Lesson 3

Lesson Goals

Texts

Core

• • Foundation Unit Pathway Texts

Materials

Tools

• Who Changes the World?: Foundation Unit Pathway Texts

• Foundation Unit Research and Presentation Guide

Reference Guides

• Academic Discussion Reference Guide
• Assessing Sources Reference Guide
• Questioning Reference Guide

Question Sets

• Who Changes the World?: Section 2 Question Set

Editable Google Docs

• Who Changes the World?: Section 2 Question Set

Activity 1: Discuss

We will discuss and explore the different research pathways in small groups in preparation for choosing pathway groups.

For the remainder of the unit, you will work with your research team to discuss change agents from one of the six pathways: technological, cultural, business and marketing, humanitarian, political, and scientific. You might discover that an agent of change had an impact in more than one area. For this reason, agents of change can be used in multiple pathways. Respond to the following questions in groups:

1. What types of change would you expect to find in each pathway?

2. What questions should you answer in your research?

Activity 2: Discuss – Write

We will choose research teams and topics.

Step 1

With guidance from your teacher, choose your research team.

In your research team, introduce yourself and explain why you found this pathway interesting.

In your team, write three to five norms for your group, and place those norms in the center of your group.

Norms are behaviors that every person agrees to so that the group works successfully. Norms might be something like the following statements:

• We will speak respectfully to each other.

• We will listen to everyone’s ideas, even ideas we might personally disagree with.

Discuss how you will keep track of notes and information in your teams.

Step 2

With your group members, respond to the following questions:

1. How will work be divided to ensure that all group members are equally knowledgeable and prepared?

2. How will you hold yourselves accountable?

3. How will decisions be made?

4. How will you pace yourselves to make sure the task is completed on time?

After you have answered these questions, complete the following sentences:

• In order to succeed as a research team, we need to . . .

• In order to succeed as a research team, I, specifically, need to . . .

• I will need help with . . .

• My biggest contribution to my team will be . . .

Step 3

You have your own definition of a change agent written in your Learning Log. Each research team must work with the same definition. You will work collaboratively to write one definition, using evidence and inspiration from all members of your group.

To come to a consensus:

1. Listen to group members read aloud their definitions. Each definition should be read aloud twice. The first time the definition is read, just listen for meaning. The second time, take notes on what phrases stood out and most helped you understand your classmate’s vision of a change agent.

2. Once group members have all read their definitions and taken notes about each one, discuss the notes the group took. What phrases and ideas stood out to multiple group members? What ideas would you like to carry forward to a team definition?

3. Use the words and phrases that were most popular to craft your team definition. While not all phrases will make it into a final definition, discussing each one should better help the group get the the most important ideas of a change agent.

Activity 3: Read

With our groups, we will review the Foundation Unit research and Presentation Guide and how it will aid us in with the process.

As you begin the research process in pathway teams, you will start using the Foundation Unit Research and Presentation Guide. The guide provides an outline of processes and activities, and associated Reference Guides, to help your team research your chosen pathway in preparation for the Culminating Task presentation. You will be working with it from now on.

Note that it has three sections:

1. Initiating Inquiry

2. Collecting and Analyzing Sources

3. Creating and Delivering Your Presentation

Each section has a variety of tasks from which each member of the team completes depending on what the team needs to do to be successful leading up to the Culminating Task.

As a group, skim the guide. Consider the guiding questions as you review:

1. What information does the guide provide that can help you conduct research?

2. What information does the guide provide that can help you plan your presentation?

3. What processes and questions can you use to commence your research?

Activity 4: Read – Discuss

We will meet in research teams to begin an exploration of our pathways.

Step 1

Find the seed texts for your pathway on the Foundation Unit Pathway Texts.

Each pathway will begin with two texts to research, some of which are texts you have previously studied. These sources represent global and US change agents; teams must make sure they research both. Additionally, each research team is required to include a local change agent; this can be local to your school or your broader community.

Meet with your research team to review the suggested texts and change agents and brainstorm other change agents.

Each group member should provide at least one alternate change agent along with a supporting text; the group will decide which agents to include in their presentation.

Step 2

With your group, read the “Initiating Inquiry and Exploring the Topic” section of the Foundation Unit Research and Presentation Guide.

Examine the provided inquiry questions for your pathway on the Foundation Unit Pathway Texts handout. Brainstorm one to two additional inquiry questions with your teammates based on the details and understanding you have gained from reading the texts studied so far in the unit. You will be able to revise and refine these questions as you read additional texts and gain additional knowledge about your pathway.

Use the “Posing Inquiry Questions for Research” section of the Questioning Reference Guide to assist you.

Step 3

Your initial inquiry questions might be broad at first. These kinds of questions serve to get you started. As you research and read more about change agents in your pathway, and eventually a singular agent of change, your questions will become more focused.

Sample Inquiry Questions:

• What kinds of changes have happened in the pathway I will research?

• What kind of change agent am I interested in knowing more about?

• What kind of change did the change agent cause? How do I know? What kind of evidence can I look for?

Activity 5: Present

We will explore presentation structures.

During the next several lessons, you will research change agents in your pathway to answer the inquiry question: “What are the conditions that caused or allowed change to occur in your pathway?” Each group will design a 5-7 minute presentation to share what you discovered with the class. Groups will choose from the provided list of presentation styles.

Read sections 2 and 3 the Foundation Unit Research and Presentation Guide.

Develop a timeline for your project, and respond to the following questions:

1. How will you make sure you finish on time?

2. What are some major goals you need to accomplish along the way?