Planning

Guide

Creating Learner-Focused

Schools

Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

CONTENT KNOWLEDGE

Declarative

Procedural

• social/political issues
• scanning when reading
• internet vocabulary
• how to write a thesis paragraph
• steps to scanning-identifying important information
• steps to use the internet for research
• steps to library research
• steps to outlining
• steps to write a thesis paper
• characteristics of a good oral presentation
• construct support for point of view
• outlining
• presenting orally
• researching
• citing sources (students have prior knowledge)
• writing a thesis paper

ESSENTIAL QUESTIONS

How can we use technology to investigate diversity in social/political issues?

Why are there no right/wrong answers to social/political issues?

What is a pro/con social/political issue?

INITIATING ACTIVITY

® 18 Social Studies- Resources used for selection of topic: At Issue, Current Controversies, Opposing Viewpoints (all three series published by Greenhaven Press), Taking Sides:Clashing Viewpoints (Dushkin Publishing Group, Inc.) and Congress and the Nation (Congressional Quarterly).

LEARNING EXPERIENCES

Social Studies-Lesson #1: Students will use their paragraphs to select topics. To maintain audience interest at the time of the culminating activities, no two students may have the same side of a topic per class. Toss a coin (beginning of alphabet or end of alphabet) for selection of topics and whether pro or con.

Internet vocabulary- On a class KWL chart, generate the K (What I know) and W(What I want to know) with vocabulary necessary for internet use. exs. search engines, source, database, etc. before the research begins. Every day, before internet use revisit the chart and fill in the L (What I learned).

Scanning-Identifying important information (Reason-Cannot print everything you find.) Using a handout similar to Sirs Researcher article(*attachment 2-http://researcher.sirs.com/cgi-bin?/res-article-display?007534+homosexual+marriage) found using keywords homosexual AND marriage(multi-hits), then using "homosexual marriage"(lesser hits) explain former picks out all articles with the word homosexual and all articles with the word marriage while latter picks out all articles with the phrase homosexual marriage. The topic is pro homosexual marriages. Class discussion-Consider date (1993 is 6 years old) and source (Clinton-Presidential Address). Date is questionable but source is good. Read introduction-sometimes there is a "hook" paragraph and the introduction is the second paragraph. Scan subtitles (if any). Read conclusion. Find key words-pg. 6 & 7. Is this article beneficial for the topic homosexual marriage? -no Is this article beneficial for homosexuals in the military?-yes

Extending and refining-Explain purpose of using a log (*attachment 3) while doing research. Within the log, students will construct support by answering:

What am I trying to provide support for?

What proof can I provide? What do I need to provide a good argument?

Do I need to present a qualifier or restriction to my support? Do I need to explain why something else is not supportive?

Use articles such as the one mentioned above to demonstrate how to use the log.

Lesson #2-Steps to using library and Internet for research-See Beth Geatrakas' learning experience (attachment 4).

Lesson #3, 4, 5- Construct support for point of view-The actual research occurs over the next several days with the teachers individually checking logs and students meeting at the beginning to revisit internet KWL chart.

Assessment: Five completed fact/citation sheets at the end of the research period.

English Lesson #1 or Social Studies Lesson #6: Steps to outlining- (taught in conjunction with science for an element report)

Outline is body of thesis paper.

Titled-Pro or con on subject (ex. Corporal punishment should be allowed in the public schools)

Reason #1

A.

B. facts that support reason #1

Reason #2

A.

B. facts that support reason #2

Reason #3

A.

B. facts that support reason #3

Have students label facts on fact/citation sheets as reason #1,2, 3 or introduction/conclusion.

Assessment-properly done outline

Extending and refining- use of "Inspiration" or other Microsoft program.

Turning the outline into a thesis paper-See generic outline and essay instructions (*attachment 5) and thesis paper rubric.

Assessment-properly done thesis paper

English Lesson # 2 or Social Studies Lesson # 7- Characteristics of a good oral presentation

Students will select a topic at random and give a 1 min. presentation. Develop a chart on what characteristics go into a good oral presentation. Preparedness will play into this discussion. The use of 3x5 cards will be introduced.

English Lesson #3 or Social Studies Lesson #8-Students will give a 2 min. "how to" presentation. Develop rubric for assessment using characteristics of a good oral presentation from chart.

Extending and refining- use of Hyperstudio or Power Point

Students will review citing sources already taught in Sci. 7 and 8.

