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AFTER READING
OBJECTIVES
  • Formulate an inquiry question that is connected to this week’s lesson focus.
  • Effectively and efficiently find, evaluate, and communicate information related to an inquiry question using electronic sources.
New Literacies
Synthesize
Analyze
Communicate
Navigate/Search
Identify Questions
Day 5
Day 4
Day 3
Day 2
Day 1
OBJECTIVES
  • Review ideas related
    to time lines.
  • Create a time line.
Practice Book
Practice Book 3.2 p. 110
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE SYMBOLS OF FREEDOM
Use the following 5-day plan to help students conduct this week's Internet inquiry
activity on symbols of freedom. Remind students to follow classroom rules when
using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the lesson focus question: What does the Statue of Liberty mean to Americans? Brainstorm ideas for specific inquiry questions about American symbols of freedom. For example, students might want to learn more about the Statue of Liberty, or how the bald eagle became our national bird. Have students work individually, in pairs, or in small groups to write an inquiry question they want to answer.
Navigate/Search Students begin an Internet search. Have them type keywords related to their inquiry questions. Review how to use an advanced search, which narrows the number of sites. Students can then read the descriptions to select only those sites that contain information relevant to their inquiry questions.
Analyze Have students explore the Web sites they identified on Day 2. Tell
them to scan each site for information that helps answer their inquiry questions. Students may need to do additional searching if more information or different information is needed to completely answer inquiry questions. They can print
relevant information or take notes.
Synthesize Have students organize the information from Day 3. Remind them that when they organize, they pull information together and arrange it in an orderly, functional way. Organizing information will help students develop answers to their inquiry questions.
Communicate Have students share their inquiry results. They can use a word processing program to create a short informational article about symbols of freedom.
DAY 5
RESEARCH/STUDY SKILLS
Time Line
TEACH
Ask students to name a way that dates of related events can be shown. If necessary,
prompt them to mention a time line. Show students a time line, perhaps from a social
studies text, as you discuss these ideas.
  • Time lines present information in time order.
  • Read a time line from left to right or from top to bottom.
  • Time lines can cover a short period, such as what you did on a particular school day.
    They can also cover long periods of time—for example, the history of the United States.
  • Entries on a time line include a date and a description of what happened on that date.
    The dates can be specific (January 13, 1956) or general (1887).
Have students research the construction of a well-known United States monument,
such as the Lincoln Memorial or Mount Rushmore. If possible, students can do an
Internet search to find an appropriate Web site. Otherwise they can browse the library
for informative books. Students will create a time line to show important events in the
construction of the monument.
Show the time line below on the board and discuss these questions.
1. What are the beginning and ending dates on this time line? (1892 and 1954)
2. What does the time line show? (Important events in the history of Ellis Island)
 
 
 
Time Line
ASSESS
As students collect information for their time lines, check that they use important events. Make sure the time lines follow correct chronological order.
For more practice or to assess students, use Practice Book 3.2, p. 110.