Reasoning for lesson, inquiry study: Plagiarism is major problem in the

district that I am teaching. It is a major problem because of a few reasons. Two reasons are, that
students really struggle to read and write, so when writing is assigned, students either choose not
to complete it, or procrastinate. When the latter happens, the students rush their writing, and do
not correctly cite information, or they think the teacher will not notice, and will copy and paste
information found. This has become an epidemic in my school, and was very apparent last year
when I taught in the general education setting. It became quite frustrating when one student after
another got caught plagiarizing yet they had no clue how or why, yet teachers continued to give
zeros. I believe that best way to help this situation, would be to educate the students through a
writing assignment that would force the students to learn the correct way to use researched
information, while at the same time learning a topic that they can understand enough to depict a
point of view through a letter. Students will research information, and then use the information
to depict a point of view of a soldier from the Civil War era.

Overview/ synapsis: The class of 8

th

grade students have begun studying the

American Civil War. A major part of understanding the causes and effects of the War fall on the
understanding of the students ability to obtain knowledge about how each side fought the war.
Throughout the lesson, the teacher will use minimal lecturing, and more inquiry based
instruction. The students will use applications and web 2.0 tools such as Symbaloo and list.ly to
create collections of primary and secondary resources that they will use to complete a letter
showing their understanding of the way of life for many of the soldiers. The lessons will take
place over several days, and will conclude with a letter written in the language, terminology, and
facts about their choice of sides.

Lesson 1:
Unit name (Way of life for soldiers of the American Civil War)
Standards:
(Technology Standards)
1.) Creativity and Innovation
b. create original works as a means of personal or group expression
c. use models and stimulations to explore complex systems and issues
3.) Research and information fluency
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use
a variety of sources and media
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
4. Critical thinking, problem solving, and decision making
b. plan and manage activities to develop a solution or complete a project
d. use multiple processes and diverse perspectives to explore alternative
solutions
5. Digital Citizenship
a. advocate and practice safe, legal, and responsible use of information and
technology

b. exhibit a positive attitude toward using technology that supports collaboration,

learning, and productivity
c. demonstrate personal responsibility for lifelong productivity
d. exhibit leadership for digital citizenship
6. Technology operations and concepts
a. understand and use technology systems
b. select and use applications effectively and productively
d. transfer knowledge to learning of new technologies
(Performance standards)
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on
Georgia.
1. Explain the importance of key issues and events that led to the Civil War; include slavery,
states rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia
Platform, Kansas-Nebraska Act, Dred Scott Case, Election of 1860, the debate over secession
in Georgia, and the role of Alexander Stephens.
2. State the importance of key events of the Civil War; include Antietam, the Emancipation
Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgias coast, Shermans
Atlanta Campaign, Shermans March to the Sea, and Andersonville.
3. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing
Freedmens Bureau; sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and
15th amendments to the constitution; Henry McNeal Turner and black legislators; and the Ku
Klux Klan.
Non-technological Resources used:
Text Book
Paper
Pencil/pen
Social Studies Notebook
Tech tools:
School issued iPads
Prezi
Youtube
Data Collection tools such as, but not limited to:
o List.ly
o Bubbl.us
o Symbaloo
o marqueed

Learning Targets:
The students will be able to define and verbalize the differences in demographics between
the northern and southern states.
The students will create collections of primary and secondary resources
The students will practice ethical research as it pertains to the American Civil War
Guiding Essential Question(s):
How did the economies of the North and the South effect the way of life for soldiers?
Why were the ideals and thought processes so much different, does this carry over into
modern day?
Expected time lapse:
2, 75 minutes class periods

Day 1:

The students will enter the room, gather their supplies, and wait for the CNN student
news to begin. After the news is over, the students will write a short reflection on what
was going on in the news, how it effects them, and their take on what is going on in the
world (15 mins)
After discussing current issues seen on the news, the teacher will transition to the topic,
Lives of The American Civil War.
The teacher will introduce this by showing the video:
The Civil War in Four Minutes: Soldier Life
https://www.youtube.com/watch?v=FxnDnxUwl4Y (5 mins)
After the video, the class will have a short discussion of the living conditions observed in
the video, the teacher will then give a short presentation on Prezi made by Kathryn Ann
at: https://prezi.com/_dy3zwhb5vdh/average-soldier-of-the-civil-war/
(15 mins)
The teacher will introduce their writing assignment to be done at the end of the unit. The
teacher will explain that the assignment will be done as a letter using primary sources
researched to develop a letter that will depict the way a soldier lived in the days of the
American Civil War (5 Mins)
The teacher will discuss the role of primary resource in research, the teacher will go back
to the video and ask the set of questions below throughout the video: (15 mins)
o What was happening during this time period?
o What was the creators purpose in making this primary source?
o What does the creator do to get his or her point across?
o What was this primary sources audience
The teacher will have an in depth discussion on what makes a primary resource, some of
the questions will be, but will not be limited to:(10 mins)

