WWl-Why Should I Care? Inquiry Project

Introduction

Introduction to Student Inquiry

What is the point of studying events as old as World War I? Does it have any impact on your life or the world today? Did it impact other critical events throughout history that impact the world or your life today?

https://www.canadashistory.ca/explore/military-war/the-great-war-hundred-days-campaign

Your task in this project is to answer that fundamental question by uncovering evidence about an aspect of World War I that you select and determining if it has any influence or impact on your life and the world today. Ultimately you will share your opinion and knowledge with your peers though the creation of learning tool.

Project Goal: The primary goal is to answer the inquiry question about World War I by uncovering sufficient evidence to make an informed decision about the value of studying World War I. The secondary goal is to become a subject expert on a particular aspect of the war that will help influence others in determining if World War I merits being studied.

 

Task

Detailing The Task

Your Role: Through the inquiry process you will be taking on the role of a researcher who is completing an inquiry about the value of studying World War I. Is it important for young people to know the details about World War I? Does the War still influence the shaping of our world today? Did it set things in motion whose impact can still be felt today? WHY SHOULD YOU CARE? Or not?

Your Audience: All of the information you uncover and opinions you develop should be expressed for an audience of your peers, other students. What this means is that you must format, word, and present your evidence and opinions in a way that would be interesting and understandable by students, students just like you! 

Your Product: Ultimately each student will be responsible for creating what teachers call a learning artifact or tool. A learning artifact can be anything that someone could use to teach another person about a topic. It could be a short video, a dramatic presentation, an art piece, a diorama, a game, a presentation, you name it! When deciding on what to create for your learning artifact remember to consider your audience is you peers. What would they be interested in doing? How do you, and how do they learn best? Would are your skills that could allow you to create an amazing product? What types of learning artifacts or lessons do your teachers use that you find effective? 

The value of your learning artifact will be evaluated by both your peers and your teacher. After the peer evaluation you will have an opportunity to make changes to your learning artifact before it is submitted to your teacher for final evaluation. Each student will be responsible for presenting and using their learning artifact with a small group of peers the form of a mini-lesson. Please see the evaluation section for the evaluation criteria. You will also be submitting your inquiry template which is where you will record all aspects of your process.

Process

The Process

The entire process will be guided by both your teachers and an inquiry template. Access the template through your Google Classroom or via this link https://docs.google.com/document/d/18QwZYoFLUx5X1irvxBaZee2ZVLhcgdjVcys78HcLN_0/edit?usp=sharing

Accessing Tools to Support Your Inquiry Process

Like any job, the successful journey through the inquiry process requires that you have access to and know how to use tools that will support you during the inquiry process. the job of inquiry requires that you have access to and know how to use the appropriate tools. Use the following section to learn about how to access and use valuable tools to help you complete your inquiry job.

Accessing the Cedarbrae Collegiate Virtual Library

Description: The Cedarbrae Collegiate Virtual Library is an repository for information and tools to complete your inquiry based and research based projects. Unlike the World Wide Web or "Googling" the information found in the Virtual Library is reliable and easier to access. Watch the following video to learn about how to access the Virtual Library from home or from school!

Click here!

 

Accessing Encyclopedia Britannica Online

Our encyclopedia is a great place to start your inquiry journey features easily accessible information on wide a variety of topics and links to relevant web pages. It also includes easy to use reference tools to ensure you avoid plagiarism. Watch the video below to learn how to access the encyclopedia and how you can use this resource!

Click here!

 

Accessing the Global Issues in Context Database

After exploring the general information in the encyclopedia, use our databases to explore your topic further. Global Issues in Context provides videos, articles, maps, podcasts, images, new stories and more on a wide variety of topics. Learn about the global perspective on you topic. Watch the video below to learn how to access the Global Issues in Context database and how you can use this resource!

Click here!

 

Accessing the Canadian Points of View

Where Global Issues in Context takes a global perspective Canadian Points of View looks at issues through the lens of the Canadian perspective. Watch the video below to learn how to access Canadian Points of View database and how you can use this resource!

Click here!

 

Access the Cedarbrae Website here: http://www.cedarbraeci.com/

Access the TDSB Virtual Library here: https://www.tdsb.on.ca/library/HOME/schoolno/4124

 

Evaluation

Assessment & Evaluation

Your work will be assessed (not for marks) and evaluated (for marks) in multiple ways throughout the project. It is critical that you have a complete understanding of this process in order to ensure you maximize your opportunity for success.

Stage 1 - Assessment of the Inquiry Process

Description: Gathering information, interpreting and analyzing that information, drawing conclusions about information and ultimately communicating that information is all part of the inquiry process. To help guide you through the inquiry process each student will be using an inquiry template to guide you through the process and it will also provide a place to receive feedback from your teacher. YOU MUST MAKE A COPY OF THE FILE! To do so click on file, make a copy, and then rename the file with your full name. This is where you will record, organize, and analyze the information you research. Access the template through your Google Classroom.

Stage 2 - Pre-artifact Creation Interview

Description: After you have completed the initial stages of your inquiry but BEFORE you create your learning artifact you will have a short interview with your teachers. This will be your opportunity to ask questions, receive clarification, and rework your inquiry process. Your teacher will ask you some questions about your project that will include but are not limited to:

  • What is your point of view at this point on the original inquiry question?
  • What is your current plan for creating a learning artifact? What were the things you considered when deciding on your current plan?
  • How do you plan on presenting your artifact to your peers?
  • Other questions are sure to arise in addition to the above!

Stage 3 - Peer Assessment of the Learning Artifact

Description: After you have presented your learning artifact and performed your mini-lesson with your peers you will then receive feedback from your peers about the quality and effectiveness of your learning artifact. You will then use this information to revise and rework your learning artifact using the peer assessment to guide you before submitting it to your teacher for the final evaluation. A copy of the peer assessment form will be provided for each presentation. You may view a copy of the form here: https://docs.google.com/document/d/1xdsRX7tUifZfnO_6epgckm4m4uhCXr6g_XaietDsmFQ/edit?usp=sharing

 

Stage 4 - Final Teacher Evaluation Rubric

Description: This is a final recorded mark of your overall effectiveness in your inquiry process and the completion of this product. It takes in to consideration your research and inquiry process, your learning artifact, and the presentation and lesson associated with your learning artifact. This evaluation will be informed by all the other assessments throughout the project. To assist your teacher in understanding you motivations and intentions for the project you must submit an artifact description form with your artifact. Create your work with the final evaluation criteria in mind! You can view the final teacher evaluation rubric here: https://docs.google.com/document/d/1mDMXZIrDCPOUTDfsrXuM9TCnC5ypaRejit79Z0cgew8/edit?usp=sharing