Name: Anna Newton A.

Format of the Information Literacy Unit Plan Academic Subject(s): AP European History Topic(s) of Unit: Prepare for the AP National Exam - Review of key periods of art or philosophies (political or economic). Grade Level(s): 12th Grade Standards Integrated into the Unit Plan: Student Content Standards (Adapted from the AP European History Course Description from AP Central/College Board included in the Reference list). 1. Analyze the major trends in the arts origins, development, and impact. 2. Analyze the origins and developments in economic and political thought and their impact on the history of Europe. a. The evolution of political elites and the development of political parties, ideologies, and other forms of mass politics b. The development of commercial practices, patterns of mass production and consumption, and their economic and social impact College Board. (2010). Topic outline. In European history: Course description. Retrieved from http://apcentral.collegeboard.com/apc/public/repository/ap-european-history course-description.pdf

Learning Objectives for 5-Day Unit: Students will be able to: 1. Create and present a Prezi presentation in order to teach the class about your assigned artistic, political, or economic movement or idea and its impact on European society with 90% accuracy. a. Analyze the impact of the major art periods/movements from the late medieval period to the contemporary period on the European society and how it reflects the changes in society. b. Analyze the origins and developments in political thought and their impact on the history of Europe, specifically conservatism, nationalism, liberalism, and socialism. c. Analyze the origins and developments in economic thought and their impact on the history of Europe, specifically mercantilism, capitalism, and communism.

Information Literacy Objectives: Students will be able to: 1. Define the information needed: Determine the format for their Prezi presentation and decide what information is needed for their Prezi presentation. 2. Locate information: Determine best sources based off of the available databases, and find information within sources that will prove the impact of their assigned artistic, political, or economic movement or idea.
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3. Process the information: Evaluate the usefulness of the information of their sources using the CUBAC method and extract and record information in order to determine the impact of their assigned artistic, political, or economic movement or idea. 4. Create and communicate results: Create a Prezi presentation to communicate the impact of their assigned artistic, political, or economic movement or idea. 5. Correctly cite the sources used in MLA format. 6. Assess process and product: Evaluate the quality of the Prezi presentation of yourself and fellow classmates, how much did it help them to review for the AP National Exam. Prerequisite Student Skills: Students should already be familiar with these artistic, political, and economic movements/ideas, since this is a review project. Students have already learned how to create a Prezi presentation from a previous project during the school year. Materials: Textbook: A History of the Modern World by Palmer, Colton, and Kramer Computers in order to connect to databases and the online catalog AP Review Project assignment sheet & rubrics List of subscription databases they should use from the North Point H.S. library and public library information MLA secondary citation worksheet CUBAC Evaluation Sheet Note-taking sheet Brief Overview of Unit: This unit is about reviewing major artistic, political, and economic ideas that were previously covered in the year in preparation for the AP National Exam. The students will learn/re-learn how the artistic, political, and economic ideas are connected to the changes in European society. This will be accomplished when students individually research various sources in order to create Prezi presentations to teach the class about their topic. Teacher To Teacher: First, this lesson can be modified to work with any given subject and can also be modified to be used in groups. Second, I would advise teachers to have students to save their final product to the teachers flash drive upon completion. I also suggest that the teacher post them on their class page for students to review in preparation of the AP National Exam. Students should consistently click the save button when they are creating their Prezi presentation, so they do not lose their work. The students final composition will be presented. The presentations can be recorded if you want to use them as examples for next year or for evaluations for the current school year. Finally, Prezi is fairly easy to learn, but I suggest you play around with it so you can teach your students how to use it. You may or may not want to review how to use Prezi with your students or you can add a day to teach Prezi if not previously used. To create a Prezi account, go to www.prezi.com.