CULMINATING PERFORMANCE

Social Studies-Students will utilize their research by giving a 3-5 min. speech. After the speech, students will answer questions from the audience (their classmates) and three questions from the teacher defending their point of view and one "prove it" question from the teacher. The "prove it" question will be to show where the student acquired a piece of information used in their report. Along with their presentation, students will hand in and be graded for a separate work cited page and 3 x 5 speech cards.

The evaluation will be 60%for the oral presentation (see rubric), 20% for 3 questions asked by the teacher and one "prove it" question, 5% for the time limit of 3-5 min., 5% for the 3 x 5 speech cards, and 10% for the separate work cited page.

CONNECTIONS TO STANDARDS

Social Studies-Standard 5-Civics, Citizenship and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights and responsibilities of citizenship, including avenues of participation.

Key idea-The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

English Language Arts-Standard 1-Language for Information and Understanding

Students will read, write, listen and speak for information and understanding

Key idea 1-Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

® · Key idea 2-Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

English Language Arts-Standard 3-Language for Critical Analysis and Evaluation

Students will read, write, listen, and speak for critical analysis and evaluation.

Key idea 1- Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

® · Key idea 2- Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgement is based.

Technology-Standard 2-Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Key Idea 1-Information technology is used to retrieve, process, and commmunicate information and as a tool to enhance learning.

® · Key Idea 2-Knowledge of the impacts and limitations of information systems is essentail to its effective and ethical use.

® · Key Idea 3- Information tecchnology can have positive and negative impacts on society, depending upon how it is used.

Unit Schedule/Time Plan:

The unique block scheduling at Morrisville-Eaton allows this project to be spread out over a seven to twelve week span of time allowing students to extend and refine their research as long term homework. Students take social studies and math for 5 weeks and English and science for 5 weeks. A block consists of one hour. The initiating activity and research requires 1 week of social studies (5 hours). The outlining, thesis paper, and practice for oral presentation activities require 1 week of social studies or English (5 hours). The culminating activity requires 1 1/2 weeks (7-8 hours) of social studies._____

Team Teaching Approach:

The project is team taught by several teachers: Library Media specialist, Reading specialist, Social Studies and English teachers, and writing assistant. The initiating activity, culminating activity and selection of topic (lesson #1) is done by the social studies teacher. The Internet vocabulary KWL lessons, scanning to identify important information lesson and use of log lesson is done by the reading teacher. Using the library and Internet (lesson #2) is done by the library media specialist. All teachers participate in the actual research and checking of logs (lessons #3, 4, 5). Outlining, thesis paper, and practice for oral presentation (lessons # 6, 7, 8) is best done by the English teacher with assistance from the writing assistant and reading teacher but can be done by the social studies teacher.

Rubric: Pro/Con Oral Presentation

60% of total culminating activity grade

Elements

Introduction

Support

Language

Conclusion

_____ _____ _____

4

15 points Contains a hook which captures audience's attention and clearly and effectively states position of a social/political issue Thoroughly analyzes the issue with many supportive reasons, examples or details for position Provides appropriate diction and tone and maintains good posture and eye contact throughout speech Concludes with a statement that creatively and clearly reinforces position

3

10 points Adequately states position of a social/political issue Adequately analyzes the issue with supportive reasons, examples or details for position Provides appropriate diction and tone and maintains good posture and eye contact throughout most of speech Concludes with a statement that clearly reinforces position

2

5 points Position of a social/political issue not clearly stated Analyzes the issue minimally giving only a few supportive reasons, examples or details for position Provides appropriate diction and tone and maintains good posture and eye contact in some places but not in all areas Concludes with a statement that does not clearly reinforce position

1

1 point Position of a social/political issue is not stated No analysis of the issue is evident-few, if any, examples, reasons or details given as support of position Provides inappropriate diction and tone and does not display good posture and eye contact throughout the speech Contains no concluding statement or statement does not reinforce position

Rubric: Thesis Paper

Elements

Introduction

Body

Conclusion

Mechanics

Weights 20% 40% 20% 20%

4

Contains a creative hook, relates the hook to the thesis statement, states the topics in the body and concludes with the thesis statement

16-20% Contains 3 paragraphs, each containing one argument and logical support. There is evidence of research and the paper contains references to material used. Each paragraph concludes with a transition sentence.

31-40% Contains the main purpose, restates the body topics and shows true writer insight

16-20% Writing demonstrates control of the conventions of written English. There are few, if any, errors and none that interfere with comprehension. Grammar, syntax, capitalization, punctuation, and use of paragraphs are correct. No misspellings. Paper is done on computer.

16-20%

3

Contains thesis statement and states the topics in the body

11-15% Contains 3 paragraphs, but each does not contain one argument and logical support. Each paragraph does not conclude with a transition sentence.

