Michelle Colquitt Mini-Lesson Outline

Michelle E. Colquitt
November 30, 2015
Information Fluency and Inquiry Mini-Lessons
For this assignment I was tasked with creating three mini-lessons under one
content umbrella. Since I am not employed as a teacher, or even employed in a school, I
chose an area about which I like to learn—Post World War II United States history. Since
I am obtaining initial certification I am further governed by the American Association of
School Librarians (AASL) Standards for the 21st Century Learner, and have therefore
incorporated the appropriate standards into my mini-lessons.
Mini-Lesson #1: The Civil Rights Movement: What’s Going On? Is it Ongoing?
The Civil Rights Movement will be addressed in the first lesson. Students will be asked to
compare the Civil Rights Movement of the 1940s through 1960s with modern day Civil
Rights struggles through inquiry-based learning. Students will view a variety of primary
source examples of the Civil Rights Movement (including but not limited to Dr. Martin
Luther King’s “I Have a Dream” speech, videos of protests, and other primary sources
curated by Mrs. Colquitt on Thinglink). Students will be assigned to small groups and will
be instructed to review an assigned number of these sources. Students will summarize
their findings through a rapid-fire classroom discussion utilizing the Web 2.0 tool Storm
Board with each group being responsible for a minimum of three postings. Students will
be asked to investigate current events pertaining to the modern Civil Rights Movement.
Once students have a firm grasp of the Civil Rights Movements (both of the 1960s and
present day), the Media Specialist and classroom teacher will facilitate a respectful
discussion of current events that are inherently related to the Civil Rights Movement (the
LGBTQ movement, the #BlackLivesMatter Movement, Mental Health Awareness and
many others). After the classroom discussion, students will independently write a brief
reflection essay about the topics discussed in the classroom. Students share this essay
to the classroom Google Group. Students will be assigned to read and appropriately
respond to two other student essays, which will be posted to the classroom discussion
board. Students will be tasked with answering these essays, even if they are diametrically
opposite from their point of view, respectfully and in accordance with the rules of
Netiquette. Any infraction of these rules will result in specific disciplinary consequences.

Michelle E.Colquitt
FRIT 7234 Mini Lessons
November30,2015
Curated List of Resources to Support Civil Rights Lesson
Mrs. Colquitt created a ThingLink listing of primary sources for this mini-lesson.
This resource list is an adaptation of a ThingLink created in response to Georgia
Performance Standards for 8th Grade Georgia Studies covering the Civil Rights
Movement.
Applicable Georgia Performance Standards:
Social Studies Standards
SSUSH22 The student will identify dimensions of the Civil Rights Movement, 1945-1970.
d. Describe the significance of Martin Luther King, Jr.’s Letter from a Birmingham Jail and
his I Have a Dream Speech.
e. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting
Rights Act of 1965.
Reading Standards for Literacy in History/Social Studies (RH) Grade 9-10
Key Ideas and Details
ELACC9-10RH2: Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the course
of the text.
Craft and Structure
ELACC9-10RH5: Analyze how a text uses structure to emphasize key points or advance
an explanation or analysis.
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: Assessthe extent to which the reasoning and evidence ina text support
the author’s claims.
ELACC9-10RH9: Compare and contrast treatments of the same topic in several primary
and secondary sources.
Writing Standards for Literacy in History/Social Studies, Science, and Technical
Subjects Grades 9-10 (WHST)

Michelle E.Colquitt
November30,2015
Text Types and Purposes
ELACC9-10WHST1: Write arguments focused on discipline-specific content.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while
pointing out the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner that anticipates the audience’s knowledge
level and concerns.
Production and Distribution of Writing
ELACC9-10WHST4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
ELACC9-10WHST5: Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
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
ELACC9-10WHST7: Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
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

Michelle E.Colquitt
November30,2015
ELACC9-10WHST10: Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
AASL Standards Addressed
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.
1.1.3. Develop and refine a range of questions to frame the search for new understanding.
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.
1.1.7. Make sense of information gathered from diverse sources by identifying
misconceptions, main and supporting ideas, conflicting information, and point of view or
bias.
1.1.8. Demonstrate mastery of technology tools for accessing 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.
1.2.4. Maintain a critical stance by questioning the validity and accuracy of all information.
1.2.5. Demonstrate adaptability by changing the inquiry focus, questions, resources, or
strategies when necessary to achieve success.
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
1.3.2. Seek divergent perspectives during information gathering and assessment.
1.3.4. Contribute to the exchange of ideas within the learning community.

Michelle E.Colquitt
November30,2015
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 or weaknesses.
1.4.4. Seek appropriate help when it is necessary.
2. Draw conclusions, make informed decisions, apply knowledgeto 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 knowledge in order to
construct new understandings, draw conclusions, and create new knowledge.
2.1.3. Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
2.1.5. Collaborate with others to exchange ideas, develop new understandings, make
decisions, and solve problems.
2.2. Dispositions in Action
2.2.1. Demonstrate flexibility in the use of resources by adapting information strategies to
each specific resource and by seeking additional resources when clear conclusions
cannot be drawn.
2.2.3. Employ a critical stance in drawing conclusions by demonstrating that the pattern
of evidence leads to a decision or conclusion.
2.3.1. Connect understanding to the real world.
2.3.2. Consider diverse and global perspectives in drawing conclusions.
2.4. Self-Assessment Strategies
2.4.2. Reflect on systematic process, and assess for completeness of investigation.
2.4.3. Recognize new knowledge and understanding.
3. Share knowledge and participate ethically and productively as members of our
democratic society.

