Social+Studies+Activity

1. I found a social studies net simulation activity called //Decisions in American History// on http://socialstudiescentral.com/?q=content/online-interactive-simulations. The task requires the student to be on the jury for the trial of Captain Thomas Preston. They are to decide if he is guilty or not guilty for being responsible for the deaths of the Boston citizens on the day of the Boston Massacre in 1770. First, the site gives directions to the students. They are to read the introduction and the historical background that discusses events prior to the incident. Second, they are to come up with questions to give to the prosecution and defense witnesses. Third, they are to enter the trial and keep a journal. They are to keep their questions in mind and write down information as they discover new knowledge about that day through the witnesses. Fourth, they are to read the closing statements from the attorneys for the prosecution and defense. Finally, after evaluating the situation and evidence, they are to enter their verdict. Then explain why they chose it in their journal. Afterward, their verdict is shown and compares it to other verdicts of those who have participated in the simulation. 2. (a) NYS Standards:

Standard 1: History of the U.S. and N.Y. Key Idea 1.4 4. The skills of historical analysis include the ability to: explain the significance of historical evidence, weigh the importance, reliability, and validity of evidence, understand the concept of multiple causation, and understand the importance of changing and competing interpretations of different historical developments. 1.4a: consider different interpretations of key events and/or issues in history and understand the differences in these accounts.

Standard 5- Civics, Citizenship, and Government Key Idea 5.2 1. The state and federal government established by the Constitutions of the U.S. and the State of N.Y. embody basic civic values (such as justice, honesty, self discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others and property), principles, and practices and establish a system of shared and limited government. 5.2e understand the structure of New York State and local governments, including executive, legislative, and judicial branches

2. (b) NET Standards

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

3. Revised definition of inquiry and rubric

Inquiry is the act in which a person finds answers to questions. First, one generates questions about the topic. Second, one makes inferences. Third, one goes on a quest to find the answers. Fourth, one draws conclusions, communicates results, and is able to prove it with evidence. Finally, one incorporates the new knowledge into his or her own world.

Rubric for evaluating the task 1 || Partial 2 || Exemplary 3 || Score || to the world || Is not able to apply new knowledge to world experiences || Is able to somewhat apply new knowledge to world experiences || Is able to clearly apply new knowledge to world experiences ||  ||
 * Criterion || Not Evident
 * Generate questions || Question(s) are unrelated to the task || Question (s) are somewhat related to the task || Questions (s) are clearly related to the task ||  ||
 * Make inferences || Inferences are unrelated to the task || Inferences are somewhat related to the task || Inferences are clearly related to the task ||  ||
 * Quest for answers || Does a minimal search for answers || Searches for a few answers || Searches for an immeasurable amount of answers ||  ||
 * Draw conclusions and communicate results || Is unable to draw conclusions, clearly communicate results and is not able to provide evidence || Is somewhat able to draw conclusions, communicate results and provide evidence || Is able to draw conclusions, clearly communicate results and provide evidence ||  ||
 * Apply new knowledge

4. I believe the activity, //Image Detective//, involved inquiry based learning. First, you choose a photo that you are interested in investigating. Second, you pose a question. Third, you find clues and post comments based on the clues. Fourth, you read background information about the picture. Fifth, you draw conclusions based on the findings.Last, you can compare your findings to others. This activity fits with inquiry for several reasons. First, choosing a picture motivates you to want to learn more about it. Second, when you pose your own question you get involved and you want to seek the answer. Third, when you gather clues and make comments; you are making inferences.Fourth, when you read the background knowledge you are researching the topic to prove your inferences. Last, when you draw conclusions and compare your results with others, you are communicating and comparing it with those in the real world. This allows you to prove with evidence your conclusions about the photo.

5. I think that the //Make a Word// activity didn't involve inquiry learning. The task asks you to make real words with vowels. However, the words are predetermined. In the activity two letters of the word are given and you have to fill in the blank with a vowel that makes sense. If you get it wrong, the vowel won't stay in the spot, if it is correct it will remain in the place you put it.If you finish before you have created all the words in their list then it tells you. You have a choice to find the other words in the list that you didn't create. One result of this is that it could end up being a guessing game. This activity doesn't fit inquiry because you aren't asking questions, seeking answers to those questions, researching, drawing conclusions, or communicating results.

6. The best rubric for assessing inquiry based learning is Rachele's rubric. I chose this one because the task should be student centered.It should build curiosity and stimulate questions. Also, the students should be able to gather information, draw conclusions, and come up with an innumerable amount of answers.