o Does the image, letter, video, etc. depict elements of the era
o Does the image, letter, video, etc. contain historical information
o Can the information depicted be proved through research (not fictional)
The teacher will instruct the students to open their iPads and open the link:
o https://www.marqueed.com/collections/195322 (5mins)
The list contains examples of primary sources (letters and images) from
the time of the Indian removal act.
The teacher will have the students to create a list of primary sources on a piece of history
of their choosing using a digital collection tool found under the yellow links in the school
tools tab on the school tools- symbaloo, and they will use the links under the primary
source database tab for their sources(5mins)
The students will have a chance to begin working on the curation in class, but will also
work on the collection at home.

Day 2:
1.) The students will enter the room, gather their supplies, and wait for the CNN student
news to begin. After the news is over, the students will write a short reflection on what
was going on in the news, how it effects them, and their take on what is going on in the
world (15 mins)
The day before the students began a unit on the life of a Civil War soldier. The students
were assigned to create a collection of primary sources of their choice. The students were
instructed to use tools found on the teachers Symbaloo account to create the collection.
The teacher will allow the students to continue working on their collections in class, and
they will present 5 of their primary sources to the class, projecting to the smartboard from
their ipads using apple tv.
The students will take first 25-30 mins of class completing their collections, and the last
portion of class presenting.
The students presentations will be graded by a teacher made rubric.
Pre-Assessment:
This will be during the introduction of the lesson. The answers and participation of the
students during the discussions will be taken into account when completing the lesson.
Formative Assessment:
Students will be continually assessed to determine the level of understanding of the new
knowledge being taught.
The teacher will ask answer-specific questions to check for understanding
Summative Assessment:
Students will complete a curation of primary resources using tools designated by the
teacher using databases assigned by the teacher. A teacher made rubric will grade the
presentations.

Overview/ synapsis: The class of 8

th

grade students have been begun studying the

American Civil War. A major part of understanding the causes and effects of the War fall on the
understanding of the students to obtain knowledge about how each side fought the war.
Throughout the lesson, the teacher will use minimal lecturing, but more inquiry based
instruction. The Lesson in the previous days allowed the students to view lifestyles of soldiers
from the American Civil War. The students began conducting research on topics of their choice
to practice the art of research. The students were to identify primary and secondary resources of
topics of their choice, and collect them in a data collection tool, located on the teachers
Symbaloo account. This lesson will allow the students to continue to research but to exercise
collecting research in more ethical means. This lesson will focus on the ethical behaviors of
researchers, and how to properly include researched information into presentations. The
summative assessment continues to be for the students to draft a letter from a Civil War soldiers
point of view. The letter should cite examples, facts, and language from artifacts researched.

Lesson 2:
Unit name (Being Ethical with the information we find)
Standards:
(Technology Standards)
2.) Creativity and Innovation
b. create original works as a means of personal or group expression
c. use models and stimulations to explore complex systems and issues
3.) Research and information fluency
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use
a variety of sources and media
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
4. Critical thinking, problem solving, and decision making
b. plan and manage activities to develop a solution or complete a project
d. use multiple processes and diverse perspectives to explore alternative
solutions
5. Digital Citizenship
a. advocate and practice safe, legal, and responsible use of information and
technology
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. demonstrate personal responsibility for lifelong productivity
d. exhibit leadership for digital citizenship
6. Technology operations and concepts
a. understand and use technology systems
b. select and use applications effectively and productively
d. transfer knowledge to learning of new technologies

AASL Standards:
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.
1.1.3
Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5
Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
1.1.6
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.
1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection
of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
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
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
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.
1.3.5 Use information technology responsibly.

1.4 Self-Assessment Strategies

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as
necessary.
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 needed.
Non-technological Resources used:

Text Book
Paper
Pencil/pen
Social Studies Notebook

Tech tools:
School issued iPads
Prezi
Youtube
Data Collection tools such as, but not limited to:
o List.ly
o Bubbl.us
o Symbaloo
o marqueed
Learning Targets:
The students will be able to locate and use information ethically
The students will create collections of primary and secondary resources
The students will practice ethical research as it pertains to the American Civil War
Guiding Essential Question(s):
What roles do ethics and morals play when conducting research?
What does ethics mean to you?
Expected time lapse:
1, 75 minutes class period

Day 1:

