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Lesson #11 If you’re really determined to Google…

Lesson #11 If you’re really determined to Google…. Topic: Iran (background for novel) Teacher: Feathers Grade: Date: Dec. 3-4, 2013 Period(s): Bloom’s Taxonomy Level: Creating Relationship to Current Content in Regular Classroom: (background for novel)

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Lesson #11 If you’re really determined to Google…

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  1. Lesson #11If you’re really determined to Google… Topic: Iran (background for novel) Teacher: Feathers Grade: Date: Dec. 3-4, 2013 Period(s): Bloom’s Taxonomy Level: Creating Relationship to Current Content in Regular Classroom: (background for novel) (*) Indicates a modification or accomodation

  2. Learning Target I can create a five paragraph essay which provides context for the recent nuclear agreement with Iran and the novel we are reading.

  3. AASL/ Common Core Crosswalk • 1.1.2 Use prior and background knowledge as context for new learning. • 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. • CC.11-12.L.6 Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. • CC.11-12.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

  4. Vocabulary • Shah • Ayatollah Khomeini • gap • autocratic • regime • dissent • cleric • exile • strike • Tehran • stave off • instability • pro • revolution • seize

  5. Rubric Noteworthy The introductory and concluding paragraph are present. The three supporting paragraphs have three supporting details each. Developing The introductory and concluding paragraph are present. The three supporting paragraphs have one supporting detail each. Acceptable The introductory and concluding paragraph are present. The three supporting paragraphs have two supporting details each. Not Ready Other

  6. Time for Browsing, Silent Reading, nd Book Checkout at the end of the period *Clearly defined limits *Seating to reduce distractions

  7. The Ayatollah Khomeini changed the way Iran was ruled. The Ayatollah received an education that influenced his beliefs about governing Iran. (Mention his education, his opinions arising from his education, his exiles, and the reasons for his exiles ) patty The Ayatollah’s rise to power came because of Iranian citizens’ disgust with the Shah’s type of government. (Mention the Shah’s style of ruling, the Shah’s plans for the future, his fate, and why people wanted the Ayatollah.) patty Although out of power since his death in 1989, Iran is still ruled the way it was when he was alive. (Use evidence from the text to support this claim. patty The Ayatollah Khomeini changed the way Iran was ruled. The changes can still be seen today. (Explain why Iran and the U.S. barely get along in 2013.

  8. The rights of women in Iran have changed since the Iranian revolution. Explain what the dress code for women was like in previous years, and what the dress code is like for women today. patty Explain what the educational opportunities for women were like in previous years, and what the educational opportunities for women are like today. patty Explain what the laws for women were like in previous years, and what the laws for women are like today patty As we have seen, the rights of Iranian women have improved since the Iranian revolution, although much work needs to be done. (Tell what that work might be.

  9. Information You Can Trust

  10. Iranian Revolution of 1979 Ayatollah Khomeini Go to Google. Search for Iranian Revolution. Look for this web address: www.biography.com Search for Ayatollah Khomeini

  11. Information You Can Trust Iranian Women’s Rights http://www.irinnews.org/report/19625/iran-iran-special-report-on-the-changing-role-of-women

  12. Why you should use the recommended sites:

  13. From http://www.roundrockisd.org/docs/library_www_check.pdf WEBSITE RELIABILITY CHECKLIST Use this 5-point checklist to evaluate websites for reliability. It will help you decide whether a particular site is worthy of inclusion in a college-level research paper. 1) VALIDITY a) Who is the author(s) of the site? Look for their credentials. b) Is contact information provided? The author should be accountable for her/his work. c) Is there a link provided to their homepage? Look for a reliable institution. d) What is the first part (major domain) of the web address (URL)? This indicates the site's origin: .com = commercial .edu = education .org = non-profit organization .gov = government .mil = military .cu = Cuba (.it = Italy, etc.) ~ usually means an individual maintains the site (as opposed to an institution).

  14. 2) CURRENCY a) When was the site last updated? A reliable site is frequently revised and improved. b) When was the site first created? A site's longevity is a clue to its stability.

  15. 3) CONTENT a) What is the depth and breadth of the information offered? Be wary of too much or too little. b) Are there links to other useful and reliable sites? They should be relevant to the subject matter. c) Is the site relevant to your needs? It is important to maintain your focus. d) How is the site structured? If there are functions such as an in-site index or table of contents they should assist with navigating the information. e) Does the advertising overpower the content? It shouldn't.

  16. 4) PURPOSE a) Is this site trying to persuade you? Educate you? Market a product? For instance, a .com site may try sell you something whereas an .edu site most often exists for the sake of education. b) Are there any biases that might be promoted: racial, gender, religious, or other types? Even non-profit .org sites may be biased.

  17. 5) ACCURACY a) How can you ensure the information is precise, authoritative, and current? The author should cite the sources used. Look for

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