Kathy's+Page

**1. Activity- Image Detective-Picturing Modern America 1880-1920**

[]

The first step for this activity is to choose a photo you are interested in investigating. You can choose from a number of pictures including immigration, cities, leisure, the west, and woman and suffrage. I chose the photo titled “The West”. After selecting the photo, you are asked to pose a question. The questions posed for this photo were: What is the room used for? Is this building in the city or the country? and Are the people who live here rich, poor, or in the middle? There is also an option to pose your own question. I chose the question asking is the building in the city or the country. The next step is to gather clues from the photo. You gather the clues by rolling over the photo to highlight the section and then click to gather. Once you have selected the clue, you can type what this clue means to you. You can even name the clue to remember it. One of the clues I gathered involved the roof of the building and the beams that were visible. The note I associated with this clue was that in the city you wouldn’t normally see the beams of a roof. Once you gather all of the clues, the next step is to click on the “get background” button that opens another window and displays information key to the photos era. Once finished with this step, you then click on the “draw a conclusion” button. On this page, the question you posed along with photos of the clues you gathered are listed. Also on this page are statements that you fill in regarding the investigation you just performed. These statements include: I am fairly confident that…, My best reasons for thinking this are…, and A question this raised for me is… Once these questions are answered, you are asked to submit your conclusions to compare them against other students, teachers, and even a scholar. What is great about this activity is that there are no right answers. The notes you take and the conclusions you draw are for you. Instead of comparing your answers to others to see if you got the right answer, this activity allows you to learn from others on how to improve your detection skills.


 * 2. New York State Social Studies Standards**


 * Intermediate Level**

Standard 1-History of the United States and New York-Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

1.1 The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

1.4 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; understand the importance of changing and competing interpretations of different historical developments.

Standard 3-Geography-Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

3.1 Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. 


 * National Educational Technology Standards**

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:  Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:  Students apply digital tools to gather, evaluate, and use information. Students:  Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:  Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: 
 * 1. Creativity and Innovation**
 * a. || apply existing knowledge to generate new ideas, products, or processes.  ||
 * d. || identify trends and forecast possibilities.  ||
 * 2.** **Communication and Collaboration**
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats.  ||
 * d. || contribute to project teams to produce original works or solve problems.  ||
 * 3.** **Research and Information Fluency**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">a. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">plan strategies to guide inquiry.  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">b. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">d. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">process data and report results.  ||
 * 4.** **Critical Thinking, Problem Solving, and Decision Making**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">a. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">identify and define authentic problems and significant questions for investigation.  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">b. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">plan and manage activities to develop a solution or complete a project.  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">c. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">collect and analyze data to identify solutions and/or make informed decisions.  ||
 * 6.** **Technology Operations and Concepts**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">a. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">understand and use technology systems.  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">b. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">select and use applications effectively and productively.  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">c. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">troubleshoot systems and applications.  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">d. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"><span style="font-family: 'Times New Roman',Times,serif;">transfer current knowledge to learning of new technologies.   ||
 * 3. My Revised Definition of Inquiry**

Inquiry learning is a type of learning that allows students to gain knowledge by developing the skills to question, analyze, evaluate, and make predictions about information in a variety of areas. Inquiry learning differs from other types of learning in that it focuses less on the mastery of content and more on the development of skills that encourage students to want to learn. The five basic criteria of inquiry learning are: no one right answer, questions (who, what, where, why, and when) are asked and answered by students to further learning, primary and secondary sources are used, students utilize different roles within the group, and prior knowledge is used to make informed predictions about outcomes. Inquiry learning differs from scrutiny and review in that during inquiry a person questions why something is the way it is where as scrutiny and reviews are simply careful observations or studies. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: left;">
 * Revised Rubric**


 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 115%; text-align: center;"> || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">**Not Evident**
 * 1** || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">**Partial**
 * 2** || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">**Exemplary**
 * 3** || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">**Score**  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">No one right answer || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Only one answer is given as the activity solution  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Several answers are given as the activity solution  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">There is no restriction on the number of answers as the activity solution  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;"> ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Questions (Who, What Where, Why, and When) are asked and answered by students to further learning || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">One to two questions are asked and answered by students to further learning  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Two to three questions are asked and answered by students to further learning  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Four or more questions are asked and answered by students to further learning  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;"> ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Primary and Secondary sources are used || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Zero to two primary and secondary sources are used || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Three to five primary and secondary sources are used  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Six or more primary and secondary sources are used  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;"> ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students utilize different roles within the group || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ work showed no use of different roles within the group  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ work showed limited use of different roles within the group  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ work showed complete use of different roles within the group  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;"> ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Prior knowledge is used to make informed predictions about outcomes || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ list zero to two facts of prior knowledge to make informed predictions about the activity’s outcome  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ list three to five facts of prior knowledge to make informed predictions about the activity’s outcome  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ list six or more facts of prior knowledge to make informed predictions about the activity’s outcome  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4. I believe Veronica’s activity is inquiry. The activity she chose was “Decisions in American History” where students participate in a trial as jurors. This activity requires students to come up with questions to ask the prosecutors on the case. Students must then listen to the evidence and make their own conclusion as to whether the defendant is guilty or innocent. There is no one right answer as to why a student chose guilty or innocent. The students must keep a journal of their experience as a juror and list the reason why they chose guilty or innocent. I believe this activity fits three out of the five criteria for inquiry (no one right answer, questions are asked, and prior knowledge is used) which is why I chose this activity to be inquiry based.

5. I believe the activity Rachele chose is not inquiry although there is an aspect of it that is. The Clifford activity “Make a Word” allows you to select the vowel you want to complete the word. In a sense, this is inquiry because there is no one right answer. Students can come up with different words just by choosing a different vowel. Other than that there is nothing more to the activity. It is appropriate for the early childhood but with the activity only having one of the five criteria for inquiry, I would say it is not inquiry.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">6. I believe my rubric is the best for assessing inquiry learning because it is specific and clear enough so that students can understand what the expectations are. They know what they have to do to get the highest grade. For example, with my rubric students know how many questions they need to ask and answer to receive full credit as well as what type of questions I am looking for in the criterion. Another example would be the number of primary and secondary sources they need to use. Students know if they use only two sources they will only be receiving one point. M y team member's rubrics include specific criterion just not as specific as mine.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">