Procedures/Daily Activities (Block schedule) NOTE: I used the Big 6 Research method to develop this unit plan. The AP Review project assignment sheet, list of sources, and CUBAC evaluation sheet are attached after the semester
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reflection. The MLA citation sheet and note-taking sheet are PDF documents and so they will be attached separately from this form. I have cited them in the reference section. Also, during this unit students will be working individually in the school media center, except on the day of the presentations. On the day of presentations students will present in our normal classroom using the Smartboard and the teachers computer. Day One: 1. Students will complete a warm-up that asks them How do you create a presentation? What items should be included? What makes a presentation good or bad? 2. The teacher will go over the warm-up in a discussion with the class. This discussion is teacher driven in order to guide students into what they should include in their Prezi presentations. 3. The teacher will pass out the assignment sheet and explain the assignment in detail. Students may use this time to ask questions about the assignment. This is to make sure all students understand the requirements of the project. Students will also choose their topic from the list on the assignment sheet. 4. To help students to define the information that is needed in order to complete their research and to complete a thorough Prezi presentation, students will create a concept map to help them visualize the relationship between their topic and its connections to the previous time period and its impact. (Task Definition) 5. After you have given the students 20 minutes to work on their concept map, the students will share their concept map to the class. Students and teacher can give suggestions of what other information they might want to search for. 6. The teacher will then teach the class about search strategies. The teacher will discuss how to create key words and synonyms that they will use to search in the databases and online, using an example from one of the topics from the assignment sheet that are not being used. The teacher will also teach the Boolean words of and/or/not in order to broaden or narrow their search. Students will then create a list of key words, synonyms, and search phrases based off of their topic. The teacher will go around and check their work to check their progress and give feedback to the students. (Information Seeking Strategies) 7. The teacher will then pass out the list of subscription databases they should use from the North Point H.S. library and public library information. The teacher will explain the information that they can find on each of the NPHS online databases. The teacher will demonstrate how to use one of them using the key words and Boolean phrases examples that the teacher created in step 6. (Location and Access) 8. The students will then be given the rest of the block to search the databases, books in the library, and the free web using the search phrases they made in step 6. Students will write down the biographical information of websites, books, or articles that they think might be useful on the MLA citation worksheet. The teacher will stress that they should only write down the information. Citations will be discussed at a future date. Day Two:
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1. The teacher will review the search strategies and the databases discussed last class by posting a warm-up that requires them to create a search phrase and database that they could use for a topic posted by the teacher. 2. The teacher and the class will discuss the warm-up and review information last class at the same time. 3. The teacher will review the importance of taking notes during the research process and pass out the note-taking worksheets to the students. There are extras so they have plenty of paper to take notes. The teacher will demonstrate how to take notes using the worksheet that is outlined on the whiteboard with an article that is similar to something they might find. (Use of Information) 4. The teacher will then teach the students how to properly cite various sources using MLA format. The teacher will model one example. The students will then use the MLA citation worksheet from last class and create citations for sources they found last class. The teacher will informally check to see if students learned to properly cite sources. (Use of Information Citation) 5. The students will then be given the rest of the block to search the databases, books in the library, and the free web. Students will write down the biographical information of websites, books, or articles that they think might be useful on the MLA citation worksheet. Day Three: 1. The teacher will review citations discussed last class by posting a warm-up that requires them to create correctly cite two sources using the information the teacher posted. 2. The teacher and the class will discuss the warm-up and review information last class at the same time. 3. The teacher will pass out the CUBAC evaluation worksheet and teach the class how to evaluate their sources. After the teacher demonstrates the process once, the teacher will then post a website that the students will individually evaluate. After the designated time, the class will share their evaluation. The teacher will then discuss why it is important to evaluate their sources. (Location and Access Process the information) 4. The students will then be given the rest of the block to search the databases, books in the library, and the free web. Students will write down the biographical information of websites, books, or articles that they think might be useful on the MLA citation worksheet. The teacher will remind the students they must formally evaluate at least three of the sources they use on the CUBAC worksheet, but they should be informally evaluating all their sources. Day Four: Last day in the Media Center/Library 1. The teacher will review evaluations discussed last class by posting a warm-up that requires them to evaluate a website posted on the board. 2. The teacher and the class will discuss the warm-up and review information last class at the same time.
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3. The teacher will review how to use the online Prezi software in order to create a Prezi presentation. The students have already created a Prezi before this project. If this is the first time your students have used Prezi, then you should take more time to teach this and potentially give students more time to create the presentation. 4. The teacher will then demonstrate a potential way to organize their notes using the storyboarding technique. The students will then create their own storyboards for their Prezi presentations. (Synthesis Create results & Evaluation) 5. The students will get the rest of the class to work on their Prezi presentations. The teacher will go around the room to help any students if they are having difficulties with Prezi. Day Five: Location: Normal classroom 1. Students will present their Prezi presentations to the class. 2. During the presentations, the teacher will use the rubrics to assess the Prezi and presentation. 3. Students will then turn in their research papers for grading. 4. During the presentations, the students will evaluate the quality of their own Prezi presentation and fellow classmates on an exit slip where they explain how much each presentation helped them in reviewing for the AP National Exam and the strengths and weaknesses of each presentation. (Evaluation Assess process and product)

