Curriculum+Map

=Welcome to Our Class Wiki!= // Critical Literacy is more than just understanding what we are reading. We have to look deeper to find the author’s message and to find out why they wrote about the topic. Critical Literacy is about asking questions, looking at different points of view, and asking, “Is everyone included in what we are reading?” // // (Source: //[] )

How To Use This Website
This curriculum map can be used as an outline for a two semester critical literacy course or as a resource for teachers who wish to integrate critical literacy skills into their existing curriculum.

=Introduction to Research & Critical Literacy= > record information and ideas > //Source: Noodle Tools// || **Assessment:** = = =Inquiry & Problem Solving Unit= > global contexts to create wisdom > //Source: Noodle Tools//
 * **Units of Discovery:**
 * Information Literacy
 * Inquiry & Problem Solving
 * The Research Cycle
 * Resource Evaluation
 * Data Interpretation
 * Media Literacy
 * Scientific Literacy
 * Critical Literacy
 * Critical History
 * Freedom of Speech
 * Environmental Justice
 * Human Rights
 * Social Protest
 * Action Research || **Universal Skills:**
 * Recognize problems
 * Formulate hypotheses
 * Make good predictions
 * Ask important questions
 * Locate, analyze, interpret, evaluate and
 * Assume multiple stances
 * Apply heuristic strategies
 * Develop complex understanding
 * Extend understanding through creative models
 * Evaluating Web Resources
 * Using Primary Sources
 * Writing Essential Questions
 * Annotating
 * Understanding Copyright and Fair Use
 * Analyzing Images
 * Advanced Search Techniques
 * Integrate Technology Tools
 * Social Networking
 * Blogging ||
 * **Information Literacy Concepts:**
 * exploring and questioning
 * defining an information need
 * creating a plan to locate relevant information
 * reading the medium
 * synthesizing information to create knowledge
 * applying insight to personal, social or
 * self-evaluating the process and the product

50 Argument Essay Topics [|Essential Questions]
 * Inquiry & Problem Solving Concepts:** || Lesson Plans:

Texts: Love the Way You Lie: Pop culture, Race and Domestic Violence Peak Oil 'Getting Closer' but the World Not Ready

Concepts: [|Essential Questions] [|Organizing Questions] [|Elaborating Questions] [|Divergent Questions] [|Subsidiary Questions] [|Probing Questions] [|Unanswerable Questions] [|Irreverent Questions] [|Hypothetical Questions] [|Sorting & Sifting Questions] [|Inventive Questions] [|Telling Questions] [|Clarification Questions] [|Provocative Questions] [|Planning Questions] [|Strategic Questions] [|Irrelevant Questions] || Assessment: Essential Questions Inquiry Rubricby Galileo Educational Network

Professional Development: Essential Questions: A Web Quest for Teachers

Student Exemplars:

References: The Question Mark by Jamie McKenzie Framing Questions || =The Research Cycle=
 * Concepts:


 * Research Model**
 * Task Definition
 * Information Seeking Strategies
 * Location and Access
 * Use of Information
 * Synthesis: Putting it all together
 * Evaluation*