Michelle E.Colquitt
November30,2015
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.
3.2.1. Demonstrate leadership and confidence by presenting ideas to others in both
formal and informal situations.
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.
3.3.1. Solicit and respect diverse perspectives while searching for information,
collaborating with others, and participating as a member of the community.
3.3.2. Respect the differing interests and experiences of others, and seek a variety of
viewpoints.
3.3.3. Use knowledge and information skills and dispositions to engage in public
conversations and debate around issues of common concern.
3.3.5. Contribute to the exchange of ideas within and beyond the learning community.
3.3.7. Respect the principles of intellectual freedom.
3.4.3. 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 growth and aesthetic growth
4.1. Skills

Michelle E.Colquitt
November30,2015
4.1.3. Respond to literature and creative expressions of ideas in various formats and
genres.
4.1.4. Seek information for personal learning in a variety of formats and genres.
4.1.5. Connect ideas to own interests and previous knowledge and experience.
4.1.7. Use social networks and information tools to gather and share information.
4.2.1. Display curiosity by pursuing interests through multiple resources.
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.
4.3.1. Participate in the social exchange of ideas, both electronically and in person.
4.3.4. Practice safe and ethical behaviors in personal electronic communication and
interaction.
4.4.2. Recognize the limits of own personal knowledge.
4.4.3. Recognize how to focus efforts in personal learning.
4.4.4. Interpret new information based on cultural and social context.
4.4.5. Develop personal criteria for gauging how effectively own ideas are presented.
Digital Information Fluency and Principles of Inquiry-Based Learning
Digital Information Fluency:
21st Century Learners must have a specialized skill set in order to find and evaluate
information in digital formats. Therefore, teachers and Media Specialists must be able to
address information fluency within lesson planning activities. The Core Competencies of
the Digital Information Fluency Model outlines key accomplishments that students should
be able to display at a success rate of seventy-five percent or above. The Core
Competencies addressed by these mini-lessons consist of the following:
1. Locating Information Efficiently: What Information Am I Looking For—Where Will
I Find the Information—How Will I Get There?

Michelle E.Colquitt
November30,2015
1.C. Learners effectively and efficiently select digital collections based on their
characteristics.
● Learners understand the organization of digital information
● Select visible Web collections (and sub-collections) based on their characteristics
● Select Deep Web (Invisible Web) collections and (sub-collections) based on their
characteristics
● Select other digital collections (and sub-collections) based on their characteristics
Students will be tasked with researching information about modern day Civil Rights
struggles. Students must have a firm grasp and ability to craft a research query in the
appropriate search engine or Deep Web area (specifically GALILEO). Student learning
will be assessed based on the quality of the resources they choose to either support or
disprove their arguments.
1.E. Learners select and apply appropriate search strategies to effectively and
efficiently locate reliable digital information related to their academic learning
goal(s)
● Navigate hyperlink, i.e. browsing strategies
● Use subject directory strategies
● Use search engine strategies
As previously mentioned, students will be asked to find information to support their
arguments either in favor of or against the position that the Civil Rights Movement is over.
Students will be asked to search online and the Deep Web GALILEO resources that our
school has available.
2. Evaluating Information Effectively—How Good is the Information?
2.A. Learners evaluate the quality of a search result to determine its usefulness in
the search process
● Determine whether or not the digital information addresses the natural language
question
● Decide whether or not the digital information suggests revisions to search queries
(revision decision)
Students will be asked to use their own critical thinking abilities (Mrs. Colquitt

Michelle E.Colquitt
November30,2015
taught students in Mr. Calloway’s class about this earlier this semester and will ask that
students activate prior knowledge). Students will assess information for its usefulness and
will determine if the returned materials answer the research question. Students will
determine if their queries need to be revised in order to find more, or higher quality,
information.
2.B. Learners evaluate the quality of a search result to determine the reliability of
its content
● Investigate internal content reliability (accuracy)
● Investigate external validation of information
As mentioned previously, students have been taught a lesson about critical
thinking, and therefore will activate this prior knowledge to assess search results to
determine if information is reliable or accurate. Students will determine if they should use
this information or if they should discount these search results because there is an issue
with validity.
2.C. Learners evaluate the quality of a search result to determine the reliability of
its source
● Investigate author/publisher reliability (authority/bias)
● Investigate external validation of author/publisher (references)
3. Using Information Ethically—How will I Ethically Use the Information?
3.A. Learners ethically use digital information
● Learners decide whether or not to integrate digital information related to a specific
information task
● Learners cite the source and/or author for selected digital information
Students will determine if they should use a digital resource and must attribute
works in either a Works Cited or References page. Mrs. Colquitt and Mr. Calloway will
teach students about the importance of citing works to avoid plagiarism.
Inquiry-Based Learning
Each mini-lesson is taught in accordance with the principles of inquiry-based
learning. Neil Stephenson (n.d.) has established that “the power of an inquiry-based
approach to teaching and learning is its potential to increase intellectual engagement and

