[Note: I have planned this particular unit to last 12 days (times reserved as "library visit time" also factors into these days. However, it can be easily modified to be shorter.
If I were to use this lesson with an actual class, I would shorten it considerably - this is a long time to cover just one Social Studies Standard, although the information literacy standards are many. However, to be true to the requirements for this Information Inquiry assignment, this is what I have developed.]
Day 1 - Asking
Standards:
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 1.1.3 - Develop and refine a range of questions to frame the search for new understanding.
Information Literacy Standard 1.1.2 - Use prior and background knowledge as conext for new learning.
Information Literacy Standard 2.1.5 - Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Information Literacy Standard 3.2.2 - Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. Thinking Cap: First, the teacher will do the asking, delving into what knowledge the students may already have about the topic. At the beginning of class, children will be given time to respond to a "Thinking Cap" in their journals. A daily question or journaling topic can help students begin class brainstorming about a new topic or reviewing an older one. This can also give the teacher time to take attendance, pass out graded assignments, and other administrative duties without wasting any time or having students off task and unfocused.
Thinking Cap: What is slavery? Write down as much as you can in the next 5 minutes about what you know about slavery.
Informal Discussion:
Discuss with students what they already know about slavery. Write some of the things they mention on the board or overhead projector.
Class/Group Activity:
Pass out a KWHL Chart to each student. Then ask them to fill in what they discussed in the "K" column.
Then divide them into small groups to form questions about what they want to know. You may want to review types of questions with them or use this handy 4Ws & 1H Graphic Organizer. Explain that they must come up with at least five questions that follow this form of questioning. Asking more is great! Now come back together as a class and discuss some of the questions asked. First discuss What. Next talk about Where and When. Many students may have initially thought of Civil War era or Exodus era slavery. Briefly touch on modern slavery and some of the countries it takes place in. Although students may share their Who and How questions, this is not the time to specifically answer them. Just imparting a basic knowledge of what slavery is and getting them to think about it in a context that is not neccessarily historical is what this first day is about. You may want to have students place their KWHL charts and question organizers into a specific folder or turn them into you - they will need them later.
Day 2 - Still Asking
Standards:
Social Studies Standard 7.5.7 - Define the term ethnocentrism, and give examples of how this attitude can lead to cultural misunderstandings.
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
Information Literacy Standard 3.2.2 - Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
Thinking Cap: Today's Thinking Cap involves examining an interactive map. An LCD projector will be helpful in displaying this to the class. A low-cost option is to print various screen shots of this interactive map webpage onto transparencies and use the overhead projector.
Thinking Cap: In which countries does slavery seem to be most prevalent? Does any of these surprise you? Why or why not?
Informal Discussion: Take a closer look at the interactive map by clicking on some of the options or displaying other screenshot transparencies. Discuss the thinking cap. When discussing the "Does any of these surprise you?" question, students may volunteer that they are surprised that there is so much slavery in the United States. Lead this into a discussion about "ethnocentrism." It's good to have pride in your country, but some people automatcally believe that their own culture does not make mistakes. Make sure they record this word and its definition in their journal as a "key word." Explain the definition and ask a couple students to describe what it means in their own words. Have the students write down their own definition, too. Ask them what problems might arise from being "ethnocentric." From historical situations learned about in the beginning of the school year, can they think of any examples of this?
Ethnocentrism: the attitude that one's own culture is superior to any other culture.
Reading/Viewing Activity: Pass out the article 21st Century Slaves. Attached is the article found using EbscoHost. It does not include photographs, but you may display the photos somewhere in the classroom or on a LCD or standard overhead projector. Individually, students will read the article and if it answers some of the questions in the "W" column of their KWHL, they should write down the answers in the "L" column.
Some of the basic information within the article is also included in these short video clips. You may choose to watch the clips first or have students read the article first, depending on how your students typically learn. I would choose to read the article, then watch the videos and discuss how the article relates to and expands on each snippet of information offered in the videos. This is also helpful for children who learn better by listening/watching and for children who learn better by reading.
The Assignment: Pass out the Country Choice List, Assignment Overview, Student Timeline, and Rubric. Explain that you would like the students to choose a country from the Country Choice List and turn that into you. Then they should take home the Assignment Overview and Rubric, because they will be begin the research process for this project tomorrow!
