DAY 3
- Warm Up (2 mins): The class meets in the computer lab. Students pull out their inquiry questions from Day 1 and look over them and think about what types of sources will provide them with strong evidence needed to respond to the inquiry questions.
- Lecture (13 mins): The teacher posts a list of inquiry questions developed on Day 1 and facilitates brainstorming and reflecting on the types of sources that might be helpful in responding to the questions. For example, if one of the questions were "What land did the Native American occupy prior to the Indian Removal Act of 1830?", then students and the teacher might discuss that a map is a good resource and why.
- Then the teacher hands out a resource evaluation form to each student and models how students use it to evaluate websites they use to gather information
- Evidence and Source Evaluation Activity (45 mins): The teacher posts some good websites for students to start researching their inquiry and each student must use at least one of these sites. Students complete a website resource evaluation form for one of the websites listed. If a student chooses to use a website that is not listed, then the student must complete a website resource evaluation form for that site and turn it in. Students begin to collect evidence in order to form a response to the question "Was the forced removal of Native Americans necessary for white Americans to move westward?"Students record each individual piece of evidence they collect on a separate note card.
- Homework: Complete research if necessary. Bring note cards with evidence to c