Student Assessment and Evaluation: The students will be evaluated using these two rubrics that I created using Rubistar. The Prezi and oral presentation is worth 40 points and the research paper is worth 60 points for a 100 point project grade in total. Multimedia Project : AP Review Teacher Name: Mrs. Newton

Student Name: CATEGORY Requirements 4

________________________________________ 3 2 1

All requirements All requirements One requirement More than one are met and are met. was not requirement was exceeded. completely met. not completely met. Covers topic indepth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors.

Content

Mechanics

No misspellings Three or fewer or grammatical misspellings errors. and/or mechanical errors. No misspellings Three or fewer or grammatical misspellings errors. and/or mechanical errors. Content is well organized using headings or bulleted lists to group related material. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Four misspellings and/or grammatical errors. Four misspellings and/or grammatical errors. Content is logically organized for the most part.

More than 4 errors in spelling or grammar.

Mechanics

More than 4 errors in spelling or grammar.

Organization

There was no clear or logical organizational structure, just lots of facts.

Attractiveness

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Delivery not smooth, but able to hold audience attention most of the time.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Originality

Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other people's ideas, but does not give them credit.

Oral Presentation Interesting, wellrehearsed with smooth delivery that holds audience attention.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Delivery not smooth and audience attention lost.

Sources

Source information collected for all graphics, facts and quotes. All documented in desired format. All permissions to use graphics "borrowed" from web pages or scanned from books have been requested, received, printed and saved for future reference.

Source information collected for all graphics, facts and quotes. Most documented in desired format. All permissions to use graphics "borrowed" from web pages or scanned from books have been requested and received.

Source information collected for graphics, facts and quotes, but not documented in desired format. Most permissions to use graphics "borrowed" from web pages or scanned from books have been requested and received.

Very little or no source information was collected.

Permissions

Permissions were not requested for several graphics "borrowed" from web pages or scanned from books.

Research Report : AP Review Project Teacher Name: Mrs. Newton

Student Name: CATEGORY Quality of Information 10 - 8

________________________________________ 75 Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. 42 Information clearly relates to the main topic. No details and/or examples are given. 1-0 Information has little or nothing to do with the main topic.

Information clearly relates to the main topic. It includes several supporting details and/or examples. Notes are recorded and organized in an extremely neat and orderly fashion.

Notes

Notes are Notes are recorded legibly recorded. and are somewhat organized.

Notes are recorded only with peer/teacher assistance and reminders.

Research and Evaluation

Successfully uses suggested internet links and databases to find pertinent information and navigates within these sites easily without assistance. Sources were evaluated - at least 3 of your sources. No grammatical, spelling or punctuation errors. Information is very organized with wellconstructed paragraphs and subheadings. All sources (information and graphics) are accurately documented in the desired format.

Usually able to use suggested internet links and databases to find mostly pertinent information and navigates within these sites easily without assistance. Sources were evaluated - at least 3 of your sources. Almost no grammatical, spelling or punctuation errors Information is organized with well-constructed paragraphs.

Occasionally able to use suggested internet links and databases to find somewhat pertinent information and navigates within these sites easily without assistance. Sources were evaluated - at least 2 of your sources. A few grammatical spelling, or punctuation errors. Information is organized, but paragraphs are not wellconstructed.

Needs assistance or supervision to use suggested internet links and databases and/or to navigate within these sites. Did not find pertinent sources of information. Sources were evaluated - at least 1 of your sources. Many grammatical, spelling, or punctuation errors. The information appears to be disorganized. 8)

Mechanics

Organization

Sources

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources Some sources are (information and not accurately graphics) are documented. accurately documented, but many are not in the desired format.

