I Won’t Stand For... Course Purpose: In this research centered course students will explore self-selected issues, conflicts and stereotypes that exist in the world today and create solutions and/or ways to help combat them. Using technology tools such as Infohio, EBSCO, Diigo, and Zotero, students will explore, plan, research, revise and compose personal narratives and proposals for change. Through videos, class discussion, and completing research modules, students will improve their current research skills and add technology tools which they will be able to use in any of their Core classes and for future research.
Goals for Course 1: I can ask appropriate questions that help me focus a research topic or solve a problem. I can gather relevant information from a variety of online sources to answer my question. I can evaluate information from a variety of formats when researching. I can effectively take notes and organize my information to avoid plagiarism using a variety of technology tools.
Essential Products for Course 1: 1) An approved topic and an essential question for research Essential questions have no right or wrong answer and cause you to think more deeply on the subject. Ex. Topic: I Won’t Stand for Child Labor in Other Countries Simple Question: How many countries in the world have no child labor laws? Essential Question: How does a cultural view of the role of children in society contribute to child labor?
2) A beginning digital collection of possible sources with notes for the final proposal
Goals for Course 2: I can use the writing process to write a personal narrative with descriptive details and effective technique I can organize and share my research and collaborate with others through the writing process I can use a variety of multimedia technologies to produce, publish, and update my project.
Essential Products for Course 2: 1) Personal Narrative Reflective piece of writing with multiple drafts (as needed) that has been edited and revised over time This narrative should: Incorporate the “I Won’t Stand For” theme Serve as a rationale for why they are passionate about their “I Won’t Stand For” topic Be approximately 1 typed page (~300 words; modify based on student need) Reflect the Writing Process: Brainstorm, Plan/Organize, Rough Draft, Edit
se, Final ⇔Revi
Draft, Publish & Distribute
2) Call to Action created using multimedia tools (Includes the research gathered from course one) Possible forms: Public Service Announcement (similar to the “I Won’t Stand For” examples) Speech/Presentation (similar to TED talk) Podcast (Think: NPR’s “This I Believe” and examples in Module 5) Campaign (Ex. Student interacts with real organization or creates an event to raise awareness) Grading Criteria: Grades for this course will be based on completion of required tasks emphasizing the research process. Grades are determined by the following: Class participation and on task work Module Quizzes Module Completion Submission of Assignments Course 1 Essential Products: Development of an approved topic and an essential question for research Development of a beginning digital collection of possible sources with notes for the final proposal Course 2 Essential Products: Personal Narrative Writing Piece Call to Action
Common Core Connections: Writing: Research to Build & Present Knowledge ∙
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
∙
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
∙
Draw evidence from informational texts to support analysis, reflection, and research.
Writing: Text Types & Purposes Write narratives to develop real or imagined experiences or events using effective technique relevant, descriptive details and well-structured event sequences. Speaking & Listening: Comprehension & Collaboration ∙ ∙
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and organization, development, and style are appropriate to task, purpose, and audience.