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The artifact selected for this standard is a lesson plan and documents associated with an
activity for high school Sociology students. The activity required students to chose a topic
within the race unit of the course, research the topic, analyze information, create a
PowerPoint presentation for the topic, and teach the topic to the class. The activity required
students to work in the computer lab for a week while researching the topic, using the
internet to perform research.

     

This project required students to sift through large amounts of information on the chosen
topic. With this project, I emphasized that some websites are not suitable for students to use
because they were either inappropriate or provided inadequate/unverified information for the
topic. Students were partially graded on their ability to find reliable information to include in
their presentations. This included turning in a bibliography after presenting their project to
the class.

     
      

By using this artifact, I am able to show that I value information literacy in terms of what my
students use as their sources. When explaining to students the components of quality
resources versus subpar resources, I am able to ensure that they are seeking information in
the correct places during their research. While there is a seemingly infinite amount of
information on every topic available via technology, it becomes very important to be able to
use discretion while performing research.


`esson Plan: Beginning March 1, 2011
Class: Sociology
Unit: Racial Stratification
Topic: Race Unit Introduction Project/Presentations
Date: March 1, 2011 ʹ March, 9, 2011

ISBE Standards: 14.D.4, 18.A.4, 18.C.5

Objectives (Students will):


„ Determine which issues in race are important to them.
„ Research and analyze a topic of their choice involving race.
„ Present their findings and other ideas to their classmates.

Materials: 
Race Unit PowerPoint, `ist of Possible Topics for Students, Project Rubric, Computer `ab Access, A digital
presentation program (i.e. PowerPoint), Internet Access, `ist of Student Groups and Topics

Procedure:
This project requires multiple days for completion. In all 4.5 to 5.5 (depending on presentation length) days
are needed to complete everything.

Day 1: 3/1/2011
Today, we are finishing the alternative exam presentations for the gender unit. These will start immediately
as students enter the classroom. The teacher will ask the students to get out their study guides, and prompt
the next group to begin their presentation, asking for that group͛s rubric as well. Once all groups have
completed their presentation, collect the study guide and thank them for their effort on the presentations and
the gender unit as whole.

Quickly transition to the race unit, explaining that this information needs to be given to the students so they
are prepared to the go to the computer lab the following day. Pass out the rubric and model sheet. Begin the
PowerPoint and address the main idea of the activity, which is for students to work individually or with a
partner and select a racial topic that they would like to research and present to the class. Emphasize the need
to provide reliable and accurate information from their researching, explaining that they need to cite their
sources. Inform students of the timeline and tell them when they should be ready to present. Then show
them the Affirmative Action model and explain what features their presentation needs to cover in order to be
complete. Present the rubric to the students to inform them of their specific requirements. Also ask for
questions about the project if there are any. After this has been covered, ask the students to form
partnerships and pick a topic. Instruct the students to come see the teacher after they have picked a partner
and topic. The teacher should make note of this and write it down. The class should then be wrapped up and
told to meet in the computer lab the following day.
Day 2: 3/2/2011
Begin the day in the computer lab with the students. Students should be using the internet and other
resources to investigate their topics. Students should also be setting up their outline for the presentation, so
they have a structure from which to build their presentations. The teacher should be making sure all students
who were absent from the previous day have a partner and topic. The teacher should also be walking around
the lab to ensure students are doing the required work, answering any questions that are asked. At the end of
the class, tell students to save their work (so it is not lost) and that we will meet in the lab on the following
day.

Day 3: 3/3/2011
At the beginning of the class, inform students of the due dates, how they are to turn in their presentations,
and when they will be presenting. Also, pass out a slide explanation sheet, which gives student a better idea
about what is required in the PowerPoint. In this case, students will be given two additional days to do work
outside of class. The presentations will begin the following Tuesday.

Day 4: 3/8/2011
Today we will begin the presentations. Inform students that they are to turn in their rubric and outline after
their presentation. Groups will be chosen at random to determine the order (I will use playing cards to
determine order). Students will be giving their presentations all day, and the teacher should be observing and
grading based on the rubric. The teacher should also probe the groups with questions about their topic during
the presentations. Additionally, the teacher should select a few interesting topics from the presentations to
have ready in case presentations end early.

Day 5: 3/9/2011
See day 4.
IF TIME REMAINS, the teacher should lead a class discussion about some of the more interesting issues
addressed (written down during the presentations).

Assessment: Students will be evaluated by their PowerPoint presentations, class presentation,


outline, and their ability to answer questions about their topic.

Assessment Tool: PowerPoint, Rubric, Presentation Outline

Plans for Diversity: My plan for diversity is to allow every student a voice through their presentation.
Students will be allowed to pick their own topic and work with a partner of their
choosing. This should allow the students to express their views and opinions on
subjects without stifling their diversity.

Sociology
Race Topic Rubric
Mr. Delinski

Name(s): _________________________________________ Hour: _____

TOPIC: ________________________________

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1. Preparation:
a. Outline 20
(With bibliography)
b. Computer `ab 20

2. Decorated slide for each chapter 20


(10 chapters needed)

3. Brief ͞bullet point͟ list for each 20


slide

4. Thorough/Cheerful/Enthusiastic 10

5. Clarity/Ability to Answer Questions 10

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