B. Analysis of Information Literacy Lesson Plan Rationale for Activities: This unit fits into the curriculum of AP European History in many ways. First, there are many skills that a student needs to master by the end of the course. Since reviewing for the AP National Exam is the last unit for the class, the students should be able to demonstrate these skills. In AP European History, students must master the principal themes in modern European history, be able to analyze historical evidence and be able to interpret the evidence, and be able to express historical understanding in writing (College Board, 2010, p. 5). In this unit students
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must analyze major movements in art, politics, and economics, which are a part of themes in European history, and take evidence they find to prove the impact of these movements on European society. They also will right a formal paper in which they describe their research process. This unit is appropriate for my students for several reasons. First of all, this is an AP, advanced placement course, which is a college level course in a high school setting. This is also a senior class, three-fourths of the class has taken an AP history class before, and only one student has never taken an AP class before this year. Since they are seniors and they are all college bound, these skills are going to be used and so this unit will be very appropriate and helpful for their upcoming experience with college writing. They also have been writing and researching for their class for four years now. My class is very small; there are only 14 students this year. I have had at most 16 students in the three years that I have been teaching the course. Due to the size, I can give a lot of individual attention to each of the students. These students also all have internet access at home and so if extra time is needed for research or to develop their Prezi presentation, they have the ability at home. I selected the activities to reinforce their knowledge of key trends in AP European History. I specifically picked art, politics, and economics because these are the more difficult topics for students to remember. Therefore, I decided to help the students review for the AP National Exam by having them research a major trend within one of the topics. Since the students must teach their fellow classmates, they must become experts on that topic to field any questions they may get from their classmates or me as the teacher. My content goal for the students to achieve is for them to analyze the origins and developments in artistic movements, or political or economic thought and their impact on the history of Europe. The specific movements are listed on the assignment sheet. In order for them to achieve that goal they must find information on the period prior to that movement analyze the origins, the period of the movement to analyze how it developed, and the periods after to analyze the movements impact on European society. AP European history is about taking evidence and analyzing it in order to determine its importance in European history. I had them create a Prezi presentation because it is interesting way to present their findings to the class. I also had them write a paper in which they evaluated and explained their research process. I did this so they would become more aware of the research process, and they would be more thoughtful researchers. The activities I assigned help students master each of the literacy standards. The students become more focused in their research when they created the concept map. They brainstorm possible items to research and it accesses the knowledge they already gained on that topic throughout the year. The activity the students on creating keywords, synonyms, and phrases helped the students to make their research time more productive and focused. The students used the CUBAC method to evaluate the appropriateness of their sources they find and if it fits for their topic and final product. To demonstrate all of the knowledge they gained they created a Prezi presentation in order to share it with the class. The MLA citation worksheet helps the students focus on the information needed in order to correctly cite the sources used in MLA format. The exit slip at the end of the unit helps the students to evaluate the quality of the Prezi presentations. Explanation of the Information Literacy Component: In the previous paragraph, I explained how each of the activities helps students master each of the information literacy standards in this unit lesson plan. These activities help promote information literacy because each activity forces the students to be thoughtful researchers instead of randomly searching the internet for information that might help them with their research and
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final product. The brainstorming activity of the concept map helps them with the next step of the research product of searching for information because they must create keywords and phrases to search the databases. The CUBAC method forces the students to make sure they are not using sources that will only give general information, such Wikipedia. To analyze the impact of their assigned movement they must find more analytical sources. These activities advance student learning because it forces them to break down the research process. Specifically in the research paper they submit at the end. It forces them to analyze how they are researching. In the future they will be more careful researchers, in which they will spend less time searching for sources and finding better quality sources.

