Name of Lesson Unit: Federalist Papers & Our Constitution Created By: Beth Dobson Title/Role: MLIS grad

student Organization/School Name: School of Library & Information Studies, University of Alabama Location: Alabama Grade Level: 10 Type of Lesson: Lessons in a unit Type of Schedule: Fixed Collaboration Continuum: Moderate Content Area: Social Studies - United States History to 1877 Content Topic: The students research will require them to consider perspectives on the ratification of the US Constitution in 1787. Estimated Lesson Time: 45 minutes per lesson Standards for the 21st-Century Learner Skills Indicator(s): 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.8 Demonstrate mastery of technology tools to access information and pursue inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
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3.1.6 Use information and technology ethically and responsibly. Benchmarks: Use specialized reference materials to find specific and in-depth information. Identify presence of bias and explain the effect on the information presented. Use a range of electronic resources efficiently, effectively, and safely by applying a variety of search and evaluation strategies. Help to organize and integrate contributions of all group members into products. Use appropriate organizational patterns (cause and effect, chronological order, compare/contrast) to capture point of view and draw conclusions. Combine ideas and information to develop and demonstrate new understanding. Recognize multiple causes for same events or issues. Use web-based and other technology tools to show connections and patterns in the ideas and information collected. Identify and apply common utilities (for example, spell-checker and thesaurus for wordprocessing; formulas and charts in spreadsheets; and pictures, movies, sound and charts in presentation tools) to enhance communication to an audience, promote productivity and support creativity. Work with others to select, organize and integrate information and ideas from a variety of sources and formats. Use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations. Apply utilities to edit pictures, images, and charts while complying with all copyright provisions. Revise work based on ongoing self-assessment and feedback from teachers and peers. Edit for grammar, language conventions, and style. Cite all sources and use specified citation formats. Set high and clear standards for work and develop criteria for self-assessment or use established criteria (rubrics, checklists). Use interactive tools and websites to collaboratively design products and solve problems with peers, experts, and other audiences. Share research and creative products with others. Use the most appropriate format, tone, and language to communicate ideas and points of view clearly to different audiences. Use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Understand what constitutes plagiarism and refrain from representing others work as their own. Demonstrate understanding of intellectual property rights by giving credit for all quotes, and by citing them properly in notes and bibliography. Abide by copyright guidelines for use of materials not in public domains. Legally obtain, store, and disseminate text, data, images, or sounds.

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Abide by the Acceptable Use Policy in all respects and use Internet responsibly and safely. Explain First Amendment rights and the process available to defend them. Dispostion Indicator(s): 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others. 4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. Responsibilities Indicator(s): 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 3.3.6 Use information and knowledge in the service of democratic values. 3.3.7 Respect the principles of intellectual freedom. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.2 Recognize that resources are created for a variety of purposes. 4.3.3 Seek opportunities for pursuing personal and aesthetic growth. Self-Assessment Strategies Indicator(s): 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when needed. 2.4.1 Determine how to act on information (accept, reject, modify). 3.4.2 Assess the quality and effectiveness of the learning product. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. 4.4.1 Identify own areas of interest. 4.4.2 Recognize the limits of own personal knowledge.

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Alabama State Standards: Social Studies Standard II: The student will understand the formation and development of the United States. Objective: 1. Recognize and comprehend the impact of the influences of intellectual and religious thought on the political systems of the United States.

Information Literacy
Standard I: The student who is information literate accesses information efficiently and effectively. o Objective 3. Formulates questions based on information needs. 4. Identifies a variety of potential sources of information. 5. Develops and uses successful strategies for locating information. Standard III: The student who is information literate uses information accurately and creatively. o Objective: 1. Organizes information for practical application. 4. Produces and communicates information and ideas in appropriate formats

Technology Education Standard VI: Utilize advanced features of multimedia software, including image, video, and audio editing. Standard XII: Use digital tools to publish curriculum-related content. International Society for Technology in Education (NETS): I. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: o apply existing knowledge to generate new ideas, products, or processes. o b. create original works as a means of personal or group expression. III. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students: o plan strategies to guide inquiry. o b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. o c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Common Core Reading Standards for Literacy in History/Social Studies: CC9-10RH/SS1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CC9-10RH/SS2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CC9-10RH/SS3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CC9-10RH/SS6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

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CC9-10RH/SS7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CC9-10RH/SS8 Assess the extent to which the reasoning and evidence in a text support the author's claims. CC9-10RH/SS9 Compare and contrast treatments of the same topic in several primary and secondary sources.