Michelle E.Colquitt
November30,2015
foster deep understanding through the development of a hands-on, minds-on and
‘research-based disposition’ towards teaching and learning. Inquiry honours the complex,
interconnected nature of knowledge construction, striving to provide opportunities for both
teachers and students to collaboratively build, test and reflect on their learning” (para. 2).
Stephenson asserts that Inquiry-Learning can be measured on eight domains, those
being: authenticity, deep understanding, performances of understanding, assessment,
appropriate use of technology, connecting with experts, student success, and ethical
citizenship.
Authentic, Engaging, and Guiding Question
Genuinely authentic real world topics and questions are a main goal of teaching
21st Century Learners. Within the first mini-lesson, students are posed with a genuine,
authentic learning question that should be posed as “Do you think we are in the midst of
a Modern Day Civil Rights Movement? Please elaborate on why you believe, or do not
believe, that we are in a Modern Day Civil Rights Movement.” Without being told to act
like one, students will take on the role of researcher and documentarian of the Modern
Civil Rights Movement. Students will research current Civil Rights Movements and trends
and will document their findings through comparisons and contrasts to the Civil Rights
Movement of the 1960s; therefore students will engage in tasks that are authentic to the
discipline at hand. In other words, students should experience real world topics that are
beyond merely superficial busy work efforts. The aim of the Civil Rights lesson is for
students to learn foundational information about the Civil Rights Movement of the 1960s
and to elaborate on this further drawing conclusions about modern day Civil Rights
struggles.
The ultimate outcome of the authentic learning process is a deep understanding
of the topic at hand. In order to facilitate a deep understanding of the topic at hand, the
classroom teacher and Media Specialist will engage in a mind mapping exercise to
determine a plethora of topics that students could potentially discuss. In order for our
shared class to have a greater understanding of the topics at hand, the teacher and Media
Specialist must deeply understand and have a great familiarity with the topic. It will be
important to address stereotypes of the Civil Rights Movement with students to disprove

Michelle E.Colquitt
November30,2015
any biases or misconceptions that they might have about this topic: students need to have
an authentic learning experience that is as free of biases as possible.
Building upon the ideaof deep learning, students are tasked with putting their deep
learning into action via performances of learning. It is the ultimate goal of the teacher and
the Media Specialistthat the learner be able to perform via deep constructivist tasks rather
than shallow constructivist tasks. Deepconstructivism involves the implementation of new
ideas through strong classroom discussions and other modes of performance outside the
normal spectrum of description (Stephenson, n.d. para 5). The Civil Rights Mini-Lesson
will provide ample opportunities for students to display their deeper learning and
understanding of the Civil Rights Movements because they will synthesize learned topics
in a rapid-fire discussion of the topic at hand utilizing Storm Board. Students will view and
prepare discussion points about three different types of primary sources. Students will
share what they have learned via the aforementioned technology tools (Storm Board, and
Google Drive document).
Engage, Enhance, and Extend
Technology will be utilized, not merely as an extraneous tool, but will be utilized to
encourage and facilitate a deeper understanding of the Civil Rights Movement. Students
will be energized to learn about the Civil Rights Movement on their own outside of class
because of the robust discussion in which they participated. Stephenson establishes
several characteristics of effective technology integration, these being “collaboration,
sharing of ideas, building knowledge is not limited to the classroom – students continue
to work and learn at home, on field studies; technology permits access to learning
resources in lieu of specific equipment or supplies (e.g. the use of simulations versus the
purchase of expensive scientific equipment with limited function)” and “technology permits
anytime, anywhere learning; other invested parties have ongoing access to the
knowledge-building endeavor (parents, experts, other students, teachers, administrators,
etc.)” (n.d. para 3-4). Given that 21st Century Learners are expected to understand a wide
variety of technologies, it is the aim of the Media Specialist and the Classroom Teacher
to expose users to as many technologies as possible in order to facilitate an ease, or
preparedness to use, a wide variety of technologies.