C. Reflection on Unit Lesson Plan Your Learning about Information Literacy: I have used many aspects of information literacy that I used in this lesson before. I have used citations, creating and communicating results, and assessing the product. I have always stressed citations in my classes, particularly my AP and Honors classes, about citing sources for any type of project. I stress this because if they do not cite them, it is considered plagiarism. Plagiarism is extremely important because many colleges and jobs they may have in the future have serious consequences; such has failure of a course or lose of a job. I also have students create and present many projects; small and large in my classes. At the end of projects in which students physically present their product to the class, I frequently have all of the students complete exit slips. On these exit slips students explain what they learned, strengths and weaknesses of other projects. There are aspects of the information literacy that are new to me that I did in this unit. I have never specifically taught students how to search and what databases are available to them. I also have never taught students how to evaluate sources. I have taken for granted the skills my 11th and 12th grade students have. Students take what they believe is the easiest route possible. So the students typically head straight to Google to complete their research without even looking at the databases that are available to them. Many of my students have said something similar to the statement that Google is always right or Google knows everything. Many students do not realize that they are actually doing themselves a disservice because they do not know or use specific keywords and phrases in Google or databases. Most of the students avoid or do not know about the databases because they think finding information on Google is easier. Also, students typically do not evaluate their sources and take what is written on the screen as fact. Out of all of the things that were new to me in this unit, teaching about the databases that are available to them. This is a stretch because there are so many of them; it is hard to know what is available to them on each of them. I also typically do not have a lot of time to go searching on these databases myself to see if they are very useful for some of the research projects that we have throughout the year. When I was preparing this unit, I learned that developing a unit plan that includes all of the steps of the research process is harder to do than you think. Many teachers wrongly think that a research project means there is less work for the teacher to do. The teacher must check all of the sources to see if they will be helpful for the project. The most difficult part of it is teaching students how to complete each step because while you teach them how to do it, many times they still revert to using Google to find sources. To combat this, I have students turn in the MLA
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citation worksheet, the evaluation worksheet, the note-taking worksheet, along with their research evaluation paper. I have four central values in my educational philosophy. I believe in setting high expectations for all students. All students must be held to high expectations because the real world that they will soon enter is very competitive. I expect each of my students to work hard, try their best, and to ask for help if needed. All of these high expectations will help them succeed in the real world and in their pursuits. I believe in creating a sense of community in the classroom. I think this is important because the students need to have the ability to work and communicate with their peers and the teacher. If there is a sense of community it is easier to communicate and work with peers as well as teachers. This will transfer to being able to work with co-workers and bosses. I believe that every student is talented. This shapes my teaching because in many assignments I do offer choices of products so that all students can achieve on a project based off of their own talents. I believe in student responsibility. Students must take a hands-on role with their education instead of passively taking it in. It is important because students will understand hard work and take more pride in their achievements and attempts to learn. This unit plan reflects my educational philosophy because I expect the students to be thoughtful and thorough in their research and to be responsible in order to help themselves and their classmates prepare for the AP National exam. Future Explorations: If I do a lesson in the future that is similar to this, I would want to see if there are more free online databases that are more geared to primary sources in World and European history. The reason why I would want to explore this further is because most of the online databases for World or European history are secondary sources. Most of the primary sources that you can find in databases are specifically for U.S. History, which I do not teach. I also want to find these primary sources to help students learn how to analyze primary sources and to use them in their research projects to show their own ability to analyze documents to prove their thesis, instead of depending on the analysis they find in secondary sources. Annotated Citations: College Board. (2010). Topic outline. In European history: Course description. Retrieved from http://apcentral.collegeboard.com/apc/public/repository/ap-european-history course-description.pdf This is the source where I adapted the student content and learning objectives from. Iowa City Community School District. (1998). Developing an information literacy plan. (Ed. M.J. Langhorne). New York: Neal-Schuman Publishers. This is the source where I adapted the information literacy objectives from. Johnston, N. (2006). Note-taking worksheet. Retrieved from http://ctl.utsc.utoronto.ca/twc/sites/default/files/Note-taking.pdf This is the source where I gained the note-taking worksheet from. I did not make any changes to this document.
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Oregon School Library Information System. (2007). MLA secondary citation worksheet. Retrieved from http://secondary.educator.oslis.org/cite-sources/mla/mla-secondary examples?plone_skin=OSLIS+Educator+Theme This is the source where I gained the MLA secondary citation worksheet from. I did not make any changes to this document. Southorn, M. (2007). Of course its true - I found it on the internet! Evaluating sources: A research guide. Retrieved from http://www.informationliteracy.org/plans/view/1215/back/6 This is the source where I gained the CUBAC evaluation worksheet from. I added the overall evaluation aspect to this worksheet.