21-30% Contains main purpose, restates topics of body and contains some thought on part of writer

11-15% Writing demonstrates control of the conventions of written English. There are a few errors in grammar, syntax, capitalization, use of paragraphs or spelling. Paper is done in ink.

11-15%

2

Contains thesis statement but does not state topics in the body

6-10% Contains 3 paragraphs, little support and few transitions

11-20% Contains main purpose and restates topics of body but contains no thought on part of writer

6-10% Contains appropriate language with many mechanical errors

6-10%

1

Does not contain thesis statement

0-5% Contains less than 3 paragraphs, no support or transitions

0-10% Does not restate main purpose or topics of body

0-5% Poorly constructed and is crammed with mechanical errors

0-5%

*attachment #1

What's Your Point of View?

*attachment #2

http://researcher.sirs.com/cgi-bin/hst-add-id?file=kwstand-ef.htm&id=11522-14352

SIRS Researcher

CONGRESSIONAL QUARTERLY WEEKLY REPORT

July 24, 1993, pp. 1975-1977

(c) 1993 by Congressional Quarterly, Inc.

PRESIDENTIAL ADDRESS:

CLINTON ANNOUNCES COMPROMISE ON GAYS IN MILITARY

President Clinton outlined his policy on gays in the military

in a speech July 19 at the National Defense University at Fort

McNair in Washington. Following is the Federal News Service

transcript:

I have come here today to discuss a difficult challenge and one

which has received an enormous amount of publicity and public and

private debate over the last several months--our nation's policy

toward homosexuals in the military.

I believe the policy I am announcing today represents a real

step forward, but I know it will raise concerns in some of your

minds, so I wanted you to hear my thinking and my decision directly

and in person, because I respect you and because you are among the

elite who will lead our armed forces into the next century, and

because you will have to put this policy into effect, and I expect

your help in doing it.

The policy I am announcing today is, in my judgment, the right

thing to do and the best way to do it. It is right because it

provides greater protection to those who happen to be homosexual

and want to serve their country honorably in uniform, obeying all

the military's rules against sexual misconduct. It is the best way

to proceed because it provides a sensible balance between the rights

of the individual and the needs of our military to remain the

world's No. 1 fighting force.

As president of all the American people, I am pledged to

protect and to promote individual rights. As commander in chief, I

am pledged to protect and advance our security. In this policy I

believe we have come close to meeting both objectives.

Let me start with this clear fact: Our military is one of our

greatest accomplishments and our most valuable assets. It is the

world's most effective and powerful fighting force, bar none. I have

seen proof of this fact almost every day since I became president. I

saw it last week when I visited Camp Casey along the DMZ

[demilitarized zone] in Korea. I witnessed it at our military

academies, at Annapolis and West Point when I visited there. And I

certainly relied on it three weeks ago when I ordered an attack on

Iraq after that country's leadership attempted to assassinate

President [George] Bush.

We owe a great deal to the men and women who protect us through

their service, their sacrifice and their dedication, and we owe it

to our own security to listen hard to them and act carefully as we

consider any changes in the military. A force ready to fight must

maintain the highest priority under all circumstances.

Background

Let me review the events which bring us here today. Before I

ran for president, this issue was already upon us. Some of the

members of the military returning from the [Persian] Gulf War

announced their homosexuality in order to protest the ban. The

military's policy has been questioned in college ROTC programs.

Legal challenges have been filed in court, including one that has

since succeeded.

In 1991, the Secretary of Defense, Dick Cheney, was asked about

reports that the Defense Department spent an alleged $500 million to

separate and replace about 17,000 homosexuals from the military

service during the 1980s in spite of the findings of a government

report saying there was no reason to believe that they could not

serve effectively and with distinction.

Shortly thereafter, while giving a speech at the Kennedy School

of Government at Harvard, I was asked by one of the students what I

thought of this report and what I thought of lifting the ban. This

question had never before been presented to me, and I had never had

the opportunity to discuss it with anyone. I stated then what I

still believe, that I thought there ought to be a presumption that

people who wished to do so should be able to serve their country if

they are willing to conform to the high standards of the military,

and that the emphasis should be always on people's conduct, not

their status.

For me--and this is very important--this issue has never been

one of group rights but rather of individual ones, of the individual

opportunity to serve and the individual responsibility to conform to

the high standards of military conduct. For people who are willing

to play by the rules, able to serve and make a contribution, I

believed then and I believe now we should give them the chance to do

so.