Michelle E.Colquitt
November30,2015
Technologies can be utilized to engage a student’s interest, enhance their learning
experiences, and extend the learning outside the classroom, according to Liz Keren-Kolb
(2013 p. 21). In this particular lesson, technology will be used to engage users at the initial
primary source level. Primary sources will facilitate a shift from passive learning, or merely
listening to the teacher, and will encourage students to become engaged participants in
the learning experience. There is no comparison between actually viewing a recording of
Dr. Martin Luther King, Jr. giving his “I Have a Dream” speech in comparison with simply
reading the speech. Students will use technology to enhance their learning experience
with the rapid fire use of the Storm Board because they will be able to collaborate with
other users. Given the rapid fire nature of the Storm Board, students will be “forced” to be
confident about their answers which will lead to a deeper understanding of the Civil Rights
Movement (Keren-Kolb, 2013 p. 24-25). Extended learning will occur outside of the
classroom when the teacher and the Media Specialist assign students to research current
events (specifically how they could relate back to the Civil Rights Movement) and reflect
upon the returned materials. Students will be encouraged to respectfully reflect upon their
beliefs and share these to a classroom Google Drive folder. Students will then be tasked
with responding respectfully to their fellow students. These activities will occur outside of
class and will encourage deeper learning because they assist the student in developing
a thesis about their personal beliefs and writing a cohesive argument about a topic.
Further, once students understand their personal thoughts and beliefs about a topic, it will
encourage the student to seek opportunities to learn more about the topic (Keren-Kolb,
2013 p. 26).
Bloom’s Digital Taxonomy
Initially, students will display an understanding of the Civil Rights Movement.
Students will be able to construct their own meanings based on the materials presented.
Students will then be asked to show and tell what they have collectively learned on the
class Storm Board. Students will be provided with ample opportunities to display their
understanding of the Civil Rights Movement (i.e. classroom discussion via Storm Board,
generating their own reflection essays, tweeting about Dr. King’s “I Have a Dream”
speech, and many more).

Michelle E.Colquitt
November30,2015
Students will demonstrate deeper understanding through tasks where they are
asked to analyze their own personal viewpoints about the Civil Rights Movement.
Students will not only analyze their own viewpoints, but they will also compare their own
personal points of view with those of their fellow classmates (Churches, 2012 p. 4).
Students will create a report that will help to organize their distinct points of view in order
to facilitate respectful discussion.
Mini-Lesson # 2: The Vietnam War: War! What is it Good For?
Students will learn about the Vietnam War, specifically to learn about the Anti-
Vietnam War Movement. Prior to the beginning of this lesson, students will have learned
about the causes of the Vietnam War and also learned about some of the major
battles/campaigns of the Vietnam War (to include the Tet Offensive). Mr. Calloway and
Mrs. Colquitt will conduct a class discussion to address any preconceived notions (or
misconceptions) that students might possess about the anti-Vietnam War Movement.
After learning about the background of the Vietnam War, students will learn about
anti-war sentiment, to include protests in art (music, poetry, literature, etc). Upon an
understanding of the anti-Vietnam sentiment, students will compare and contrast the Anti-
Vietnam War Movement with the current events of the War on Terror (2004 to present).
Students will be asked to view various media (protest songs, poetry, and art) and will be
asked to create a statement piece (poetry, prose, art, social media presentation, etc.)
about their feelings about the War on Terror. To expand further, Mr. Calloway and Mrs.
Colquitt will conduct a panel discussion to include a Vietnam Veteran, War on Terror
Veteran, and an anti-war activist. Students will be asked to listen respectfully to the panel
discussion and write an essay reflecting about this panel discussion. Students will be
asked to both tweet and blog as if they were either a protestor or a support/participant
(US only) in the War on Terror. Tweeting and blogging as if they were a protestor or
supporter of the War on Terror should be respectful (to be compliant with the
aforementioned rules of netiquette) and should be historically accurate (to include the
date/time and what the individual could possibly have thought at the time).
List of Curated Resources Covering the anti-Vietnam War Movement

Michelle E.Colquitt
November30,2015
Mrs. Colquitt created a Bundlr list of resources about the anti-Vietnam War
Movement. Mrs. Colquitt and Mr. Calloway expect students to view the resources on this
list when they are creating their own reflection piece on the War on Terror.
Georgia Performance Standards
Social Studies
SSUSH20 The student will analyze the domestic and international impact of the
Cold War on the United States
d. Describe the Vietnam War, the Tet Offensive, and growing opposition to the war
SSUSH24 The student will analyze the impact of social change movements and
organizations of the 1960s.
c. Analyze the anti-Vietnam War movement
SSUSH25 The student will describe changes in national politics since 1968
g. Analyze the response of President George W. Bush to the attacks of September 11,
2001, on the United States, the war against terrorism, and the subsequent American
interventions in Afghanistan and Iraq.
ELACC9-10RH2: Determine the central ideas of information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the course
of the text.
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
Range of Reading and Level of Text Complexity

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November30,2015
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.
ELACC9-10WHST2: Write informative/explanatory texts, including the narration of
historical events scientific procedures/experiments, or technical processes.
ELACC9-10WHST4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
update individuals or shared writing products, taking advantage of technology’s capacity
ELACC9-10WHST7: Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
citation.
Range of Writing
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.

Michelle E.Colquitt
November30,2015
AASL Standards for the 21st Century Learner
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.
1.1.2. Use prior and background knowledge as context for new learning.
1.1.5. Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance and social and cultural context.
1.1.7. Make sense of information gathered from diverse sources by identifying
misconceptions, main and supporting ideas, conflicting information, and point of view or
bias.
1.1.8. Demonstrate mastery of technology tools for accessing information and pursuing
inquiry.
1.2.3. Demonstrate creativity by using multiple resources and formats.
challenges.
perspective.
1.3.2. Seek divergent perspectives during information gathering and assessment.
1.3.3. Follow ethical and legal guidelines in gathering and using information.

