guide their research and determine if a website is reliable, biased, or a primary or secondary source.
Activity 7 – Research the Opposite Point of View
Students should research the opposing side so that they can prepare their speeches and rebuttal’s better.
Activity 8: Class Debrief
Each group will share their findings at the end of the day and state their character’s opinion of the Patriot Act briefly. This will help each group prepare for other points of view and what arguments might come up during the CEPA.
Closure:
What is a reliable source? What makes it reliable?
Extended Learning/Practice (homework)
More time provided for further research.
Closure
Review outcomes of this lesson:
Preview outcomes for the next lesson:

Teacher Reflection (to be completed after lesson)

What went well in this lesson?
Did all students accomplish the outcome(s))?
What evidence do I have?
What would I do differently next time?

Massachusetts Department of Elementary and Secondary Education

Draft Lesson Plan Template for use with Model Curriculum Units – January 2012

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