Existing Situation

The central facts of this issue are not much in dispute. First,

notwithstanding the ban, there have been and are homosexuals in

military service who serve with distinction. I have had the

privilege of meeting some of these men and women, and I have been

deeply impressed by their devotion to duty and to country. Second,

there is no study showing them to be less capable or more prone to

misconduct than heterosexual soldiers. Indeed, all the information

we have indicates that they are not less capable or more prone to

misbehavior.

Third, misconduct is already covered by the laws and rules

which also cover activities that are improper by heterosexual

members of the military.

Fourth, the ban has been lifted in other nations and in police

and fire departments in our country with no discernible negative

impact on unit cohesion or capacity to do the job, though there is

admittedly no absolute analogy to the situation we face and no study

bearing on this specific issue.

Fifth, even if the ban were lifted entirely, the experience of

other nations and police and fire departments in the United States

indicates that most homosexuals would probably not declare their

sexual orientation openly, thereby making an already hard life even

more difficult in some circumstances.

But as the sociologist Charles Moskos noted after spending many

years studying the American military, the issue might be tougher to

resolve here in the United States than in Canada, Australia and in

some other nations because of the presence in our country of both

vocal gay rights groups and equally vocal anti-gay rights groups,

including some religious groups who believe that lifting the ban

amounts to endorsing a lifestyle they strongly disapprove of.

Clearly the American people are deeply divided on this issue,

with most military people opposed to lifting the ban because of the

feared impact on unit cohesion, rooted in disapproval of

homosexual lifestyles, and a fear of invasion of privacy of

heterosexual soldiers who must live and work in close quarters with

homosexual military people.

However, those who have studied this issue extensively have

discovered an interesting fact. People in this country who are aware

of having known homosexuals are far more likely to support lifting

the ban. In other words they are likely to see this issue in terms

of individual conduct and individual capacity, instead of the claims

of a group with which they do not agree, and also to be able to

imagine how this ban could be lifted without a destructive impact on

group cohesion and morale.

Shortly after I took office and reaffirmed my position, the

foes of lifting the ban in the Congress moved to enshrine the ban in

law. I asked that congressional action be delayed for six months

while the secretary of Defense worked with the Joint Chiefs [of

Staff] to come up with a proposal for changing our current policy. I

then met with the Joint Chiefs to hear their concerns and asked them

to try to work through the issue with [Defense] Secretary [Les]

Aspin.

I wanted to handle the matter in this way on grounds of both

principle and practicality. As a matter of principle, it is my duty

as commander in chief to uphold the high standards of combat

readiness and unit cohesion of the world's finest fighting force,

while doing my duty as president to protect the rights of individual

Americans and to put to use the abilities of all the American

people. And I was determined to serve this principle as fully as

possible through practical action, knowing this fact about our

system of government: While the commander in chief and the secretary

of Defense can change military personnel policies, Congress can

reverse those changes by law in ways that are difficult if not

impossible to veto.

For months now, the secretary of Defense and the service chiefs

have worked through this issue in a highly charged, deeply emotional

environment, struggling to come to terms with the competing

consideration and pressures, and frankly, to work through their own

ideas and deep feelings.

During this time, many dedicated Americans have come forward to

state their own views on this issue. Most but not all of the

military testimony has been against lifting the ban, but support for

changing the policy has come from distinguished combat veterans,

including Sens. Bob Kerrey, Chuck Robb, and John Kerry [of Neb., Va.

and Mass., respectively] in the United States Congress. It has come

from Lawrence J. Korb, who as an assistant secretary of Defense

enforced the gay ban during the Reagan administration, and from

former Sen. Barry Goldwater [Jr.], a distinguished veteran, former

chairman of the Senate Armed Services Committee, founder of the

Arizona National Guard and patron saint of the conservative wing of

the Republican Party.

Sen. Goldwater's statement, published in The Washington Post

recently, made it crystal clear that when this matter is viewed as

an issue of individual opportunity and responsibility rather than

one of alleged group rights, this is not a call for cultural license

but, rather, a reaffirmation of the American value of extending

opportunity to responsible individuals and of limiting the role of

government over citizens' private lives. On the other hand, those

who oppose lifting the ban are clearly focused not on the conduct of

individual gay service members, but on how non-gay service members

feel about gays in general and, in particular, those in the military

service.

These past few days, I have been in contact with the secretary

of Defense as he has worked through the final stages of this policy

with the Joint Chiefs. We now have a policy that is a substantial

advance over the one in place when I took office.

I have ordered Secretary Aspin to issue a directive consisting

of these essential elements: One, service men and women will be

judged based on their conduct, not their sexual orientation. Two,

therefore, the practice, now six months old, of not asking about

sexual orientation in the enlistment procedure will continue. Three,

an open statement by a service member that he or she is a

homosexual will recreate a rebuttable presumption that he or she

intends to engage in prohibited conduct, but the service member will

be given an opportunity to refute that presumption--in other words,

to demonstrate that he or she intends to live by the rules of

conduct that apply in the military service.

