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"Live in the Along": A Middle School Civil Rights Research and Presentation Project: Teams Notes

This guide presents a sample unit illustrating the use of collaborative components in Destiny© and LibGuides for an 8th grade research and presentation project on Civil Rights.

intro/EQ

Consider adding a "Dates and Events" box to this (or any other) page that includes due dates and other important timelines.

Consider adding students as collaborators. This requires email addresses to generate a LibGuides login and password. Use (or create) one generic email address for all students on a team to use, or use (or create) individual email addresses.

Keep in mind that any collaborator added to the guide can edit any part of the guide. Also, collaborator passwords cannot be changed (which means you'll always be able to control collaborator access).

The email notification to the student email account looks like this:

do-not-reply@libguides.com
12:04 PM (10 minutes ago)
to rilink.student1me
Hello,

Zach Berger has added you as a collaborator for their ""Live in the Along" Team One Guide" guide in Guides - lucky you! To login to Guides please visit https://libguides.com/login.php?iid=2860&target=aecontent.php%3Fpid%3D495793 and provide the following login information:

Email: rilink.student1@gmail.com
Password: ************ [Zach has redacted actual password - it will show in the email and cannot be changed]

We created a guide in our Help system to get you started with Guides: http://help.springshare.com/collaborators. We recommend that you read through that guide, as it will help you familiarize yourself with the system and provide information about our training options. We also recommend you become a member of the Springshare Lounge: http://springsharelounge.com. The Lounge is a place for LibGuides users to ask questions, exchange information, tips, and ideas to improve the user experience for the entire LibGuides community.

If you have any questions, please contact Zach (zach.rilink@gmail.com) for assistance.

Thanks...and have fun!

 

Sample standards addressed by STEP 4: Locate Resources

 

CC.RI.8.7 Integration of Knowledge and Ideas: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

CC.SL.8.2 Comprehension and 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.

CC.RH6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

AASL 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.

AASL 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.

AASL 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.

AASL 2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.

AASL 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.

AASL 4.3.2 Recognize that resources are created for a variety of purposes.

 

Sample standards addressed by STEP 5: Conduct Research

 

CC.W.8.7 Research to Build and 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.

CC.W.8.8 Research to Build and Present Knowledge: 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.

CC.W.8.9.b Research to Build and Present Knowledge: Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

CC.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

CC.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CC.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CC.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

CC.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

AASL 1.1.3 Develop and refine a range of questions to frame search for new understanding.

AASL 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.

AASL 1.2.7  Display persistence by continuing to pursue information to gain a broad perspective.

AASL 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.

AASL 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

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 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.

AASL 3.1.6 Use information and technology ethically and responsibly.