Day 3 - Accessing
Standards:
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 1.4.4 - Seek appropriate help.
Information Literacy Standard 1.1.4 - Find, evaluate, and select appropriate sources to answer questions.
Information Literacy Standard 1.1.8 - Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
Thinking Cap: Today's Thinking Cap will help students brainstorm about the upcoming assignment. There will be no discussion, so students can utlize their library/computer lab time today.
Thinking Cap: Which country did you choose to do your project on? Why did you choose this particular country? What first caught your interest or made you curious about it? Searching (Led by the School Media Specialist): The school media specialist will explain the various sources that can be used to find information. Students will be guided in creating a collective Wordle about slavery to help in their search efforts. The school media specialist will introduce and model simple online search techniques like searching on Inspire.net, Google, online databases the school subscribes to, and other research aids such as Noodle Tools and Thinkfinity.
Independent Research: Students will begin their research in the computer lab or school media center/library.
Day 4 - Still Accessing
Standards:
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 1.1.8 - Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
Thinking Cap: Today's Thinking Cap will help students think about some of the things they have learned during the last couple days. There will be no discussion, so students can utlize their library/computer lab time today.
Thinking Cap: Where can you find information for your project? What places are you planning to look today?
Independent Research:Students will continue their research in the computer lab or school media center/library.
Day 5 - Still Accessing
Standards:
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Social Studies Standard 7.1.21 - Identify and evaluate solutions and alternative courses of action chosen by people to resolve problems confronting people in Africa, Asia, and the Southwest Pacific. Consider the information available, interests of the those affected by the decision, and the consequences fo each course of action.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 1.1.8 - Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
Information Literacy Standard 1.4.1 - Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
Information Literacy Standard 1.4.3 - Monitor gathered information, and assess for gaps or weaknesses.
Thinking Cap: Today's Thinking Cap will help students think about what they need to accomplish today. There will be no discussion, so students can utlize their library/computer lab time today.
Thinking Cap: Are there questions in your project that have not been answered? What don't you know yet? What information do you need to find today? Independent Research: As students head to the computer lab and school media center/library, make sure they are aware that today is the last day to do research. They should make it count. Also remind them to ask for help when they need it. Day 6 - Analyzing
Standards:
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Social Studies Standard 7.1.21 - Identify and evaluate solutions and alternative courses of action chosen by people to resolve problems confronting people in Africa, Asia, and the Southwest Pacific. Consider the information available, interests of the those affected by the decision, and the consequences for each course of action.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 2.1.1 - Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
Information Literacy Standard 2.1.2 - Organize knowledge so that is is useful. Thinking Cap: Today's Thinking Cap will help students think about one of the aspects of their project. There will be no discussion, so students can utlize time to work on projects today.
Thinking Cap: What have you found in your research that you didn't know before?
Organizing Information (Led by the School Media Specialist): Show students several examples of "foldables." These are fun ways to organize information as you conduct reasearch or even take note in class. Then explain how they will use a four flap foldable while organizing their research. Have them pull out their rubrics. Ask them what their key topics will be. They can use the rubric to know the "key topics" that will go on their front flaps. Model how to make one and and how to write corresponding information in each section. Then help the students make one. After this, they may begin using their foldable to organize their research.
 Day 7 - Still Analyzing
Standards:
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Social Studies Standard 7.1.21 - Identify and evaluate solutions and alternative courses of action chosen by people to resolve problems confronting people in Africa, Asia, and the Southwest Pacific. Consider the information available, interests of the those affected by the decision, and the consequences for each course of action.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 2.1.2 - Organize knowledge so that is is useful.
Thinking Cap: Today's Thinking Cap will help students think about one of the aspects of their project. There will be no discussion, so students can utlize time to work on projects today.
Thinking Cap: List a few ways to organize the information you've been finding.
Independent Info Organizing & Brainstorming: Students will continue to organize the information they have found. They should also begin the planning of their projects. What type of product will they produce?
Homework: Students will need to come to class tomorrow with the idea for their project. They should write it down, so they won't forget it. They need to include how they will solve their problem, the form their actual project will take, and the format they will use.
