According to ACRL (2016), Information Literacy (IL) is the “set of skills needed to find, retrieve, analyze, and use information.” Myriad of information over the internet was growing and was becoming accessible.Therefore, as teachers we should teach and help students to develop skills and competencies in searching the Web and using information for intellectual and holistic growth to successfully thrive in this digital age.In this lesson we will provide quality web-based resources for students to explore Information Literacy and the salient sub-topics on Plagiarism and Web Searching.The following activities allow students to gain in-depth understanding of our topic.  Happy Teaching!

This lesson contains three student experiments: How Light Travels, Comparing Light Sources, and Reflective Surfaces.

This lesson contains three student activities: Rainbows, Refraction with Prisms, and What Color Is It?

This collection uses primary sources to environmental preservation in the Progressive Era. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore the Equal Rights Amendment. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

A comic boar game based on the Erie Railroad wars. Owner of the railroad James Fisk has slipped to the ground after trying unsuccessfully to scale the greased pole. Coins and a bill marked "Erie" fall from his pockets. Among the men who jeer at his predicament is Cornelius Vanderbilt, who, throughout 1868 and 1869, tried unsuccessfully to seize control of the Erie by buying into its stock. At right are directions for the game: "Use two Dice thrown together; if the sum of the throw is an even number, the player places his chip on the first number of the pole and is entitled to successive throws unti his throw is an odd number, in which case the chip is moved down one number, (or off, if on the first square), and the play is made by the next in turn. Doublets entitle the player to move his chip two squares. The game is completed when the successful chip has passed the highest square and is thrown off."|Crichton & Co., Publishers, New York.|Entered . . . 1869 by D.W. DeForest . . . New York.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1869-3.

Students will read the provided complex text about erosion and use the outdoor space to verify or deny the content of the text in the real-world setting.

Students will read the provided complex text about erosion and use the outdoor space to verify or deny the content of the text in the real-world setting.

Students will read the provided complex text about erosion and use the outdoor space to verify or deny the content of the text in the real-world setting.

In this lesson, before reading, students establish a purpose for reading informational text by turning the title and subtitles into questions.

This site offers geography and history activities showing how two years in history had an indelible impact on American politics and culture. Students interpret historical maps, identify territories acquired by the U.S., identify states later formed from these territories, examine the territorial status of Texas, and identify political, social, and economic issues related to the expansion of the U.S. in the 1840s.

In this project, students research a current or past instance of ethnic or religious conflict from around the world such as ethnic cleansing and genocide. Following research, students present and reflect on causes and effects of the conflict. The project was designed for AP Human Geography but can be adapted to any global studies or issues courses.

With so many people getting their news from their social media newsfeed, how can they evaluate what is good and what might be fake?  With the help of a Youtube video on the subject, student do some evaluating.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"

In this lesson, students will learn about a topic in three different text formats. They will then evaluate each format to determine the pros and cons. Students will also assess the credibility of each text.

In this NASA video, scientists describe how the Extreme Ultraviolet Variability Experiment will sample and track the Sun's ultraviolet irradiance, providing a detailed time sequence of extreme ultraviolet output -- data that can provide advance warning for potentially disruptive energy bursts.

Another in the series of "Spoodlyks's" satires on the Glentworth affair. (See also nos. 1840-60, -61, and -63). Here the artist portrays Glentworth's attempt to remove evidence in the vote fraud inquiry from the recorder's office, and the ensuing scuffle involving the sheriff, the mayor, and the recorder. In the cartoon the recorder's office has erupted in a brawl. Glentworth (center) stands clutching the package of evidence to his chest. City recorder Robert H. Morris (left) and sheriff Jacob Acker, with a writ of replevin in his pocket, try to wrest the package from Glentworth. Sheriff: "By virtue of this writ I claim the package." Morris: "No you dont Mr. Sherriff." Glentworth: "This is my property and I'll Keep it at the risk of my life." On the left Mayor Isaac Varian struggles with another man. Varian says, "The package is gone Officers shut the door." A third man comments, "I like that. Shut the door When the horse is stolen." Others lament "O.K. orful Konspiracy." and "O.K. orful Katastrophe." and "O.K. help the journal of Kommerce." The term "O. K.," standing for Van Buren's nickname Old Kinderhook, was a watchword of Loco Foco Democrats during the election campaign of 1840.|Drawn by "Spoodlyks".|Printed & published by H.R. Robinson, 52 Cortlandt St. N.Y. & Pennsa. Avenue Washington D.C.|Title appears as it is written on the item.|Weitenkampf, p. 171.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1840-62.

Developed for students in advanced ESL/ELL classes as well as for native English speakers with low reading skills, this group lesson focuses on the formulation of inferences, and the relevant explicit details which support each inference. The initial presentation highlights the skill of making inferences in a real-world context, then transitions to the literary context. Students read selected chapters of The House on Mango Street, by Sandra Cisneros, a core text in many junior high and high school curricula across the United States. The students read out loud. Then, in groups they formulate inferences based on what they have read. Using sentence strips, they summarize the inference as well as cite the textual details which support each inference.

Students will practice authenticating online source material as well as strategies for determining the reliability of information. This lesson is part of a media unit curated at our Digital Citizenship website "Who Am I Online?"