D. Reflection on the Semester In this past semester I have learned many new things and reinforced many ideas and skills in information literacy. I learned about specific research methodology and techniques for evaluating sources. The course strengthened my skills in searching techniques and plagiarism. I also have very specific goals on how I plan on teaching information literacy to my students in the next school year and beyond. I plan on making information literacy a large majority of my teaching in all of my classes, from A-level to my AP courses. There were many important skills in information literacy that were taught in this course, but I believe the most important are research methodology, techniques for evaluating sources, and searching techniques. The most important idea is plagiarism. The reason why research methodology is important because a large amount of students think they are masters at researching, but most just search using Google and scan websites they think are useful. This is a poor way to research, which explains why research products are of lower quality. This is why it is important to teach research methodology to help students take less time finding higher quality and improve their final products. Techniques for evaluating sources is also very important because it is a part of the research methodology and one of the most important steps. This step ensures that students use sources of information that are accurate, current, pertinent, and free from bias (if that a requirement for the project I sometimes ask them to use sources with bias and analyze why they would be biased) and thus improves the quality of their final product. Searching techniques is another part of the research methodology and that is why it is important. Without thoughtful and specific searching techniques, a student could spend hours searching databases and/or Google without finding sources that will be useful for the research project. Good searching techniques allow students to use their time wisely and find higher quality sources. Finally, a very important idea that was taught is plagiarism. This is an important idea because it showcases the importance of citing sources and doing it correctly. Many colleges, including mine, have very strict consequences if they found evidence of plagiarism. If a student was found to have plagiarized at my college where I gained my bachelors degree, those students would be kicked out of the school. I learned about these skills and ideas, plus others, from the readings and activities that were completed in this course. I have researched for many assignments throughout my life, but I never had a specific method. I have created my own method through trial and error. I learned about research methodology specifically from the Big 6 website and the Big 6 videos at
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http://www.csulb.edu/~lfarmer/infolitwebstyle.htm were the most useful. This source had a huge impact on my learning because it breaks down the research method very specifically and it gave videos that were helpful. These videos will help me teach the research method to my students. I will teach them the method at the beginning of the school year and reinforce it all year long. When we were learning about evaluating sources, the source that showed the importance of evaluating sources was the What is the history of a Website? link. On that website, it had a link to the http://www.martinlutherking.org/ website. I use this website in all of my classes and I will use them in my future classes to show them the importance of evaluating sources. Many of my students were shocked when we thoroughly analyzed the site because at first glance it looks legitimate. The databases exercises helped me reinforce my searching techniques. I am going to create an assignment similar to this that showcases the sources available to my students to teach them what is available and to teach them how to search for sources. The Virtual Salt link (http://www.virtualsalt.com/antiplag.htm) by Robert Harris was where I learned some specific strategies to prevent and teach about plagiarism. I am going to use many of these techniques to prevent plagiarism, such as process steps for a paper or project. I have many goals for near future, especially the next two years when it comes to information literacy. I specifically plan on promoting information literacy in my classroom. I teach 11th and 12th graders and I usually take their researching techniques for granted and I get bogged down in teaching the content of the course. They are taught the steps of researching and citation in 9th grade English and so I usually do not teach them how to research, use database, or cite, but I expect them to do it properly. As this course has shown without constant reinforcement students revert to searching Google. I plan on creating a unit at the beginning of the year that is devoted to teaching information literacy. I will combine it with the first unit of each of my classes, which happens to be the medieval period. They will have to research an aspect of the medieval period of their choice and I will teach them the Big 6 research process and the MLA citation format step by step. I will re-promote information literacy in my classes and my school by creating a Writing Workshop once a week during NEST. NEST is our 55 minute lunch period where students eat lunch, go to clubs, and/or receive help from their teachers. I also thought of an idea of creating an after-school research program that is created by teachers and the librarian. It could be staffed by volunteer teachers that way the librarian does not get saddled with all of the duties. We could also hold a lab night where students and parents work together on a research project/method, where we provide child care. This strategy would help to get parents involved with their childs learning, particularly the research process. Finally, my goals with my own learning are to keep searching for ideas for lesson plans on the research process, such as S.O.S. for information literacy website. I also plan on creating a resource page that I will have on my class website that will have information, strategies, and links to help students with research throughout the year and I will make sure these stay up to date. As a result of this course, I have learned many new things and reinforced many ideas and skills in information literacy. I learned that no matter what your age, education level, or knowledge teaching information literacy is extremely important because if furthers the quality of their products and it teaches them skills that will be useful throughout their life. I learned about specific research methodology, techniques for evaluating sources, searching techniques and plagiarism. I plan on teaching information literacy to my students in the next school year and beyond. I plan on making information literacy a large majority of my teaching in all of my classes, from A-level to my AP courses.

