Doctrine of the Undisciplined

TIPC Ratings

Ideal/Target (7) – A major component of this assignment is research and information fluency. After creating questions to guide their inquiry, students conducted their research on the history of the Hatfields and McCoys by utilizing a number of databases such as Google Scholar, Expanded Academic ASAP, Gale Virtual Reference Library, General One File, and Literature Resource Center. Students applied information fluency by referring to their Online Resource Evaluation which encourages them to recognize objectivity, authority, and reliability when analyzing information on the internet. Students then employed a variety of internet tools to interact with the information they researched.

Ideal/Target (7) – The students communicated and collaborated efficiently with each other inside and outside the boundaries of the classroom. Students collaborated with each other using discussion forums, Googledocs, Popplet, other online graphic organizer tools, and even collaboration tools embedded in the online presentation tools. The use of these tools allowed the students to communicate and collaborate effectively with their group members, regardless if a classmate was absent from class. Students also communicated in a reflection through the use of an online survey to discuss the following topics:

• As the United States becomes more diverse, to what extent does it become necessary to study cultural differences?
• What are the reasons behind ethnic groups demanding attention and respect?
• Why should social institutions and contemporary public policies of the South include acceptance of violence to protect property and personal honor?
• To what extent will studying and understanding the “culture of honor” lead to a decline in violence in the South?

Ideal/Target (7) – Students engaged in critical thinking and problem solving through the following authentic tasks:

• generating questions to guide their research
• identifying connections between aspects of history and fiction
• expressing a new idea, a conclusion, or an inference about their research and the connections they made
• deciding on the most creative and innovative movie presentation tool.

Creating questions to guide their research and then conducting that research allowed the students to think critically. Students engaged in problem solving through the tasks of figuring out which database was the most effective for their research. Critical thinking also lent itself to the task of producing a Storyboard to guide the production of the movie. Finally, critical thinking and problem solving were essential for deciding on the best movie presentation tool for the project, as well as designing and creating the actual movie so all of the necessary elements were incorporated with an innovative approach.

Ideal/Target (7) – The final step of this project was to design a movie presentation that encompasses creativity and innovation. Students were able to select any digital movie presentation tool of their choice to create their product. Because of the open-ended nature of the rubric, students were willing to take risks to produce presentations that were original and expressed unique ideas about their connections to history and fiction. Through the synthesis of their knowledge, students were able to generate new ideas about the culture of honor and create presentations beyond the parameters of the assignment.