And four, all provisions of the Uniform Code of Military

Justice will be enforced in an evenhanded manner as regards both

heterosexuals and homosexuals. And, thanks to the policy provisions

agreed [to] by the Joint Chiefs, there will be a decent regard to

the legitimate privacy and associational rights of all service

members. Just as is the case under current policy, unacceptable

conduct, either heterosexual or homosexual, will be unacceptable

24 hours a day, seven days a week, from the time a recruit joins the

service until the day he or she is discharged. Now, as in the past,

every member of our military will be required to comply with the

Uniform Code of Military Justice, which is federal law and military

regulations, at all times and in all places.

`Honorable Compromise'

Let me say a few words now about this policy. It is not a

perfect solution. It is not identical with some of my own goals. And

it certainly will not please everyone, perhaps not anyone, and

clearly not those who hold the most adamant opinions on either side

of this issue. But those who wish to ignore the issue must

understand that it is already tearing at the cohesion of the

military, and it is today being considered by the federal courts in

ways that may not be to the liking of those who oppose any change.

And those who want the ban to be lifted completely on both status

and conduct must understand that such action would have faced

certain and decisive reversal by the Congress, and the cause for

which many have fought for years would be delayed, probably for

years.

Thus, on grounds of both principle and practicality, this is a

major step forward. It is, in my judgment, consistent with my

responsibilities as president and commander in chief to meet the

need to change current policy. It is an honorable compromise that

advances the cause of people who are called to serve our country by

their patriotism, the cause of our national security, and our

national interest in resolving an issue that has divided our

military and our nation and diverted our attention from other

matters for too long.

The time has come for us to move forward. As your commander in

chief, I charge all of you to carry out this policy with fairness,

with balance and with due regard for the privacy of individuals. We

must and will protect unit cohesion and troop morale. We must and

will continue to have the best fighting force in the world. But this

is an end to witch hunts that spend millions of taxpayer dollars to

ferret out individuals who have served their country well. Improper

conduct on or off base should remain grounds for discharge, but we

will proceed with an even hand against everyone regardless of sexual

orientation.

Such controversies as this have divided us before, but our

nation and our military have always risen to the challenge before.

That was true of racial integration of the military and changes in

the role of women in the military.

Each of these was an issue because it was an issue for society

as well as for the military. And in each case, our military was a

leader in figuring out how to respond most effectively.

In the early 1970s, when President [Richard M.] Nixon decided

to transform our military into an all-volunteer force, many argued

that it could not work. They said it would ruin our forces. But the

leaders of our military not only made it work, they used the concept

of an all-volunteer force to build the very finest fighting force

our nation and the world have ever known.

Ultimately, the success of this policy will depend in large

measure on the commitment it receives from the leaders of the

military services. I very much respect and commend the Joint Chiefs

for the good faith effort they have made through this whole

endeavor. And I thank [Joint Chiefs Chairman] Gen. [Colin] Powell,

the Joint Chiefs, and the commandant of the Coast Guard for joining

me today and for their support of this policy.

I would also like to thank those who lobbied aggressively in

behalf of changing the policy, including Congressman Barney Frank

[D-Mass.], Congressman Gerry Studds [D-Mass.], the Campaign for

Military Service, who worked with us and who clearly will not agree

with every aspect of the policy announced today, but who should take

some solace in knowing that their efforts have helped to produce a

strong advance for the cause they seek to serve.

I must now look to Gen. Powell, to the Joint Chiefs, to all the

other leaders in our military to carry out this policy through

effective training and leadership. Every officer will be expected to

exert the necessary effort to make this policy work. That has been

the key every time the military has successfully addressed a new

challenge, and it will be key in this effort, too.

Our military is a conservative institution, and I say that in

the very best sense, for its purpose is to conserve the fighting

spirit of our troops, to conserve the resources and the capacity of

our troops, to conserve the military lessons acquired during our

nation's existence, to conserve our very security and, yes, to

conserve the liberties of the American people. Because it is a

conservative institution, it is right for the military to be wary of

sudden changes. Because it is an institution that embodies the best

of America and must reflect the society in which it operates, it is

also right for the military to make changes when the time for change

is at hand.

I strongly believe that our military, like our society, needs

the talents of every person who wants to make a contribution and who

is ready to live by the rules. That is the heart of the policy that

I have announced today. I hope in your heart you will find the will

and the desire to support it and to lead our military in

incorporating it into our nation's great asset and the world's best

fighting force.