Fields of Research || Texts: 5 Bad Research Sources by Grace Fleming Telling Good Research From Bad Research by Ron Sellers Retracted Studies Update: Lancet Study Retracted by Kristina C. Inquiry Process Images of Different Types of Research Models Research Cartoons [[@http://www.google.com/search?q=different+research+models&hl=en&client=firefox-a&hs=hb7&rls=org.mozilla:en-US:official&prmd=ivns&source=lnms&tbm=isch&ei=RAkeTseALqvLsQLa-uzhCA&sa=X&oi=mode_link&ct=mode&cd=2&ved=0CAsQ_AUoAQ&biw=1034&bih=593#hl=en&client=firefox-a&hs=Zwm&rls=org.mozilla:en-US%3Aofficial&tbm=isch&sa=1&q=action+research&oq=action+research&aq=f&aqi=g10&aql=undefined&gs_sm=e&gs_upl=6084l8527l0l15l14l0l5l5l0l230l1304l2.6.1l9&bav=on.2,or.r_gc.r_pw.&fp=8b4c9cc78dd87d85&biw=1034&bih=593http://www.google.com/search?q=different+research+models&hl=en&client=firefox-a&hs=hb7&rls=org.mozilla:en-US:official&prmd=ivns&source=lnms&tbm=isch&ei=RAkeTseALqvLsQLa-uzhCA&sa=X&oi=mode_link&ct=mode&cd=2&ved=0CAsQ_AUoAQ&biw=1034&bih=593#hl=en&client=firefox-a&hs=Zwm&rls=org.mozilla:en-US%3Aofficial&tbm=isch&sa=1&q=action+research&oq=action+research&aq=f&aqi=g10&aql=undefined&gs_sm=e&gs_upl=6084l8527l0l15l14l0l5l5l0l230l1304l2.6.1l9&bav=on.2,or.r_gc.r_pw.&fp=8b4c9cc78dd87d85&biw=1034&bih=593http://www.google.com/search?q=different+research+models&hl=en&client=firefox-a&hs=hb7&rls=org.mozilla:en-US:official&prmd=ivns&source=lnms&tbm=isch&ei=RAkeTseALqvLsQLa-uzhCA&sa=X&oi=mode_link&ct=mode&cd=2&ved=0CAsQ_AUoAQ&biw=1034&bih=593#hl=en&client=firefox-a&hs=Zwm&rls=org.mozilla:en-US%3Aofficial&tbm=isch&sa=1&q=action+research&oq=action+research&aq=f&aqi=g10&aql=undefined&gs_sm=e&gs_upl=6084l8527l0l15l14l0l5l5l0l230l1304l2.6.1l9&bav=on.2,or.r_gc.r_pw.&fp=8b4c9cc78dd87d85&biw=1034&bih=593http://www.google.com/search?q=different+research+models&hl=en&client=firefox-a&hs=hb7&rls=org.mozilla:en-US:official&prmd=ivns&source=lnms&tbm=isch&ei=RAkeTseALqvLsQLa-uzhCA&sa=X&oi=mode_link&ct=mode&cd=2&ved=0CAsQ_AUoAQ&biw=1034&bih=593#hl=en&client=firefox-a&hs=Zwm&rls=org.mozilla:en-US%3Aofficial&tbm=isch&sa=1&q=action+research&oq=action+research&aq=f&aqi=g10&aql=undefined&gs_sm=e&gs_upl=6084l8527l0l15l14l0l5l5l0l230l1304l2.6.1l9&bav=on.2,or.r_gc.r_pw.&fp=8b4c9cc78dd87d85&biw=1034&bih=593http://www.google.com/search?q=different+research+models&hl=en&client=firefox-a&hs=hb7&rls=org.mozilla:en-US:official&prmd=ivns&source=lnms&tbm=isch&ei=RAkeTseALqvLsQLa-uzhCA&sa=X&oi=mode_link&ct=mode&cd=2&ved=0CAsQ_AUoAQ&biw=1034&bih=593#hl=en&client=firefox-a&hs=Zwm&rls=org.mozilla:en-US%3Aofficial&tbm=isch&sa=1&q=action+research&oq=action+research&aq=f&aqi=g10&aql=undefined&gs_sm=e&gs_upl=6084l8527l0l15l14l0l5l5l0l230l1304l2.6.1l9&bav=on.2,or.r_gc.r_pw.&fp=8b4c9cc78dd87d85&biw=1034&bih=593|Action Research]] [|Mismeasure of Man] by Stephen Jay Gould Copyright Clarity: How Fair Use Supports Digital Learning by Renee Hobbs || Assessment: [|Information Skills Rating Scale] ||

=The World Wide Web=

=Data Interpretation / Analysis Unit= Data Tables Graphs Summary Statistics || Texts: Learning From Bad Graphs and Weak Analysis by Seth Godin Polls Give Numbers, But Truth Is More Elusiveby Norman Soloman ||  ||
 * **Concepts:**