Scenario: Working with an Honors Social Studies teacher, a research assignment was developed that required students to work in collaborative groups to create dynamic content relating to the issues of the Federalist papers and the ratification of the Constitution. Searches of print and non-print resources will be necessary so that students can create a 30 second video and a support document (brochure or pamphlet) for a campaign ad that supports their position of one of the Federalist Paper debate. Students will be required to compile proper MLA citations in EasyBib. The ideal learners for this lesson are engaged, high achievers, fluent in English and digital natives. Students do not have IEPs or special considerations. Students should be between the ages 15 and 16, with some access to the internet outside of school grounds. Recognizing that this is the ideal scenario, the school library will be available during the instruction periods and before/after school classes for students to produce the expected final product.

Overview: Day 1: Class discussion on the different sides of the argument on ratifying the Constitution in 1787, including prominent voices of the day (personalities) & their broad arguments for/against. Teacher will lead discussion using inquiry methods (based on the Building Blocks of Research). Day 2: In groups, students create a KWLQ chart for their personality & the specific argument that person was using (i.e. topic). Teacher will verify the topic meets perimeters of assignment. Groups will come up with search terms. Teacher will help guide discussion and collaboration. Day 3 (Library lesson): Groups will begin using selected web resources to browse primary documents and secondary sources on their topic. Librarian will provide technology and research skills lesson and to help guide discussion and collaboration. (Teacher will help guide collaboration as needed.) Day 4 (Library lesson): Groups will narrow or broaden search terms while finding primary documents. Groups will also begin finding secondary print sources on their topic. Librarian will be available as needed. Day 5: Groups will review their sources, find key phrases that support their topic, and begin summarizing their findings into sound bytes. Teacher will provide extended work periods with open access to the library and technology. Day 6-7: Groups will begin storyboarding their campaign ad within the context of their research. Additional support documents will also need to be considered. This could be: persuasive pamphlet or brochure on the topic with a works cited section. Groups will be given time to
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collaborate on support document, including assigning responsibilities to create finished product. Teacher will monitor that intellectual property is being used correctly and that group collaboration is on track. Day 8: Groups will review the skills, stages and outcomes of the project by using a checklist to examine the product. Checklist must be completed and products finalized checklist will be turned in to teacher at end of lesson. Groups follow up with self-evaluating questions in the Q section of the KWLQ chart. The teacher gives ongoing feedback and conducts collaborative conferences. Day 9 (Library or Classroom presentation): Groups present video and distribute copies of support document, with librarian present. Position of topic will be communicated clearly, with proper citation of sources via video and documents. Support documents synthesize the full position of topic. Groups should anticipate questions, as the ultimate purpose to persuade the viewer to agree with the topic. Teacher will be looking for complex and original products.

Final Product: Student groups will a produce a 30 second video and a support document (brochure or pamphlet), with proper MLA citations (through Easy Bib). Library Lessons: Students learn where to locate primary sources, find secondary sources in online databases, citation format and use of EasyBib, and to create dynamic content via Web 2.0 tools such as Animoto and Microsoft Publisher, while honing collaboration skills via use of Web 2.0 tools such as GoogleDocs. Assessment Product: Librarian uses EasyBib to assess proper citations. Teacher and students use teachercreated checklists to assess products. Criteria will include broad areas such as layout, sources, content knowledge, writing organization, and mechanics. Process: School librarian will look for students able to: properly generate search terms and topics and Boolean logic; and the students information is cited properly through the creation of an Easy Bib account. Teacher will evaluate checklists and projects. Student self-questioning: o What do I already know about this idea or topic? o What is my plan for research? o Which sources will be most useful and valuable? o How well does my product fulfill all the requirements of the assignment? o How can I use technology to communicate and interact with others?

