Be Informed, Speak Up, Act: A Research Project based on Civics. Author: Scholastic.

This lesson plan provides all the resources needed in creating a high quality research project on a social issue.  It incorporates civics by focusing on a social issue or policy.  This lesson scaffolds the research process by providing students with different social policy choices, websites, and handouts on those choices. Students form an opinion on their chosen policy and create a op-ed article, letter to the editor, or political carton on their policy issue as a culminating activity or assessment. One of the highlights of this lesson is its incorporation of civics and allowing students to choose policy topics in which they are interested; the teacher may need to add or subtract topics based on student need.  The teacher will need to provide teacher-created instruction on research skills as this lesson does not explicitly teach the research process. This lesson plan can be used as a research project, extended into a research paper or presentation, or used as part of a cross-curricular project with a government, civics, contemporary issues, or history course. 

Standards & Objectives

Academic standards
CLE 3001.4.1
Define and narrow a problem or research topic.
CLE 3001.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
CLE 3001.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
CLE 3001.4.5
Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.
CLE 3002.4.1
Define and narrow a problem or research topic.
CLE 3002.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
CLE 3002.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
CLE 3002.4.5
Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.
CLE 3003.4.1
Define and narrow a problem or research topic.
CLE 3003.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
CLE 3003.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
CLE 3003.4.5
Use a standard format to arrange text, to cite sources, and to document quotations, paraphrases, and other information.
CLE 3005.4.1
Define and narrow a problem or research topic.
CLE 3005.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
CLE 3005.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Essential and guiding questions: 

Cirriclum Framing Questions:
Essential Question:

  • What does the past tell us?

Unit Questions:

  • How does fiction reflect its times?
  • What can we learn about the past from fiction?
  • How can we draw conclusions from primary sources?

Content Questions:

  • What are some political and social movements when historical novels were written?
  • How can we use a spreadsheet to organize information?

Lesson Variations

Blooms taxonomy level: 
Applying

References

Contributors: