WI Social Studies C.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility for the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for minority rights.
WI Social Studies C.8.4 Describe and explain how the federal system separates the powers of federal, state, and local governments in the United States, and how legislative, executive, and judicial powers are balanced at the federal level
WI Social Studies C.8.7 Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate
WI Health 2:3:A4 Examine how media and technology influence one’s own personal health behaviors.
CCSS.SL.2 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.
CCSS. W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.SL.5.Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CCSS.W.8 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.
AASL 1.1.1 Follow an inquiry-based process in seeking knowledge incurricular subjects, and make the real-world connection for using this process inown life.
AASL 1.1.4 Find, evaluate, and select appropriatesources to answer questions.
AASL 1.1.5 Evaluate information found in selectedsources on the basis of accuracy, validity,appropriateness for needs, importance,and social and cultural context.
AASL 1.1.6 Read, view, and listen for information presented in any format (e.g., textual,visual, media, digital) in order to makeinferences and gather meaning
AASL 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
AASL 1.3.1 Respect copyright/intellectual property rights of creators and producers.
AASL 1.3.2 Seek divergent perspectives during information gathering and assessment.
AASL 1.3.3 Follow ethical and legal guidelines in gathering and using information.
AASL 2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
AASL 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
AASL 2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
AASL 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
Objectives:
Students will learn rights versus privileges.
Students will learn how local governments make decisions.
Students will use their research to demonstrate the pros/cons of technology on personal health.
Students will use the Big6 inquiry process to find information on the problem.
Students will create a media presentation using elements of a persuasive argument.
Potential Issues
Skills Instruction Needed
| Day 1 | Explain and introduce problem, divide into groups, group norms/groundrules |
| Day 2 | Review Big6. Students begin research process. One group member records short ~1 minute screencast demonstrating webfilter barrier to learning. |
| Days 3-4 | Research work time. Develop interview questions for necessary human resources. |
| Day 5 | Teacher checkins with groups on progress of research and interview questions. |
| Days 6-7 | Refine research information. Complete interviews if needed. |
| Days 8-9 | Each group member shares their role information that has been gathered. Storyboard developed. |
| Days 10-11 |
Build and develop multimedia presentation. Teacher checkins with groups on role information that has been |
| Day 12 | Review and practice presentation |
| Days 13-15 | Present to class |
| Day 15 |
Complete group evaluations. Class decides best presentation to be presented at district technology |
Big6 Research - this is a link to the Big6 rubric
Checklists - Day 2 Screencast shared with teacher