Lesson 3: Plagiarism: Political Suicide?This lesson covers the following Georgia Performance Learning Standards:
Social Studies SSUSH25 The student will describe changes in national politics since 1968. Reading Standards for Literacy in History/Social Studies (RH) Grade 9-10 Key Ideas and Details ELACC9-10RH1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. ELACC9-10RH3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure ELACC9-10RH6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas ELACC9-10RH8: Assess the extent to which the reasoning and evidence in a text support the author’s claims. ELACC9-10RH9: Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity ELACC9-10RH10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades 9-10 (WHST) Text Types and Purposes ELACC9-10WHST1: Write arguments focused on discipline-specific content. Production and Distribution of Writing ELACC9-10WHST6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge ELACC9-10WHST8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELACC9-10WHST9: Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing ELACC9-10WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting ro a day or two) for a range of discipline-specific tasks, purposes and audiences. |
AASL Standards |
1. Inquire, think critically, and gain knowledge.
1.1. Skills 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. 1.1.5. Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 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. 1.1.8. Demonstrate mastery of technology tools for assessing information and pursuing inquiry. 1.1.9. Collaborate with others to broaden and deepen understanding. 1.2. Dispositions in Action 1.2.1. Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.3. Demonstrate creativity by using multiple resources and formats. 1.2.4. Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.6. Display emotional resilience by persisting in information searching despite challenges. 1.2.7. Display persistence by continuing to pursue information to gain a broad perspective. 1.3. Responsibilities 1.3.1. Respect copyright/intellectual property rights of creators and producers. 1.3.3. Follow ethical and legal guidelines in gathering and using information. 1.3.4. Contribute to the exchange of ideas within the learning community. 1.3.5. Use information technology responsibly. 1.4. Self-Assessment Strategies 1.4.2. Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3. Monitor gathered information and assess for gaps and weaknesses. 1.4.4. Seek appropriate help when it is necessary. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1. Skills 2.1.1. Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and new knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.4. Use technology and other information tools to analyze and organize information. 2.1.5. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2. Dispositions in Action 2.2.2. Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. 2.2.4. Demonstrate personal productivity by completing products to express learning. 2.3. Responsibilities 2.3.1. Connect understanding to the real world. 2.1.3. Use valid information and reasoned conclusions to make ethical decisions. 2.4. Self-Assessment Strategies 2.4.3. Recognize new knowledge and understanding. 2.4.4. Develop directions for future investigations. 3. Share knowledge and participate ethically and productively as members of our democratic society. 3.1. Skills 3.1.1. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2. Participate and collaborate as members of a social and intellectual network of learners. 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. 3.1.5. Connect learning to community issues. 3.1.6. Use information and technology ethically and responsibly. 3.2. Dispositions in Action 3.2.2. Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3. Demonstrate teamwork by working productively with others. 3.3. Responsibilities 3.3.3. Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 3.3.4. Create products that apply to authentic, real-world contexts. 3.3.5. Contribute to the exchange of ideas within and beyond the learning community. 3.3.7. Respect the principles of intellectual freedom. 3.4. Self-Assessment Strategies 3.4.1. Assess the process by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.3. Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. 4. Pursue personal and aesthetic growth. 4.1. Skills 4.1.6. Organize personal knowledge in a way that can be called upon easily. 4.1.7. Use social networks and information tools to gather and share information. 4.1.8. Use creative and artistic formats to express personal learning. 4.2. Dispositions in Action 4.2.2. Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. 4.2.3. Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. 4.3. Responsibilities 4.3.1. Participate in the social exchange of ideas, both electronically and in person. 4.3.3. Seek opportunities for pursuing personal and aesthetic growth. 4.3.4. Practice safe and ethical behaviors in personal electronic communication and interaction. 4.4. Self-Assessment Strategies 4.4.1. Identify own areas of interests. 4.4.2. Recognize the limits of own personal knowledge. 4.4.3. Recognize how to focus efforts in personal learning. 4.4.6. Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. |
Mini-Lesson Assessment Measures |
Student learning will be assessed in a variety of ways, each governed by a rubric.
Students will be assessed based upon the following criteria:
|