* * *

Defense Guidelines on Conduct

Following are the Defense Department's official guidelines on

homosexual conduct in the armed forces:

Accession Policy:

Applicants for military service will no longer be asked or

required to reveal if they are homosexual or bisexual, but

applicants will be informed of the conduct that is proscribed for

members of the armed forces, including homosexual conduct.

Discharge Policy:

Sexual orientation will not be a bar to service unless

manifested by homosexual conduct. The military will discharge

members who engage in homosexual conduct, which is defined as a

homosexual act, a statement that the member is homosexual

or bisexual, or a marriage or attempted marriage to someone

of the same gender.

Investigations Policy:

No investigations or inquiries will be conducted solely to

determine a service member's sexual orientation. Commanders will

initiate inquiries or investigations when there is credible

information that a basis for discharge or disciplinary action

exists. Sexual orientation, absent credible information that a crime

has been committed, will not be the subject of a criminal

investigation. An allegation or statement by another that a service

member is a homosexual, alone, is not grounds for either a

criminal investigation or a commander's inquiry.

Activities:

Bodily contact between service members of the same sex that a

reasonable person would understand to demonstrate a propensity or

intent to engage in homosexual acts (e.g., hand-holding or

kissing in most circumstances) will be sufficient to initiate

separation.

Activities such as association with known homosexuals, presence

at a gay bar, possessing or reading homosexual publications or

marching in a gay rights rally in civilian clothes will not, in and

of themselves, constitute credible information that would provide a

basis for initiating an investigation or serve as the basis for an

administrative discharge under this policy.

Speech within the context of priest-penitent, husband-wife or

attorney-client communications remains privileged.

Off-Base Conduct:

No distinction will be made between off-base and on-base

conduct.

From the time a member joins the service until discharge, the

service member's duty and commitment to the unit is a 24-

hour-a-day, seven-day-a-week obligation. Military members are

required to comply with both the Uniform Code of Military Justice

[UCMJ], which is federal law, and military regulations at all times

and in all places. Unacceptable conduct, homosexual or

heterosexual, is not excused because the service member is not "at

work."

Investigations and Inquiries:

Neither investigations nor inquiries will be conducted solely

to determine an individual's sexual orientation.

Commanders can initiate investigations into alleged

homosexual conduct when there is credible information of

homosexual acts, prohibited statements or

homosexual marriage.

Commanders will exercise sound discretion regarding when

credible information exists, and will evaluate the information's

source and all attendant circumstances to assess whether the

information supports a reasonable belief that a service member has

engaged in proscribed homosexual conduct. Commanders, not

investigators, determine when sufficient credible information exists

to justify a detail of investigative resources to look into

allegations.

Credible Information:

Credible information of homosexual conduct exists when the

information, considered in light of its source and all attendant

circumstances, supports a reasonable belief that a service member

has engaged in such conduct. It requires a determination based on

articulable facts, not just a belief of suspicion.

Security Clearances:

Questions pertaining to an individual's sexual orientation are

not asked on personnel security questionnaires. An individual's

sexual conduct, whether homosexual or heterosexual, is a

legitimate security concern only if it could make an individual

susceptible to exploitation or coercion, or indicate a lack of

trustworthiness, reliability, or good judgment that is required of

anyone with access to classified information.

The Threat of Extortion:

As long as service members continue to be separated from

military service for engaging in homosexual conduct, credible

information of such behavior can be a basis for extortion. Although

the military cannot eliminate the potential for the victimization of

homosexuals through blackmail, the policy reduces the risk to

homosexuals by making certain categories of information largely

immaterial to the military's initiation of investigations.

Only credible information that a service member engaged in

homosexual conduct will form the basis for initiating an inquiry

or investigation of a service member; suspicion of an individual's

sexual orientation is not a basis, by itself, for official inquiry

or action.

Extortion is a criminal offense, under both the UCMJ and U.S.

Code, and offenders will be prosecuted. A service member convicted

of extortion risks dishonorable discharge and up to three years

confinement. Civilians found guilty of blackmail under the U.S. Code

may be subject to a $2,000 fine and one-year imprisonment. The risk

of blackmail will be addressed by educating all service members on

the policy and by emphasizing the significant criminal sanctions

facing convicted extortionists.

Outing:

A mere allegation or statement by another that a service member

is a homosexual is not grounds for official action. Commanders

will not take official action against members based on rumor,

suspicion or capricious allegations.