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AP Review Project Directions: Create and present a Prezi presentation in order to teach the class about your assigned artistic, political, or economic movement or idea and its impact on European society. You will create a Prezi presentation on one of the following: Art Periods Political Philosophies Medieval Conservatism Renaissance Nationalism Mannerism Liberalism Baroque Socialism Neoclassical Romanticism Realism Modern Art (1860 -1970) Contemporary Art (1970 Present)

Economic Philosophies Mercantilism Capitalism Communism

Review of Prezi: Prezi is a way to create interactive presentations online. It allows for you to add more types of content in a fun and visually appealing way. If you havent done so already, create your own free Prezi account. Please go to the following website: http://prezi.com/ Requirements & Rubric: In your presentation you must create a visual and written representation of the origins, development, and impact of your assigned topic. Be creative with your presentations, but you must include the following information/requirements: 1. Explain the major ideas or philosophy in art, politics, or economics (depending on your topic) prior to your movement/trend in art, politics, or economics. Explain how and why that idea or philosophy was on the decline. What are the weaknesses? 2. Analyze the origins of your artistic, political, or economic movement. Be sure to connect it to the decline of the previous idea or philosophy. Also be sure to add important people that helped to further the new movement and explain why they are important what did they add specifically. 3. Explain how this new development spread across Europe speed (explain the speed why fast or slow), areas of Europe (explain why those areas and that route), did it meet any resistance and why or why not? Make sure you include a map to show how and where it spread. 4. Analyze how this movement impacted European society. What changed and why? What did not change and why? Explain why this movement is important in the big picture of European history. 5. Include at least two visuals; one of your visuals may be a video clip. 6. Organize it in a way that it makes sense to the audience. 7. Present your final product to the class in order to teach them about your assigned artistic, political, or economic movement. 8. Write a 2 3 page paper (double-spaced, 12 pt font, Times New Roman, standard margins) on which you reflect on the research process. Be sure to include:
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a. How you decided which resources to use b. Changes you made in keywords, database selection, search statements and why Be specific c. Challenges and frustrations in your research d. What you learned about doing scholarly research e. At the end attach the following: i. Works cited page created using your MLA citation guide worksheets (attach this as well) ii. Note-taking worksheets iii. CUBAC evaluation worksheets you must evaluate at least 3 of your sources. Rubrics: There are two because you have two aspects to the project: the Prezi/presentation and the research process paper. Multimedia Project : AP Review Teacher Name: Mrs. Newton

Student Name: CATEGORY Requirements 4

________________________________________ 3 2 1

All requirements All requirements One requirement More than one are met and are met. was not requirement was exceeded. completely met. not completely met. Covers topic indepth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Four misspellings and/or grammatical errors. Content is minimal OR there are several factual errors.

Content

Mechanics

No misspellings Three or fewer or grammatical misspellings errors. and/or mechanical errors.

More than 4 errors in spelling or grammar.

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Mechanics

No misspellings Three or fewer or grammatical misspellings errors. and/or mechanical errors. Content is well organized using headings or bulleted lists to group related material. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Four misspellings and/or grammatical errors. Content is logically organized for the most part.

More than 4 errors in spelling or grammar.

Organization

There was no clear or logical organizational structure, just lots of facts.

Attractiveness

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Delivery not smooth, but able to hold audience attention most of the time.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Originality

Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other people's ideas, but does not give them credit.

Oral Presentation Interesting, wellrehearsed with smooth delivery that holds audience attention.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Source information collected for all graphics, facts and quotes. Most documented in desired format.

Delivery not smooth and audience attention lost.

Sources

Source information collected for all graphics, facts and quotes. All documented in desired format.

Source information collected for graphics, facts and quotes, but not documented in desired format.

Very little or no source information was collected.

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Permissions

All permissions to use graphics "borrowed" from web pages or scanned from books have been requested, received, printed and saved for future reference.

All permissions to use graphics "borrowed" from web pages or scanned from books have been requested and received.

Most permissions to use graphics "borrowed" from web pages or scanned from books have been requested and received.

Permissions were not requested for several graphics "borrowed" from web pages or scanned from books.