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November30,2015
1.4.1. Monitor own information-seeking process for effectiveness and progress, and adapt
as necessary.
process.
1.4.3. Monitor gathered information, and assess for gaps or weaknesses.
and create new knowledge
2.1. Skills
(analysis, synthesis, evaluation, organization) to information and knowledge in order to
construct new understandings, draw conclusions, and create new knowledge.
2.1.3. Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
2.1.4. Use technology and other information tools to analyze and organize information.
2.1.6. Use the writing process, media and visual literacy, and technology skills to create
products that express new understandings.
2.2.1. Demonstrate flexibility in the use of resources by adapting information strategies to
each specific resource and by seeking additional resources when clear conclusions
cannot be drawn.
2.2.2. Use both divergent and convergent thinking to formulate alternative conclusions
and test them against the evidence.
2.2.3. Employ a critical stance in drawing conclusions by demonstrating that the pattern
of evidence leads to a decisions or conclusion.
2.2.4. Demonstrate personal productivity by completing products to express learning.
2.3.2. Consider diverse and global perspectives in drawing conclusions.

Michelle E.Colquitt
November30,2015
2.3.3. Use valid information and reasoned conclusions to make ethical decisions.
2.4.2. Reflect on systematic process, and assess for completeness of investigation.
democratic society.
3.1. Skills
learners.
3.2.1. Demonstrate leadership and confidence by presenting ideas to others in both
formal and informal situations.
3.3.1. Solicit and respect diverse perspectives while searching for information,
collaborating with others,, and participating as a member of the community.
3.3.2. Respect the differing interests and experiences of others and seek a variety of
viewpoints.
conversation and debate around issues of common concern.
3.4.1. Assess the processes by which learning was achieved in order to revise strategies
and learn more effectively in the future.

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November30,2015
4. Pursue personal and aesthetic growth.
4.1. Skills
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.5. Connect ideas to own interests and previous knowledge and experience.
4.1.8. Use creative and artistic formats to express personal learning.
4.2.1. Display curiosity by pursuing interests through multiple resources.
4.2.3. Maintain openness to new ideas by considering divergent opinions or conclusions
when evidence supports the change, and seeking information about new ideas
encountered through academic or personal experiences.
4.3.3. Seek opportunities for pursuing personal and aesthetic growth.
interaction.
4.4.1. Identify own areas of interest.
4.4.4. Interpret new information based on cultural and social context.
4.4.5. Develop personal criteria for gauging how effectively own ideas are expressed.
Digital Information Fluency
The following aspects of the Digital Information Fluency Model will be addressed:
1. Locating Information Efficiently: What Information Am I Looking For—Where Will
I Find the Information—How Will I Get There?
1.B. Learners create effective and efficient search queries

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November30,2015
● Develop and apply vocabulary building strategies effectively to conduct a digital
information search—seek out more specific terms (hyponyms) to narrow a search
or more general terms (hypernyms) to broaden a search
● Effectively act on informed decisions to revise their search queries based on
search results/feedback—interpret evidence that results are relevant and
significant.
Students will be required to craft effective searches in order to find information
about the War on Terror. Once students have this information, they will be asked to
compare and contrast points of contention between the War on Terror and the Vietnam
War. Given that the information about the War on Terror is relatively new (2004 to present)
it might be difficult to obtain. Students might possibly have to utilize several differing
search strategies in order to find the most effective information.
1.C. Learners effectively and efficiently select digital collections based on their
characteristics
● Learners understand the organization of digital information
● Select visible Web collections (and sub-collections) based on their characteristics
● Select Deep Web (invisible Web) collections (and sub-collections) based on their
characteristics
● Select other digital collections (and sub-collections) based on their characteristics
Students will be tasked with assessing digital information for organization and for
quality. Students will be asked to search online collections and Deep Web (GALILEO)
resources. Students will further be asked to effectively assess information for
organization and for usefulness.
1.D. Learners select digital search tools based on their effectiveness and efficiency
● Select features of a variety of digital tools based on the probability of effectiveness
and efficiency
Students will be asked to share information that they have created, found, and
researched through a wide variety of tools. Students will convey information through
effective choice of appropriate social media tools. Students will search for information
using appropriate tools, as well.

Michelle E.Colquitt
November30,2015
1.E. Learners select and apply appropriate search strategies to effectively and
goal(s)
Students will search for appropriate information to convey their beliefs about the
War on Terror. Students will search for this information in a variety of the aforementioned
ways. Students will seek assistance if they are confused about any aspect of this project.
2.A. Learners evaluate the quality of a search result to determine its usefulness in
the search process
● Determine whether or not the digital information addresses the natural language
question
● Decide whether or not the digital information suggests revisions to search queries
(revision decision)
Students will evaluate search results for quality. Students will determine if the
search results address their research question. Further, if students do not find appropriate
resources as a result of this search, they will seek to revise their search queries. Students
will seek assistance if they encounter any difficulties in finding this information.
its content
Students will activate prior knowledge to investigate reliability of each source
returned. Students will determine if this material will be of any assistance to their
arguments.
its source
● Investigate author/publisher reliability (authority, bias)

