Summary
While collaborating with a partner, students will research different types of networks throughout history, from the Ancient Greek agora, to the Committees of Correspondence during the American Revolution, to the Underground Railroad, to the Jewish Resistance in World War II to the modern Social Networks we use today. Students will utilize Google Scholar and Gale Expanded Academic ASAP to conduct their research. Students will create questions about how these networks compare to each other based on the historical events of that era. Students will then synthesize the information they researched to create an infographic using Google Doc Drawing, infogr.am, easelly, piktochart, or Many Eyes. Students will publish their infographic to a class Piccsy site. Students will then reflect on how the networks of the past impact the present.
TIPC Ratings
Ideal/Target (7) – Researching networks from the past, as well as modern day networks allowed the students to explore a variety primary and secondary sources. Students conducted their research by utilizing a number of databases such as Google Scholar and Expanded Academic ASAP. 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. Creating questions to guide their research was extremely beneficial in their ability to make connections during this initial stage. This eventually led the students to employ a variety of internet tools to interact with the information they researched.
Ideal/Target (7) – The boundaries of the classroom did not hinder the students’ ability to communicate and collaborate with each other. Students collaborated using discussion forums, Google Docs, Padlet, and other online tools to come to a consensus on the rubric, as well as on the actual creation of the infographic. Students then posted their infographics on Piccsy, and image-sharing website. Students are able to share their infographics with others, as well as subscribe to their favorite streams and mark images they like. Students also communicated in a reflection through the use of a Google Doc survey to discuss the following:
- their experience researching networks
- the impact of networks on modern society
- the success of their infographic in regards to intent and factual content
- how networks created today will influence the future
- project how future networks will impact lives
- based on their research, how might networks change and/or remain the same
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 networks of the past and present
- expressing a conclusion about their research and the connections they made
- deciding on the most creative and innovative design for their infographic
Making connections to past and present social networks lent itself well to thinking critically. Creating questions to guide their research and then conducting that research also allowed the students to think critically about their chosen networks. Students engaged in problem solving through the tasks of figuring out which database was the most effective for their research, as well as how to design their infographics effectively. Critical thinking also lent itself to the task of producing a student-generated rubric. Finally, critical thinking and problem solving were essential for deciding on the best infographic tool for the project, as well as designing and creating the actual infographic so all of the necessary elements were incorporated with an innovative approach.
Ideal/Target (7) – The final step of this project was to an infographic that encompasses creativity and innovation. Students were able to select any infographic presentation tool of their choice to create their product. Students were willing to take risks to produce infographics that were not only original, but also expressed unique ideas about their connections to past and present social networks. Through the synthesis of their knowledge, students were able to generate new ideas about social networks and create infographics beyond the parameters of the assignment.
Student Artifact
Download Files
H21 Lesson Resources – Underground to Open – 5459
Contents:
- Henrico 21 Lesson Plan and Lesson Resources (Links)
- Student Directions and Rubric
- Sample Student Work
- Teacher Created Website