Research Report : AP Review Project Teacher Name: Mrs. Newton

Student Name: CATEGORY Quality of Information 10 - 8

________________________________________ 75 Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. 42 Information clearly relates to the main topic. No details and/or examples are given. 1-0 Information has little or nothing to do with the main topic.

Information clearly relates to the main topic. It includes several supporting details and/or examples. Notes are recorded and organized in an extremely neat and orderly fashion. Successfully uses suggested internet links and databases to find pertinent information and navigates within these sites easily without assistance.

Notes

Notes are Notes are recorded legibly recorded. and are somewhat organized. Usually able to use suggested internet links and databases to find mostly pertinent information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links and databases to find somewhat pertinent information and navigates within these sites easily without

Notes are recorded only with peer/teacher assistance and reminders. Needs assistance or supervision to use suggested internet links and databases and/or to navigate within these sites. Did not find pertinent sources of information.
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Research and Evaluation

Sources were evaluated - at least 3 of your sources. Mechanics No grammatical, spelling or punctuation errors. Information is very organized with wellconstructed paragraphs and subheadings. All sources (information and graphics) are accurately documented in the desired format.

Sources were evaluated - at least 3 of your sources. Almost no grammatical, spelling or punctuation errors Information is organized with well-constructed paragraphs.

assistance. Sources were evaluated - at least 2 of your sources. A few grammatical spelling, or punctuation errors. Information is organized, but paragraphs are not wellconstructed.

Sources were evaluated - at least 1 of your sources. Many grammatical, spelling, or punctuation errors. The information appears to be disorganized. 8)

Organization

Sources

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources Some sources are (information and not accurately graphics) are documented. accurately documented, but many are not in the desired format.

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List of Online Resources Provided by Charles County Public Schools

Databases: 1. Go to http://www2.ccboe.com/library/ 2. If you are at school, you just need to click the School Access link. If you are at home, click Home Access link and enter the below information. a. User name: charlescounty b. Password: welcome 3. List of databases that will be useful for this project: a. History Study Center b. World Book Online c. Modern World History Online d. Ancient and Medieval History Online (only the Medieval part will be useful for the Medieval art topic) e. World Digital Library f. SIRS Knowledge Source g. ProQuest Platinum NPHS eLibrary: 1. Go to http://infotrac.galegroup.com/itweb/northpooint?db=GVRL 2. If you are at school, you just need to click the eNPHS icon. If you are at home, click Home Access link and enter the below information. a. User name: eagles b. Password: eaglesnest

Southern Maryland Libraries: 1. Go to http://cosmos.somd.lib.md.us 2. To use these databases, you will need a Public Library Card.

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Note-taking Worksheet & MLA Citation Guide I have decided to use the exact forms that I found online. They are PDF documents and so they will be attached separately from this form. I have cited them in the reference section.

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The CUBAC Method

Evaluating Resources: A Research Guide
Name: __________________________ Date: ___________________________ SOURCE DETAILS *WHEN SEARCHING FOR INFORMATION ON ANY TOPIC, ALWAYS CONSIDER THE SOURCE.*

Author: Title: URL or copyright info: Publication or update date:

CUBAC: COMPREHENSIVE

Noticeable information gaps?

Notes:

CUBAC: USEFUL

Table of contents, index, site map, or menu sidebar?

Interesting pictures, design, layout?

Lack of spelling or grammatical errors? Fun to read; avoids technical jargon and confusing details?
Notes:

CUBAC: BALANCED

Avoids claims that are not supported by facts? Does not take sides, or fully discloses support of a side?
Notes:

CUBAC: AUTHORITATIVE

Qualified author listed? Is the source PEER REVIEWED or moderated? Circle a motive: Bibliography, citations, or suggested to inform to influence readings?
Notes:

CUBAC: CURRENT
Notes:

*Currency is key for science and current event topics*

Is publication appropriately up-to-date for your topic?

*WHEN SEARCHING FOR INFORMATION ON ANY TOPIC, ALWAYS CONSIDER THE SOURCE.*

Adapted from a worksheet created by Maureen Southorn Oct. 2007

Overall Evaluation: Based off of the CUBAC method, is this a source that you will use for your project? Explain why or why not. How do you think that this online resource will help you with your project?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Adapted from a worksheet created by Maureen Southorn 22 Oct. 2007