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November30,2015
Media Specialist Mrs. Colquitt has previously provided the class with information
about critical thinking and assessment for bias/reliability. Mrs. Colquitt and Mr. Calloway
will remind students that they need to activate prior knowledge and determine if there are
any biases presented tin their search results. Students will further determine if they should
utilize information that they believe might present bias.
3.A. Leaners ethically use digital information
● Learners decide whether or not to integrate digital information related to a specific
information task
● Learners cite the sources and/or author for the selected digital information
Students will decide if the information returned, specifically in regards to digital
content, should be shared and integrated into their works. Students will be expected to
utilize either a References or Works Citedpage to properly attribute their research results.
Authentic, Engaging, Guiding Question
This mini-lesson focuses on the authentic question “What does a protest
movement look like? Do you believe there are any parallels between the anti-Vietnam
War Movement and the present day protests of the War on Terror? Please elaborate and
provide very specific examples.” Students will be asked to produce work products
artistically (in any media) to relate their genuine authentic feelings about the War on Terror
once they have been exposed to protest artifacts. Students will further be asked to tweet
and blog as either a supporter of or protestor of the War on Terror.
Students are asked to tackle a very sensitive topic with appropriate dignity and
respect for every opinion that they encounter. Both the Vietnam War and the War on
Terror have generated boatloads of controversy and protest, and needless to say, there
is a certain level of vitriol about each. Students will further be asked to complete the
learning and inquiry process with an open mind. Students are expected to gain a level of
deeper understanding through the generative activities in this mini-lesson. Mr. Calloway
and Mrs. Colquitt have the ultimate goal that their collaborative efforts will result in

Michelle E.Colquitt
November30,2015
students “…learning by holes” thereby they will “…structure learning around opportunities
to experience or engage in the topic as it would exist outside of school” (Stephenson, n.d.
para 16).
Deep Understanding
Students will obtain a deeper understanding of anti-Vietnam War sentiments
through their study of various works created in protest of the Vietnam War. Students will
be asked to expand upon this work and create works (not specifically protest works) in
this same vein about their feelings about the War on Terror. Mr. Calloway and Mrs.
Colquitt will conduct a classroom discussion after students learn about the causes and
initial battles of the Vietnam War. This classroom discussion will focus on any
preconceived notions students might possess about the anti-Vietnam War sentiment.
Performances of Learning
Students are expected to build upon information that they have previously learned.
Students will perform learning via engaging in discourses about the anti-Vietnam War
movement and the War on Terror. Students are able to choose the ways in which they
share and report their findings via technology. Mr. Calloway and Mrs. Colquitt believe that
their students are “…engaged in a collective inquiry into a specific topic (comparison and
contrasting the anti-Vietnam War Movement and protests of the War on Terror), and
coming to a deeper understanding through interactive questioning, dialogue, and
continuing improvement of ideas” (Stephenson, n.d. para 6).
Assessment for Learning
Students are assessed for their learning and understanding of the topics at hand
in a variety of ways—the ultimate goal of assessment is to not feel like a “test.” Students
are assessed for their understanding via their authentic creation of an art piece (in any
medium) that will convey their understanding of both the anti-Vietnam War movement and
the War on Terror. Students will be provided with rubrics for each assignment and will be
encouraged to follow these and to ask thoughtful questions if they have any doubts about
their work. Students have an ample amount of time to complete these assignments and
are encouraged to interact with their fellow students to reflect on their personal creations.
Experts and Expertise

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November30,2015
Students will benefit from experts in the classroom setting during Mr. Calloway and
Mrs. Colquitt’s facilitated discussion including local “experts” on specific roles in regards
to the War on Terror. These experts provide authentic, real-world perspectives for
students and allow students to witness various points of view in regards to the War on
Terror.
Technology plays a great role in this lesson’s ultimate goals of engaging students,
enhancing their understanding, and as an extension of the classroom. Students will
engage in this lesson through classroom discussion and viewing of a Vietnam War protest
resource. Students’ attention will be captured because teacher Mr. Calloway and Media
Specialist Mrs. Colquitt will encourage respectful discussions to reflect a wide variety of
viewpoints. Students will be empowered to carry out a respectful discussion that will
enable them to deeply understand the topic at hand. Student success will begin at this
level.
Student learning will be enhanced by viewing a curated list of resources about the
anti-Vietnam Movement. Students will be encouraged to research protests of the War on
Terror. Taking it a step further, students will be required to display new learning by
synthesizing what they have learned about anti-Vietnam War protests and the War on
Terror and create a statement piece reflecting their opinions about the War on Terror. A
great majority of this learning can take place during the class, however, students are
encouraged to engage in lifelong learning at the extended position.
Keren-Kolb (2013) states that extended learning is comprised of “…technology
[that] allows students to merge their school learning with their everyday life experiences”
(p. 26). The ultimate teaching goal that Mr. Calloway and Mrs. Colquitt have is to empower
students to learn about the anti-Vietnam War Movement in connection with what they
already know about the War on Terror. The great majority of students at the school have
deeply personal ties to the military (relatives, former classmates, and their own personal
involvement with the JROTC) and therefore need to be exposed to differing points of view
about specific wars.