Instructional Plan/Procedure Resources students will use: Online databases (free and subscription) Websites Easy Bib

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Reference other Web 2.0 tools (Animoto, Google Docs) Text (books, letters, poems, newspapers, etc.) Microsoft Publisher Resources instructor will use: Projector Laptop White board Instruction/Activities o Direct instruction: Review the available and appropriate online databases; review search strategies and Boolean logic; review how to create EasyBib citations; review use of Animoto, Microsoft Publisher, and GoogleDocs o Modeling and guided practice: locate citation needs and compile EasyBib record; demonstrate online database search; demonstrate how to best use Microsoft Publisher and GoogleDocs for this assignment o Independent practice: student groups use independent time to search for resources, create videos and supporting documents; collaborate via GoogleDocs to effectively manage independent time in class. o Sharing and reflecting: Students will review the KWLQ group chart and fill in Q section. Groups will also self-reflect using checklists. Teacher will use grading rubric. Librarian will use EasyBib to evaluate citations.

Rubric and Checklist: Video Rubric for Teacher to use Level Not achieved Acceptable Criteria Does not reach the minimum level The storyboard contains some detail. A script is provided.(Script has a start, middle and finish) Most scenes have some detail and some action is described. There is information about some of the following: Transitions between scenes Camera action, angles and shots Lighting effects Sound effects

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 Timing are approximate Sketches are included and have some accuracy. The Storyboard is understandable and has some flow Good The storyboard is mostly accurate or detailed. A suitable script is provided (Script has a start, middle and finish) Most scenes are detailed and the action is described. There is detailed information about most of the following: Transitions between scenes Camera action, angles and shots Lighting effects Sound effects Timing are relatively accurate compared to script Sketches are reasonable accurate It is relatively easy for a third party to understand the shot and flow of the advertisement Excellent The storyboard is accurate and detailed. A suitable and appropriate script is provided (Script has a start, middle and finish). Scenes are detailed and the action is accurately described. There is Consistent detailed information about: Transitions between scenes Camera action, angles and shots Lighting effects Sound effects Timing is accurate and consistent with the
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script and transitions Sketches are consistently accurate and show care and attention to detail. It is easy for a third party to understand the shot and flow of the advertisement

Checklist for Student Groups Did we do this? Information is presented in logical and interesting sequence, is well organized using headings or bulleted lists to group related material. Demonstrates full knowledge (more than required) with explanations and elaboration. Covers topic in-depth with details and examples. Each section in the supporting document has a clear beginning, middle, and end. Source information collected for all graphics, facts and quotes. All documented in desired format. Makes excellent use of font, color, graphics, etc. to enhance the publication. No misspellings or grammatical errors. Capitalization and punctuation are correct throughout the video and support document. Product shows a large amount of original thought.Ideas are creative and inventive. Product contains primary and secondary sources, 30 second video and supporting document arguing position of selected Federalist Paper topic.

Layout

Content Knowledge Writing Organization Sources

Attractiveness

Mechanics

Originality

Followed Instructions

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Reflection: I decided to elaborate on the lesson unit I created for the partner-based assignment researching Inquiry based methods of instruction I did with my class partner. I enjoyed fleshing out some of the details and creating a more concrete lesson unit of instruction. Given that I was not able to collaborate with a SMLS as intended, some of the details are still very broad and I am not currently knowledgeable enough to fill them in. I would like to be able to more accurately reflect the learning abilities, student competencies and other special considerations, as well as understand what fine points of instruction I am missing. As an untested instructor in a school setting, I feel less than able to feel that this lesson is complete. I looked up sample rubrics, checklists and other lesson plans on the internet for ideas and guidelines to help inform my lesson plan to the best of my ability. Next time, I will be even more familiar with the AASL standards and hopefully I will be working with a teacher to develop this lesson (or any other) to be complete. When planning this lesson again, I would like to offer more detailed checklist for the groups, get more teacher feedback and have the librarian be allowed to evaluate more than the EasyBib citations. Ideally, it would be nice if this lesson could be collaboratively taught in the library exclusively - I would personally enjoy it! The most valuable sources I consulted were the AASL website, the book Standards for the 21st-Century Learner in Action, and the lesson plan databases for AASL and the State of Alabama. Bibliography: (2009). Standards for the 21st-Century Learner in Action. Chicago: American Association of School Librarians. Churches, A. (March 25, 2012). Blooms Digital Taxonomy: Storyboard rubric. Retrieved from http://edorigami.wikispaces.com/file/view/storyboard+rubric.pdf

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