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1 - Students Access Information The student will access information by applying knowledge of the organization of libraries, print materials, digital media, and other sources.
2 - Students evaluate information The student will evaluate and analyze information to determine what is appropriate to address the scope of inquiry.
3.3a - Students use information The student will use a variety of media to impart information, share opinions or persuade an audience or to achieve all those purposes.

ELA W7 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.

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Tables are set up as Group #1, Group #2, Group #3 & Group #4.

1.  Four students in each group sit at their table, read the articles, look at pictures and take notes.  Then they discuss what they learned.

2.  The other four students in each group sit at a designated computer and watch a video and peruse a website on their group's  topic.

3.  Time is called and the students in each group switch places so that all eight students in each group access all pictures, read all articles and view all videos and websites on their specific topic.

4.  Process is repeated three more times until the whole class is exposed to all sources on all four topics.

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Group #4 Controversial Hiistorical Sites 

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Group #4 Controversial Hiistorical Sites 

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Dark tourism and memorials dedicated to victims of tragedy i.e., the Holocaust, is the focus of this article and whether or not we should continue this practice. Students were also given pictures taken (primary sources) at the 9/11 Memorial and the USS Arizona to see two examples of these types of tourist attractions.

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Group #3 Breaking the Law/Disobeying Authority

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Group #3 Breaking the Law/Disobeying Authority

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The article students read is about law enforcement officers and the use of body cameras during riots while the pictures they viewed were examples from history when civil disobedience lead to positive changes in society (the Greensboro 4) and when destruction followed civil disobedience during the Watts riots.

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Here, students looked at photocopies of actual WWII propaganda posters from the point of view of both Germany &  the United States.  They completed a graphic organizer to help them analyze the posters.  Additionally, there was an article on positive use of propaganda to give them both sides of the topic.

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Ms. Rojas, Ms. Cole (ELA) & Mrs. Somers (TL)

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Students read pro & con articles on human and plant genetic modification as well as a graph reflecting crop yields with and without GMO in order to learn more about this topic