Michelle E.Colquitt
November30,2015
The great majority of this mini-lesson’s activities involve creating new work
products as a result of synthesizing what students have learned. Churches (n.d.) through
Anderson and Krathwohl defines creating as “putting the elements together to form a
coherent or functional whole; reorganizing elements into a new pattern or structure
through generating, planning, and producing (p. 8). Students are required to complete a
statement piece reflecting their opinions about the War on Terror and are also required
to tweet and blog either in favor of or in protest of the War on Terror. Students will create
new pieces of information based on their understanding of the events covered in this mini-
lesson.
Mini-Lesson #3: Plagiarism: Political Suicide?
In the final mini-lesson, students will learn about Vice President Joe Biden’s failed
bid for President in 1988. Students will enter this module knowledgeable about Ronald
Reagan’s presidential terms and they will be mindful of the political climate of the 1980s.
Students will learn that plagiarism allegations (that occurred in both law school and on
the campaign trail) were serious enough that they hampered Biden’s bid for president in
1988. Students will view an NBC news clip and read several articles showing both sides
of Biden’s plagiarism situation. After a class discussion (to include tweeting about
plagiarism—a minimum of five tweets) students will collaborate on a classroom Padlet to
outline ways to avoid plagiarism and potential consequences of plagiarism. Students will
work in pairs to create a podcast (either video or audio) that will be a summation of their
knowledge about plagiarism.
Curated Resources about Plagiarism and Information Ethics
Mrs. Colquitt has created a BagTheWeb resource that covers the topic of Ethical
Use of Information in the 21st Century. This resource is by no means comprehensive of
all resources available about plagiarism. Students will utilize the resources on this site to
complete the Padlet and audio/video podcast.
Applicable Georgia Performance Learning Standards:
Social Studies
SSUSH25 The student will describe changes in national politics since 1968.

Michelle E.Colquitt
November30,2015
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
ELACC9-10RH8: Assessthe extent to which the reasoning and evidence ina text support
the author’s claims.
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.
update individual or shared writing products, taking advantage of technology’s capacity

Michelle E.Colquitt
November30,2015
citation.
Range of Writing
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 for the 21st-Century Learner
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.
1.1.8. Demonstrate mastery of technology tools for assessing information and pursuing
inquiry.
1.2.3. Demonstrate creativity by using multiple resources and formats.
challenges.
perspective.

Michelle E.Colquitt
November30,2015
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.
process.
1.4.3. Monitor gathered information and assess for gaps and weaknesses.
1.4.4. Seek appropriate help when it is necessary.
and create new knowledge.
2.1. 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.
2.1.6. Use the writing process, media and visual literacy, and technology skills to create
products that express new understandings.
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.
2.1.3. Use valid information and reasoned conclusions to make ethical decisions.
2.4.4. Develop directions for future investigations.

Michelle E.Colquitt
November30,2015
democratic society.
3.1. Skills
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.
3.1.6. Use information and technology ethically and responsibly.
conversation and debate around issues of common concern.
3.3.4. Create products that apply to authentic, real-world contexts.
3.3.7. Respect the principles of intellectual freedom.
3.4.1. Assess the process by which learning was achieved in order to revise strategies
and learn more effectively in the future.
4. Pursue personal and aesthetic growth.
4.1. Skills
4.1.6. Organize personal knowledge in a way that can be called upon easily.

Michelle E.Colquitt
November30,2015
4.1.8. Use creative and artistic formats to express personal learning.
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.
4.3.3. Seek opportunities for pursuing personal and aesthetic growth.
interaction.
4.4.1. Identify own areas of interests.
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.
Digital Information Fluency Model
1.D. Learners select digital tools based on their effectiveness and efficiency
● Select features of a variety of digital tools based on the probability of effectiveness
and efficiency
Students will be tasked to complete an audio/video podcast. They will research
appropriate tools to create their podcasts. Students will keep the Media Specialist and
teacher informed of their plan to include a written script and selection of appropriate tools.
Students will inform either the teacher or the Media Specialist of any problems they
encounter during the podcast creation process.

Michelle E.Colquitt
November30,2015
1.E. Leaners select and apply appropriate search strategies to effectively and
goal(s)
Students will craft an effective search to find additional information to convey in
their plagiarism/information ethics podcast. Students will utilize many of the same search
strategies that they have in other mini-lessons for this class.
its content
Students will research plagiarism and ethical use of information further. Students
will utilize critical thinking (previously taught by Mrs. Colquitt) to determine the reliability
and appropriateness of resources for inclusion in the podcast.
its source
● Investigate author/publisher reliability (authority, bias)
Students will determine the authority of the works and determine if they are
appropriate to include in the podcast. Students will properly cite utilized resources either
via a References or Works Cited.
3.A. Learners ethically use digital information
● Leaners decide whether or not to integrate digital information related to a specific
information task
● Leaners cite the source and/or author for the selected digital information
As this lesson is about the ethical use of information, students will exhibit the