Day 8 - Applying
Standards:
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Social Studies Standard 7.1.21 - Identify and evaluate solutions and alternative courses of action chosen by people to resolve problems confronting people in Africa, Asia, and the Southwest Pacific. Consider the information available, interests of the those affected by the decision, and the consequences for each course of action.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 1.4.2 - Use interaction with and feedback from teachers and peers to guide own inquiry process.
Information Literacy Standard 2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
Information Literacy Standard 3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view.
Information Literacy Standard 3.2.2 - Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
Thinking Cap: Today's Thinking Cap will help students think about one of the aspects of their project.
Thinking Cap: In a couple sentences, describe the project you are doing. What form is it taking? You may use your homework to help answer this. Peer Brainstorming: Pair up students in twos. Instruct students to pitch their project ideas to each other. (They'll need yesterday's homework for this. They need to share at least one thing about the others' project that they like and one think that they think would make it better. Then the teacher will assign the students a different partner and the students will do the same thing.
Independent Project Work: Students will be working in the classroom or the computer lab on their projects. No more reasearch will be done - it should be completed and organized.
Day 9 - Still Applying
Standards:
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Social Studies Standard 7.1.21 - Identify and evaluate solutions and alternative courses of action chosen by people to resolve problems confronting people in Africa, Asia, and the Southwest Pacific. Consider the information available, interests of the those affected by the decision, and the consequences for each course of action.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
Information Literacy Standard 3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view.
Thinking Cap: Today's Thinking Cap will help students think about some things they've learned over the past few days. There will be no discussion, so students can utlize time to work on projects today.
Thinking Cap: Does a person have to be owned by another person to be a slave? What makes a slave a slave? Independent Project Work: Students will continue to work on their projects. Day 10 - Still Applying
(May skip, depending on how quickly students work)
Standards:
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Social Studies Standard 7.1.21 - Identify and evaluate solutions and alternative courses of action chosen by people to resolve problems confronting people in Africa, Asia, and the Southwest Pacific. Consider the information available, interests of the those affected by the decision, and the consequences for each course of action.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
Information Literacy Standard 3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view.
Thinking Cap: Today's Thinking Cap will help students think about what they have been working on.
Thinking Cap: What problems have you run into during this process? If you had no problems, what came easiest to you? Independent Project Work: Students will finish up their projects. This is the last day to work on them!
Day 11 - Assessing
Standards:
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Social Studies Standard 7.1.21 - Identify and evaluate solutions and alternative courses of action chosen by people to resolve problems confronting people in Africa, Asia, and the Southwest Pacific. Consider the information available, interests of the those affected by the decision, and the consequences for each course of action.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 3.1.1 - Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. Information Literacy Standard 3.1.3 - Use writing and speaking skills to communicate new understandings effectively.
Thinking Cap: Today's Thinking Cap will help students think about what they have worked on.
Thinking Cap: What did you like about your project? What was your favorite part?
Projects Due: Students turn in their projects.
Project Sharing: Students will present their projects. Entire projects will be examined by the teacher the school media specialist. Students will only feature highlights or the most interesting parts of their projects to the class.
Homework: Students will take a copy of the Rubric and the Self Evaluation form home. They will need to complete these and return them tomorrow. Remind them to be honest.
Day 12 - Still Assessing
Standards:
Social Studies Standard 7.2.8 - Assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
Social Studies Standard 7.1.21 - Identify and evaluate solutions and alternative courses of action chosen by people to resolve problems confronting people in Africa, Asia, and the Southwest Pacific. Consider the information available, interests of the those affected by the decision, and the consequences for each course of action.
Information Literacy Standard 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Information Literacy Standard 3.1.1 - Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. Information Literacy Standard 3.1.3 - Use writing and speaking skills to communicate new understandings effectively. Information Literacy Standard 3.4.2 - Assess the quality and effectiveness of the learning product.
Thinking Cap: Today's Thinking Cap will help students think about what they have worked on.
Thinking Cap: What did you not like about this project? What was your least favorite part? Project Sharing: Students will finish presenting their projects. Students will only feature highlights or the most interesting parts of their projects to the class.
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