=Media Literacy Unit= [|Audience] [|Codes & Conventions] [|Commercialism] [|Critical Inquiry] [|Gender Issues] [|Genre] [|Ideology] [|Media Literacy] [|Narrative] [|Production] [|Representation] [|Semiotics] [|Stereotypes] [| Textual Analysis] || **Lesson Plans:** Digital and Media Literacy: Connecting Culture in the Classroom Stay Free Lesson Plans Media Education Lab Teaching Resources, School of Communications & Theater Media Literacy Clearinghouse Media Literacy Portal
 * **Concepts:**

Introduction to Media Literacy All Marketers are Liers Blogby Seth Godin [|Fair: Fairness & Accuracy in Reporting] Freakonomics Blog The Seven Great Debates in the Media Literacy Movement || **Assessment:** [|Understanding Assessment in Media Education] [|Types of Assessment] [|Using Rubrics to Assess Media Work in the Classroom] [|Assessment Terms]
 * Texts:**

Visual Literacy from Galileo Educational Network
 * Student Exemplars**

The Merchants of Cool Website Commercial Alert ||
 * References:**

=Scientific Literacy Unit= > ethical values, in solving everyday problems and making responsible decisions in everyday life, > including work and leisure; > and uses these sources in solving problems, making decisions, and taking actions; T**he Meaning of Scientific Literacy** > and between reliable and unreliable information; > observable universe; > interactions among science, technology and society. > of alternative options. > the arts, and the humanities; and
 * Concepts:
 * Intellectual** (Higher Order Thinking Skills)
 * uses concepts of science and of technology, as well as an informed reflection of
 * locates, collects, analyses, and evaluates sources of scientific and technological information
 * distinguishes between scientific and technological evidence and personal opinion
 * offers explanations of natural phenomena testable for their validity;
 * applies skepticism, careful methods, logical reasoning, and creativity in investigating the
 * defends decisions and actions using rational argument based on evidence; and analyses
 * Attitudinal**
 * displays curiosity about the natural and human-made world;
 * values scientific research and technological problem solving;
 * remains open to new evidence and the tentativeness of scientific/technological knowledge; and
 * engages in science/technology for excitement and possible explanations.
 * Societal**
 * recognizes that science and technology are human endeavours;
 * weighs the benefits/burdens of scientific and technological development;
 * recognizes the strengths and limitations of science and technology for advancing human welfare; and
 * engages in responsible personal and civic actions after weighing the possible consequences
 * Interdisciplinary**
 * connects science and technology to other human endeavours e.g. history, mathematics,
 * considers the political, economic, moral and ethical aspects of science and technology as they relate to personal and global issues. || Lesson Plans:

Texts:

Expelled: No Intelligence Allowed by Ben Stein Improbable Research Bad Science Blog Scientific Method

Programed to Love by Caryl Rivers

50 Popular Science Blogs || Assessment:

Professional Development:

Student Exemplars:

References:

[|Benchmarks for Scientific Literacy], AAA || = = =Critical Literacy Unit= Neo-Marxist/Freian Social Justice Human Capital Urban Agriculture Gentrification View of the World Gaps of Silence Discursive Background Agency Deconstruction Naturalisation Marginalisation alorisation Nominalisation Privilege Personification Denotation/cannotation Collectiisation Foregrounding Binary Opposition Representation || Lesson Plans: SwarmSketch
 * Concepts:

Texts: What is Critical Literacy? by Ira Shore, College of Staten Island, SUNY || Assessment:

Professional Development:

Student Exemplars:

References: Multicultural Education Resources

Primary Sources: Public Record Resources RiseUp List Servers || =Semester II= =Critical History Unit= Oral Histories & New Technologies
 * Concepts: || Lesson Plans:

Texts: [|Center for History and New Media] || Assessment:

Professional Development:

Student Exemplars:

References: ||

=Freedom of Speech Unit=
 * Concepts: || Lesson Plans:

Texts: Copyright Clarity: How Fair Use Supports Digital Learning by Renee Hobbs || Assessment:

Professional Development:

Student Exemplars:

References: ||

=Environmental Justice Unit=

=Human Rights Unit=

=Social Protest Unit=

=Action Research Unit= Access, Analyze, Act: A Blueprint for Civic Engagement by PBS
 * Concepts: || Lesson Plans:

Texts: || Assessment:

Professional Development:

Student Exemplars: Our World, Our Voices, Our Responsibility References: ||

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Professional Development:

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