Rose+Inquiry+Activity

Rose DeInnocentiis Inquiry Activity EDU 7666

Port of Entry [] “Port of Entry” is located on the Library of Congress website. In this activity, students become an historical detective. They examine a series of photographs that detail many different aspects of immigrant life in America. There are a series of photos that show many different ethnic neighborhoods. The student has to make observations to help determine where the ethnic neighborhood is located, including interactions among people, languages, and style of dress. The instructions also ask the student to determine what city or state the neighborhood could be located in based on building size and any flora. That was most difficult (El Paso, Texas stumped me!). Before the next set of pictures, the student was asked to imagine that they were an immigrant arriving from Europe. The pictures then detailed an immigrant’s journey through Ellis Island and viewing the Statue of Liberty. Finally, the activity closed with the examination of diary entries from immigrants and statements from some of their family members.
 * (1) Description of Activity **

During the course of the activity, there were printouts and guidelines in how to evaluate both picture and written primary sources. Students can use these guidelines to analyze each of the documents, or come up with their own conclusions based on their observations.

While there was no specific culminating activity that showed the relevance of events to today, it was implied based on the activity itself. There could have been something like the student having to trace his family’s immigrant experience, or interviewing an immigrant and putting together a series of writings and photographs.

In addition, this activity was not a cooperative learning activity. While it is not wholly necessary for an inquiry based activity to be a cooperative assignment, having to collaborate is a higher level activity. (2a) NYS Standards ** Standard 1: History of the United States and New York (1. explore meaning of American culture, 3. cultural development, 4. analyzing documents and primary sources) Standard 2: World History (4. viewing history through the eyes of those who witnessed it) Standard 3: Geography (1. identify why people are located where they are)

Standard 3: Research and Information Fluency (apply digital skills to gather, evaluate, and use information) Standard 4: Critical Thinking, Problem Solving, and Decision Making (used to plan and conduct research and make informed decisions using appropriate digital tools and resources)
 * (2b) National Education Technology Standards **


 * //Inquiry//** is a higher-order form of thinking and learning in which the student is required to research information on a topic using a variety of sources, formulate an educated opinion, give students a creative license in the presentation of their information, have the opportunity to interact cooperatively with others, and present the information in a manner that is relevant and timeless.


 * || ** Standard Not Achieved **
 * 0 ** || ** Standard Achieved **
 * 1 ** || ** Superior Standard Achieved **
 * 2 ** || ** Score ** ||
 * Students researched the information on the topic using critical thinking analysis of a variety of sources. || Task requires the mere regurgitation of researched material from one to three resources, presented in a simple format (list, chart). || Students assigned a task in which critical analysis occurs of the information gathered, but still encompasses some aspect of lower-level thinking. || Students assigned a task in which organization and synthesis of information occurs in the context that can be used to solve problems through critical thinking and reasoning. ||  ||
 * Students can formulate an educated opinion on the topic. || Students formulate an opinion based on assumption rather than analysis of the situation. Direct quotes are given out of context. || Students formulate a more educated opinion to a problem, but may fail to support all aspects. Some direct quotes are matched with follow-up analysis. || Students form an educated opinion on the task based on analyzing actual information and organization of evidence found. ||  ||
 * Task is creative in nature, allowing students the latitude to create their own work freely. || Task assigned to students shows a lack of creativity and effort in regards to how the students will present the information. || Task assigned to students shows some creativity but may control each aspect of the task that the students must follow. || Task assigned to students is creative in and of itself. However, the task also allows the students much leeway in design and implementation of the project. ||  ||
 * Students interact cooperatively with others in various roles within the activity. || Students partake in various roles, but the activity fails to allow the students to analyze the ideas cooperatively. || Students are assigned a task that names the different roles each student may choose, but cooperative learning is a basic collection of facts. || Students work collaboratively in a variety of roles, researching and synthesizing information into a presentation. ||  ||
 * Students solve the problem and can present the information in a manner that is relevant and entertaining. || Students are given a task that fails to show how the topic is timeless. It does not allow for relevance to today’s society. || Students are given a task that shows a topic that may be important. However, the manner in which it is presented fails to show how it can be relevant to today. || Students are given a task in which the topic is both important and timeless. A relevant and entertaining connection is achieved. ||  ||