Think Aloud

After reading, the required weekly readings and reviewing the Inquiry-Based Learning Activities I feel overwhelmed and quite confused. I sort of had a plan in mind but after reading some of the think-alouds of fellow classmates and reviewing my own plans I am not sure I am on the right track with my mini-lesson. I was thinking of using the framework of a lesson I have taught in the past, but to revise it and include more components to meet the requirements of the mini-lesson.

I chose an activity that includes two 7^th grade Social Studies standards and demonstrates how the world can be interconnected.

1.         SS7H1 Analyze continuity and change in Africa leading to the 21st century.

c. Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk.

2.         SS7H3 The student will analyze continuity and change in Southern and Eastern Asia leading to the 21st century.

b. Describe the impact of Mohandas Gandhi’s belief in non-violent protest.

This performance task should meet most if not all eight of the principles of inquiry-based learning. Part one of the assignment will require the students to use a variety of resources to research the life of Mohandas Gandhi and create a biographical “flip book” about his non-violent protests. This aspect of the assignment should meet the components of:

• Authenticity (designing their own book cover)
• Understanding (world cultures and religions)
• Technology (this will be a e-book, so the students are encouraged to select from a list of web 2.0 tools to complete this activity) 
• Expertise (encouraged to only use reputable sources and will have access to a rubric to access their sources of information)
• Citizenship (think about other people’s needs and interests, about the communities in which they are studying)
• Success (It allows students to evaluate their sources, reconcile conflicting accounts and create interpretive accounts)

This mini-lesson should offer an opportunity to achieve these goals.