Michelle E.Colquitt
November30,2015
adherence to this digital information fluency principle. Students will exhibit understanding
of this principle by choosing high quality ethics resources and citing these resources in
either a Works Cited or References page.
Authentic, Engaging, Guiding Question
Students will engage in inquiry-based learning to learn about the topic of
plagiarism. Students will be asked to define plagiarism through the questions “What is
plagiarism? What are some possible examples of plagiarism in a United States history
context?” Students will further be asked “Have you heard of any plagiarism incidents in a
historical setting? If so, please elaborate on these plagiarism incidents.” Mrs. Colquitt and
Mr. Calloway will provide discussion prompts to include the plagiarism allegations against
Dr. Martin Luther King, Stephen Ambrose, and many others. Students will then be asked
an open-ended question “What do you believe should happen with someone who
plagiarizes? What should their career options be?” Students will participate in an open
class discussion to develop a list of potential consequences for plagiarism. Students will
then view the video of Joe Biden’s speeches and will be asked to tweet during this
process. Students will receive their homework assignment prior to leaving for the day.
Students will be assigned into randomly generated pairs and will be assigned to complete
either an audio or video podcast about their findings with regards to plagiarism.
This mini-lesson serves to expand on inquiry-based learning topics because it
enables students to ask legitimate questions about what should happen if some
plagiarizes versus what actually does happen, in the case of Joe Biden, to a well-known
plagiarist. The authentic, engaging, questions are directly related to a real-world focus of
learning. Students will define plagiarism and will be fully aware of the potential
consequences both at school and in the future at college.
Success for All Students
Multiple inquiry-based learning strategies are employed during this mini-lesson.
However, the most crucial aspect of this mini-lesson is future success for all students.
Teaching to diverse populations could be addressed through the instructional design
strategy UDL—Universal Design for Learning. All students, regardless of their skill level,

Michelle E.Colquitt
November30,2015
should have training about plagiarism to ensure that they have a successful future.
Students should further learn about this as part of a moral, or character building,
curriculum.
Ethical Citizenship
Given that this lesson is about the ethical use of information, to more specifically
teach about plagiarism, the inquiry-based focus of this lesson is to empower students to
become ethical digital citizens. Stephenson (n.d.) states “this emphasis on ethical
citizenship can also be extended to [students] experiences as digital citizens in the online
world they often inhabit. As part of a rich 21st Century education, students need to be
developing the critical skills of information literacy, visual literacy, and media literacy.
Developing and reinforcing the ethical use of digital material such as music, images,
video, and text should be embedded into the design of a study. Additionally, teachers
might also consider how students can consider the impact of their online behaviours and
begin establishing their own ‘digital footprint’ by sharing work through digital portfolios,
blogging and creating wikis” (para. 3).
Students will initially be engaged in learning through a discussion about plagiarism.
While discussions can initially be fairly boring, this discussion will become livelier as time
goes on because students will be exposed to potential incidents of plagiarism via the
Smart Board. Further, students will be encouraged to utilize technology to relate their
opinions.
Technology, specifically the YouTube video about Joe Biden, will be utilized to
enhance the learning goal of gaining a heightened understanding of plagiarism and
ethical use of information. Keren-Kolb (2013) states that technology is used at the
enhance stage to “…develop understanding of learning goals that could not have been
accomplished without those tools” (p. 20). Yes, students could have easily learned that
plagiarism is wrong and there are consequences, but students would more than likely not
have learned the extent (or really, lack thereof) of consequences plagiarism could have
in the real world.

Michelle E.Colquitt
November30,2015
Technology integration at the extend level has the ultimate goal of facilitating
learning outside of the classroom that allows students to “…bridge their school learning
with their everyday life experiences” (Keren-Kolb, 2013 p. 21). Students will be
encouraged to remain free from plagiarism and cheating based on information learned in
this mini-lesson. Further, due to the lively discussion and debate on this topic, students
will engage in learning outside of the classroom on this topic.
The assessments in this mini-lesson, while not expressly described to students as
assessments, each display a wide range of learning on the part of students. Students will
be assessed for their understanding of this topic through informal polling (at the beginning
of the lesson), tweeting while viewing the video about Joe Biden’s plagiarism, culminating
with groups of two or three students creating either video or audio podcasts.
Remembering
Students will be asked to complete informal polling to answer questions about
plagiarism. Students will be asked to activate prior knowledge about the topic of
plagiarism. Students will complete this task via an online tool using BYOD (to include
smartphones, Kindles, Chromebooks, and other devices) technology.
Applying
Students will be asked to apply learned knowledge into creating an audio podcast.
Students will be tasked with applying their learned knowledge to express new knowledge
and a new understanding of plagiarism and ethical use of information.
Creating
Students will create a work product to express their understanding and knowledge
of the ethical use of information and plagiarism. Students will synthesize all elements of
learning to produce a product that could guide other students and worldwide users to
have a new knowledge of information ethics and plagiarism (Churches, n.d. p. 6).
Students will transition from consumers of information to producers of information during
this aspect of the plagiarism and information ethics research process.

Michelle Colquitt Mini-Lesson Outline

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Michelle Colquitt Mini-Lesson Outline