1. Students will conduct Internet research on the history of ancient Ireland.
2. Students will create a rubric for evaluating information sources.
3. Students will learn how to create a story map depicting their understanding of the events in an Irish myth.
4. Students will create an artistic rendering of an Irish myth.
5. Students will research varied sources, and synthesize information to create a museum exhibit.
6. Students will explore Internet resources to compile information to create a mock news broadcast that summarizes their understanding of various aspects of ancient Ireland.
Bookmark the following sites:
Gathers and uses information for research purposes
Organizes information and ideas from multiple sources in systematic ways (e.g., time lines, outlines, notes, graphic representations)
Uses reading skills and strategies to understand and interpret a variety of informational texts
Summarizes and paraphrases information in texts (e.g., arranges information in chronological, logical, or sequential order; conveys main ideas, critical details, and underlying meaning; uses own words or quoted materials; preserves author's perspective and voice)
Uses viewing skills and strategies to understand and interpret visual media
Uses a variety of criteria to evaluate and form viewpoints of visual media (e.g., evaluates the effectiveness of informational media, such as web sites, documentaries, news programs; recognizes a range of viewpoints and arguments; establishes criteria for selecting or avoiding specific programs)
Understands a variety of messages conveyed by visual media (e.g., main concept, details, themes or lessons, viewpoints)
Contributes to the overall effort of a group
Understands the visual arts in relation to history and cultures
Understands the historical and cultural contexts of a variety of art objects
Knows ways in which technology has influenced the course of history (e.g., revolutions in agriculture, manufacturing, sanitation, medicine, warfare, transportation, information processing, communication)
Knows ways in which technology and society influence one another (e.g., new products and processes for society are developed through technology; technological changes are often accompanied by social, political, and economic changes; technology is influenced by social needs, attitudes, values, and limitations, and cultural backgrounds and beliefs)
Understands the historical perspective
Analyzes the influence specific ideas and beliefs had on a period of history