However, if a third party provides credible information that a

member has committed a crime or act that warrants discharge, e.g.,

engages in homosexual conduct, the commander may, based on the

totality of the circumstances, conduct an investigation or inquiry,

and take non-judicial or administrative action or recommend judicial

action, as appropriate.

Commanders are responsible for initiating an investigation when

credible information exists that a crime or basis for discharge has

been committed. The commander examines the information and decides

whether an investigation by the service investigative agency or a

commander inquiry is warranted or if no action should be taken.

Harassment:

Commanders are responsible for maintaining good order and

discipline.

All service members will be treated with dignity and respect.

Hostile treatment or violence against a service member based on a

perception of his or her sexual orientation will not be tolerated.

Information found by the Fulcrum Knowledge software SearchServer/Surfboard

SIRS Knowledge Source ô

Copyright © 1999 SIRS Mandarin, Inc.

All rights reserved.

*attachment # 3

Research Log

Topic written as a thesis statement: ____________________________________________________________________________________________________________________________________________________________

Date: __________________________

Search engine (ex. yahoo) or database (ex. Sirs Researcher): ____________________________

Key words or phrase used (include use of " " or AND): ______________________________________________________________________________

Does URL address contain (circle one)? org. com. gov. edu.

What is the source? _____________________________________________________________

What are the author(s) sources?____________________________________________________

What is the date of the article? __________________________

Does the article support the thesis statement? _______________

What support does it provide? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Is their a restriction or qualifier to the support? ____________________________

If yes, explain. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Does the article support the opposite point of view? _________________________

Does the article contain background information or definitions?______________________

Is this article worth copying and pasting into my file? (see instructions) __________________________ What did I save it as? _________________________________

Do I have the information necessary to cite the article (ex. URL address)?__________________

*attachment #4

Information Access in the Library for Electronic Resources

Learning Experience

Beth Geatrakas

1. Learning Context

To succeed with this learning experience, a student must know how to:

a. Determine his or her information needs

b. Identify the resources which will contain this information, using both hard copy and electronic resources

c. Locate the various resources within the library and on the computer

d. Access the information within these resources

® e. evaluate the validity and applicability of the information found

® f. use the accessed information to create a meaningful finished product

Procedure

The students are introduced to the various resources available to them by the teacher. While the hard copy material (books from the circulating and reference collections, newpaper and magazine paper indexes, and magazines and newspapers) are shared , the emphasis of instruction is placed on the electronic resources. These resources include the search engines and browsers which allow access to the internet, electronic encyclopedias, and commercial electronic databases available in the library. Special instructional time is given to the following:

a. Web browsers such as Netscape Communicator and Microsoft Explorer- the purpose of these browsers is explained to students, so that they understand the browser is what allows them access to the World Wide Web.

b. Search engines such as Yahoo, Webcrawler, Dogpile, Altavista- the students are introduced to the idea of using a search engine to search an internet index, allowing sites relevant to their search topics to be located. Careful differentiation should be made, so those students understand the difference between using a search term and using a URL.

c. Commercial databases available in the library. At MEHS, we have SIRS Researcher, UMI Proquest, Electric Library, and Newsbank Newsfile. These are all full-test online commercial databases, updated regularly, which students search using keyword search techniques. Keyword versus subject heading searching is briefly discussed, helping students understand how one type of search could expand or narrow a search, changing the number and kinds of hits the student will get. Examples specific to the project are given (ie. capital punishment or death penalty).

d. Boolean searching-The concept of Boolean logic and searching is introduced to students. This will allow the students to manipulate the results of their searches. Using Venn diagrams on an overhead, the students can be shown how to use the and, or, and not Boolean terms to broaden or narrow their searches.

e. Internet site evaluation-This is very strongly emphasized, as the Internet is completely unregulated, and just about any material can be found. The students are instructed to consider the sites they access in the following ways:

1. Credentials of the author

2. Reputation of the institutional affiliation

3. Copyright or last update of the site

® Electronic encyclopedias

Instructional/Environmental Modifications

There are several modifications which need to be made in order to successfully accomplish this learning experience. While some of the instruction can be accomplished in a large group setting (the broad concepts of the browsers, the search engines, Boolean searching, and Internet site evaluations), some of the instruction is much more effective when done in small groups, or even one-on-one. The individual databases which are available lend themselves to individual instruction at the computer, where the teacher is able not only to show the student the intricacies and quirks of each database interface, but also to help the student to customize the search for their own topic, as each one tends to differ slightly in its approach.

