In order to create the library research project, I collaborated with the school's librarian to create research pathways, amass databases and to create a viable orientation toward Information Literacy to help the students.
When you look at the AfghanistanQuestions assignment you will see that the class' ten research questions have been documented. At the beginning of the library session, I will have each student draw a number to determine his or her partner and the topic of inquiry. The students will have to focus the research question and define search terms, and the librarian and I will circulate to help them do this. The important thing is that the students will need to do some background reading and begin to engage in the topic for themselves and to connect what they learn across sources (RI.9-10.7).
In the end, I am looking for a strong reportage of the research, as well, in which the students metabolize the information that they learn and explain it in their own original words on the slides (W.9-10.7). I also have set the expectation for proper citations: this is is a research project, after all--albeit a short one.
Research Questions Generated by the Students.
At the close of class, we will process together how the research is going by engaging in a discussion of process.
I will ask:
1.) What search terms were useful to you?
2.) How did you refine or change your research question?
3.) How much time/effort will it take to do this research and to finalize the research slides?
4.) Who has found out some interesting, truly interesting, information about the region or aggression that existed at various times?