Hamlet Research Paper: Find, Evaluate, and Select Appropriate Research Sources

Submitted by digeronimot on Mon, 03/14/2011 - 22:44Printable version Bookmark and Share
Created By:
Theresa Foy DiGeronimo
Title/Role:
Teacher/librarian
Organization/School Name:
Hawthorne High School
Location:
New Jersey

Grade Level:
11, 12
Type of Lesson:
Lesson in a unit
Type of Schedule:
Flexible
Collaboration Continuum:
None
Content Area:
Language Arts
Content Topic:
Shakespeare's Hamlet.
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
2.1.4 Use technology and other information tools to analyze and organize information.
Dispostion Indicator(s):
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
Self-Assessment Strategies Indicator(s):
2.4.1 Determine how to act on information (accept, reject, modify).
Scenario:
The high school media center staff was evaluating its online subscription databases to determine if they were sufficient for student needs. At the same time, the IT staff did an analysis of Internet searches processed through the school server on one given day. The results showed that the overwhelming majority of searches were conducted through general search engines such as Google and Bing and the subscription databases were woefully underused. As an introduction to the Language Arts unit on writing the research paper, the SL offered to teach English classes how to find and evaluate credible Internet information through the library’s subscription databases as well as through the public library databases. For this full-period lesson, the students came with their teacher to the library computer lab. The teacher will follow-up by adding “credible sources” to the research paper assessment rubric.

Overview:
Students will learn why general Internet search engines are not always the best first-source for research papers (yielding only 25%, at best, of available Web information, according to Devine and Egger-Sider in Going Beyond Google). The essential questions for this lesson include: How can I use the Internet to accurately determine how much of Hamlet is based on true historical events?

Final Product:
Students will write an academic research paper for the Language Arts teacher on the historical influences found in Shakespeare's play Hamlet. The papers will show evidence of the students' ability to find, evaluate, and select appropriate sources of Internet research on the basis of authority, currency, accuracy, and objectivity.

Library Lesson:
Students will create a chart that compares search results for a given topic using Google to the results found using subscription databases. The chart will show evaluative criteria including authority, currency, accuracy, and objectivity. After comparing completed comparison charts of Google search results and subscription database search results, the SL, teacher and students will discuss and determine the advantages and disadvantages of general search engines versus subscription/membership databases for academic research.

Estimated Lesson Time:
45 minutes
Assessment
Product:
The teacher will assess the content of each research paper with a prepared rubric. After this library lesson, the teacher will add to his/her research paper assessment rubric a category for "credible Internet sources" that requires students to show evidence of authority, currency, accuracy, and objectivity in the citations included in the final paper.

Process:
During the library lesson, the teacher and SL will assess the students' progress on the given assignment sheet (see attached) to determine their understanding of how to find, evaluate, and select appropriate sources of Internet research on the historical influences in Shakespeare's play Hamlet.

Self Questioning:
Do I know why general search engines such as Google and Bing do not necessarily give me the highest quality information for my research paper? Do I know where to look for “invisible web” information? Do I know how to access the school subscription databases? Do I know how to use my public library card to find more credible databases? Do I know how to evaluate information found on the Internet?

Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Still image (i.e.paintings, drawings, plans, and maps)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
http://nfs.sparknotes.com/macbeth; http://en.wikipedia.org/wiki/Macbeth; http://www.answers.com/topic/macbeth. Subscription databases: Proquest, EBSCOhost (Literary Reference Center), and World Book of Knowledge

Resources instructor will use:
Projector
Smart board

Instruction/Activities
Direct instruction:
To engage student interest, this lesson starts with what students already know quite well: how to search the Internet using Google search engine. Students will be instructed to find what they believe are the best three sites on which to find information on their given research topic. They will then complete the given web evaluation form (see attached "Assignment")that questions the authority, currency, accuracy, and objectivity of each website.

Modeling and guided practice:
Using the Smart board or computer projector, the SL will illustrate the results of a Google search, showing three top results of a search for information on the Shakespearean play "Macbeth." ("Macbeth" is chosen as an example of how another tragic play might be researached in the same way required by this assignment on "Hamlet.") The SL will guide students through a tour of each site, evaluating the criteria of verifiable author or publisher, current date, and correct and unbiased information. This search will lead to the realization that the general search sites often offer information of weak quality. The SL will then offer a solution to this problem by showing the students where to find what is often called the “invisible web.” These are databases that are often available only through a subscription or membership. After an exploration of databases that might include Proquest, EBSCOhost, and World Book of Knowledge, for example, the SL will also show students additional databases and resources that they can access with their public library card. Using these sites as comparative examples, the SL will show an example evaluation form based on research of the play "Macbeth" and ask students to compare the results to the general search engine results. (See “Modeling Example” attachment.)

Independent practice:
Students will then repeat the research assignment to find three sites on these databases for information for their research paper and complete the same evaluation form regarding authority, currency, accuracy, and objectivity. Students will complete the given comparative chart to show how the general search engine sources compare to the database sources.


Have you taught this lesson before:
Yes

Strategies for differentiation:
As the SL notices students needing differentiated instruction who may be struggling with the concept or falling behind in searching the websites and databases, the SL will alert the teacher who can provide individualized explanations. Students with in-class support personnel will work with their support person to answer the evaluation criteria questions. Students with attention deficits will be given a print out of the model lesson that is displayed for the class on the Smart board or with the computer projector.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.11-12.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (11,12)

CC11-12RS/TS8 » Reading Standards for Literacy in Sci Tech » 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (11,12)

CC.11-12.W.9 » English Language Arts » Research to Build and Present Knowledge » 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (11,12)

CC.11-12.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (11,12)

CC.11-12.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (11,12)

CC.11-12.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. 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. (11,12)

CC11-12RS/TS9 » Reading Standards for Literacy in Sci Tech » 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (11,12)

CC11-12RH/SS1 » Reading Standards for History » 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (11,12)

CC11-12RH/SS2 » Reading Standards for History » 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (11,12)

CC11-12RH/SS8 » Reading Standards for History » 8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. (11,12)

CC.11-12.R.L.1 » English Language Arts » Key Ideas and Details » 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (11,12)

CC.11-12.R.I.2 » English Language Arts » Key Ideas and Details » 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (11,12)

CC.11-12.R.L.2 » English Language Arts » Key Ideas and Details » 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (11,12)

CC11-12WH/SS/S/TS9 » Writing Standards » 9. Draw evidence from informational texts to support analysis, reflection, and research. (11,12)

CC11-12WH/SS/S/TS1b » Writing Standards » b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. (11,12)

CC.11-12.W.2.b » English Language Arts » Text Types and Purposes » b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (11,12)

CC11-12WH/SS/S/TS8 » Writing Standards » 8. 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 specific 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. (11,12)

CC11-12RS/TS2 » Reading Standards for Literacy in Sci Tech » 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (11,12)

CC11-12RS/TS5 » Reading Standards for Literacy in Sci Tech » 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. (11,12)

CC11-12RS/TS6 » Reading Standards for Literacy in Sci Tech » 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. (11,12)

CC11-12RS/TS7 » Reading Standards for Literacy in Sci Tech » 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (11,12)

CC.11-12.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (11,12)