The students will enter the room, gather their supplies, and wait for the CNN student
news to begin. After the news is over, the students will write a short reflection on what
was going on in the news, how it effects them, and their take on what is going on in the

world (10 mins)

After discussing current issues seen on the news, the teacher will transition to the days
topic, Being Ethical with the information we find.
The teacher will role play with the students about lying, stealing, cheating, etc. The
teacher will make a point to make the students feel very uncomfortable, to the fact the
students become on edge. (5 mins)
The teacher will then ask the students if they knew that they could be lying, stealing,
cheating, etc. on the internet without knowing it.
After a short discussion, the teacher will instruct the students to take 5 minutes, and to
search for a video that will help them better understand using information ethically.
Understanding Plagiarism is a good example of a video they shoud be
researching.
o https://www.youtube.com/watch?v=ptHIA5bMnio (5 min)
The video discusses the many ways plagiarism happens through written work
The teacher will discuss that plagiarism does not always have to be
in the form of written work, and that plagiarism often happens on
accident
The students will navigate to a curated list of information at: ethical
use of information
The teacher will then beg the question, What does plagiarism have
to do with ethical informational practices?
The teacher will explain that Plagiarism, no matter if it was an
accident, is stealing, and stealing information on a web page or
stealing pictures YOU did not find, holds the same standards as
stealing someones wallet or lying or cheating.
The teacher will explain that, though plagiarism is looked at as
stealing, Plagiarism is also considered cheating. The teacher will
show different examples of plagiarism, and what is acceptable, and
unacceptable.
The teacher will then allow the students to collect 5 pieces of
information from the primary source database collection school
tools- symbaloo , and to practice how to use the information
correctly. (25 mins)
After observing the students and their practicing, the teacher will ask the students to pull
up the sources found and collections created through research the last couple of days
The teacher will ask the students to look at their resources they collected, and decide if
they utilized the information ethically, and cited where they obtained the information.(510 mins)
The teacher will then remind the students of the letter assignment they will complete at
the end of the unit
To end the lesson, the students will take an exit ticket online on their Edmodo account.
o Students will be included on rosters on a part of the teachers Edmodo account.
o Edmodo set-up
o Hard to show this part of the lesson because you would have to be in my class to

be tagged on the link

The students will not be allowed to exit the classroom, until they show the teacher their
finished/ completed page.
The teacher will inform the students as they exit the classroom, that they will begin work
on their letters and their research on the next day
Assessment Strategies:
Pre-Assessment:
This will be during the introduction of the lesson. The answers and participation of the
students during the discussions will be taken into account when completing the lesson.
Formative Assessment:
Students will be continually assessed to determine the level of understanding of the new
knowledge being taught.
The teacher will ask answer-specific questions to check for understanding
The students to check their curated collection of primary resources for correct ethical
practices.
Summative Assessment:
Students will complete an exit ticket, a quiz on Edmodo, to show understanding of
information learned from the lesson, notably how to being Ethical with the information
we find

Overview/ synapsis:
The class of 8th grade students have been begun studying the American Civil War. A major part
of understanding the causes and effects of the War fall on the understanding of the students to
obtain knowledge about how each side fought the war. Throughout the lesson, the teacher will
use minimal lecturing, but more inquiry based instruction. The Lesson in the previous days
allowed the students to view lifestyles of soldiers from the American Civil War. The students
began conducting research on topics of their choice to practice the art of research. The students
were to identify primary and secondary resources of topics of their choice, and collect them in a
data collection tool, located on the teachers Symbaloo account. The students recently studied
how to use researched information ethically, and the students were to dissect their previously
made project for unethical behavior, and to understand what their mistakes were. The summative
assessment continues to be for the students to draft a letter from a Civil War soldiers point of
view. The letter should cite examples, facts, and language from artifacts researched.

Lesson 3:
Unit name (Letters Home)
Standards:
(Technology Standards)
3.) Creativity and Innovation
b. create original works as a means of personal or group expression
c. use models and stimulations to explore complex systems and issues
3.) Research and information fluency
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use
a variety of sources and media
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
4. Critical thinking, problem solving, and decision making
b. plan and manage activities to develop a solution or complete a project
d. use multiple processes and diverse perspectives to explore alternative
solutions
5. Digital Citizenship
a. advocate and practice safe, legal, and responsible use of information and
technology
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. demonstrate personal responsibility for lifelong productivity
d. exhibit leadership for digital citizenship
6. Technology operations and concepts

a. understand and use technology systems

b. select and use applications effectively and productively
d. transfer knowledge to learning of new technologies

(Performance standards)
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on
Georgia.
4. Explain the importance of key issues and events that led to the Civil War; include slavery,
states rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia
Platform, Kansas-Nebraska Act, Dred Scott Case, Election of 1860, the debate over secession
in Georgia, and the role of Alexander Stephens.
5. State the importance of key events of the Civil War; include Antietam, the Emancipation
Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgias coast, Shermans
Atlanta Campaign, Shermans March to the Sea, and Andersonville.
6. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing
Freedmens Bureau; sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and
15th amendments to the constitution; Henry McNeal Turner and black legislators; and the Ku
Klux Klan.
AASL Standards:
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.
1.1.3 Develop and
refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5
Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
1.1.6
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.

1.2.2 Demonstrate confidence and self- direction by making independent choices in

the selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
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
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
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.
1.3.5 Use information technology responsibly.
1.4 Self-Assessment Strategies
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt
as necessary.
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 needed.
Non-technological Resources used:
Text Book
Paper
Pencil/pen
Social Studies Notebook
Tech tools:
School issued iPads
Prezi
Youtube
Data Collection tools such as, but not limited to:
o List.ly
o Bubbl.us
o Symbaloo
o marqueed

Learning Targets:
The students will be able to define and verbalize the differences in demographics between
the northern and southern states.
The students will create collections of primary and secondary resources
The students will practice ethical research as it pertains to the American Civil War

Guiding Essential Question(s):

How can I use researched information to write a letter from a Civil War soldiers point of
view?
Expected time lapse:
2, 75 minutes class periods

Day 1:

The students will enter the room, gather their supplies, and wait for the CNN student
news to begin. After the news is over, the students will write a short reflection on what
was going on in the news, how it effects them, and their take on what is going on in the
world (15 mins)
After discussing current issues seen on the news, the teacher will review with the students
the differences between ideals of the northern and southern soldiers, enticing students to
cite examples.
The students will review with themselves how to correctly cite information found, and
how ethically use information.
After the reviews, the teacher will distribute the rubrics, and assignment guides.
The teacher will allow the students to use the Symbaloo account:
school tools- symbaloo
The students will compile information researched using either the collection tool used for
the practice assignment, or one they have found to be useful, the collection tools to be
used can found on the Symbaloo link, under the school tools tab.
The teacher will continually remind the students about the example found on
https://www.marqueed.com/collections/195322, the students will be able to use this
collection as a guide of reference on their newfound collections
Students will work on these collections for the remainder of the day, and will finish the
collection for homework.

Day 2:
The students will enter the room, gather their supplies, and wait for the CNN student
news to begin. After the news is over, the students will write a short reflection on what
was going on in the news, how it effects them, and their take on what is going on in the
world (15 mins)
The day before the students began their Summative assessment of developing a letter

showing insight on Civil war soldiers, and thier way of life.

Today they will be compiling the researched information found into a letter that will
show understanding of the time period.
The students also have been studying how to ethically use information found while
conducting research.

Assessment Strategies:
Pre-Assessment:
This will be during the introduction of the lesson. The answers and participation of the
students during the discussions will be taken into account when completing the lesson.
Formative Assessment:
Students will be continually assessed to determine the level of understanding of the new
knowledge being taught.
The teacher will ask answer-specific questions to check for understanding
Summative Assessment:
Students will complete a curation of primary resources using tools designated by the
teacher using databases assigned by the teacher. The presentations will be graded by a
teacher made rubric.
Reflection:
I should have known from the beginning and all my other failed lesson plans,
that this lesson was doomed from the start. No, it was not a complete failure,
but the ending result was not one that I had planned. The lesson the first day
went as planned. We held great discussions, and even spoke extensively how
much different the north and the south are compared to how it was back
then. Then we began to talk about plagiarism. We went to great lengths
about how it is not good to copy, that it is basically stealing, and I gave many
tips to help with this struggle. Towards the end, and with the completion of
the quiz, the students seemed to really understand what Mr. Parker and I
were teaching. Then the mishap happened. The ending goal of the lessons
were for the students to write a letter from the Civil War soldiers point of
view. The summative assessment ended up taking a turn, and becoming an
essay that gave the differences between the Union and Confederacy, and
how they attacked their war campaigns differently. Trying to do all of this
lesson in 2-3 days was really where I went wrong. It was a great lesson on
plagiarizing, but really never got to use those newly learned tools to
complete the artifacts. If I could do it again, I would cut out the curation of
the resources until right before the writing of the Letter. Yes the Essays had
great information, and information that came straight from the primary and

secondary resources, but this would help drastically. I would also Modify the
lessons a little bit more, by giving them a couple for the resources, and not
making them research 10 artifacts. I look forward to modifying these
lessons, and trying to tackle this objective again soon.