Materials and Supplies

Students will require citation/fact sheets which have been customized to the various kinds of resources which they will be using. These sheets are extremely useful for allowing the students to collect all the facts they need from the source, as well as the data they will need to cite the source, something they must do in order to use the information they found in that source. The rule in this project is: "If you can't cite it, you can't use it", and the teacher always asks for proof of citation when looking at facts. Students will also need 3x5 cards on which to organize their facts, allowing them to present a coherent speech. Computers, of course, are needed for internet searching.

The teacher will need an overhead to present ideas to student during the large group instruction. Ideally, the teacher could use an LCD projector, which would allow instruction to the group directly from the computer.

Assessment Tools and Techniques

The following techniques should be used to monitor progress:

A weekly research log will be kept by each student and will be monitored by the teacher and/or media specialist on a weekly basis. The log should be specific as to which databases and search engines have been accessed, enabling the student and teacher to avoid duplicating efforts at a later stage of the research. The log monitoring need not take more than 5 to 10 minutes, allowing the student and teacher the opportunity to touch base and ascertain that the student is on the right track, finding relevant and useful information. If this is the case, the student can be instructed to continue with his research. If not, the teacher has the opportunity to redirect the student and help them begin to find good material.

The following tools should be used:

A checklist should be used by the student from the beginning of the project, helping the student to stay on task and on schedule. Once a student begins to fall behind, it is very difficult for him to catch up.

Time Required

Planning should begin several weeks before the project actually starts, as there are quite a few faculty members who are involved in the project and must coordinate their efforts. This particular learning experience, within the learning unit, must be an integral part of the unit, as the entire finished product is dependent on the quality of the research.

The implementation of this experience will require about one week of classroom time. Instruction requires one to one and a half instructional periods. This leaves approximately three days for intense research, with plenty of individual instruction time. Each student should be able to get a good start on finding some valuable information.

Assessment of this experience is observational in nature, and is ongoing from the time the large group instruction has been completed and the students are allowed to begin their individual research.

Student work derived from this learning experience is found in the final product of the learning unit. This will be included in the Pro/Con final product.

Reflection

More opportunity to work with students on individual research techniques would be beneficial, it would seem. At times, a blanket approach is all there is time for, and with such varying research topics, this approach is not entirely satisfactory. The learning standards met in this experience are more universal in nature than many of the standards, in that they are found in all the subject areas in one form or another. Research and investigative skills are needed in any field, both in the academic world and in the work placee and the skills these students are learning will serve them not only in other subjects, satisfying other learning standards, but also as they leave school and become contributing members of our culture. This experience, I believe, reflects the very best current scholarship in the information field, as it teaches not only research skills for the present need, but also helps to create individuals who understand the mechanics of research, enabling them to become lifelong information seekers and users. This is a skill they will continue to need in an ever-increasingly information directed-world.

LIBRARY CITATION AND NOTE SHEET

Citation Information / Internet

Text Author_______________________________________________________

Title of Material____________________________________________________

Publication Information for Printed Source____________________________

Date of Material____________________________________________________

Title of Database____________________________________________________

Publication Medium(Online)__________________________________________

Name of Computer Service___________________________________________

Date of Access______________________________________________________

URL_______________________________________________________________

Notes from this source

1.

2.

3.

4.

5.

6.

*attachment #5

Generic Outline and Essay Instructions

Developing your thoughts for an essay is easy if you use an outline.

Step 1. Write the outline. Remember...the introduction and conclusion DO NOT appear on the outline.

Topic

I. Idea 1-paragraph 2 *Examples: history of element-Science

changes-English

reason #1-Social Studies

A.

B. Support for idea 1

C.

II. Idea 2-paragraph 3 *Examples: properties of element-Sci.

choices-Eng.

reason #2-Soc. Studies

A.

B. Support for idea 2

C.

III. Idea 3-paragraph 4 *Examples: uses of element-Sci.

losses-Eng.

reason #3-Soc. Studies

A.

B.

C.

Step 2. Write your introduction. Your introduction should be constructed as follows:

Hook

Relate hook to topic

General information about topic

Briefly state what information you will be covering in your essay-from outline- idea 1, 2 & 3

Topic sentence (main point or thesis statement)

Step 3. Using your outline, write the 3 body paragraphs. Donít forget transition sentences. Transition sentences may be located at the end of the paragraph or at the beginning of the next paragraph.

Ex. The properties of plutobaddoggium determine its uses.-Sci.

The changes you experience in life may determine your choices-Eng.

Step 4. Write your conclusion. Your conclusion should be constructed as follows:

Restatement of topic

Repetition of highlights of paper

General insight gained (some special comment you can make about your topic)

Step 5. (If you are doing a research paper) On a separate sheet of paper, write your Works Cited (alphabetically). Use your assignment book for correct format.