Web+Literacy+2



=**Lesson 2 : URLs, Parts 1 and 2**=


 * Aim:**

How do we explore the grammar of the Internet? How do we read a URL? How do we truncate a URL?


 * Common Core State Standards:**


 * CCSS.ELA-Literacy.W.11-12.7** Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


 * CCSS.ELA-Literacy.W.11-12.8** Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


 * NETS Standards** (From ISTE International Society for Technology in Education)


 * 6. Technology Operations and Concepts**

a. Understand and use technology systems b. Select and use applications effectively and productively d. Transfer current knowledge to learning of new technologies


 * Objectives:**

Students will learn how to decipher a URL. Students will learn how to truncate a URL.


 * Vocabulary:**


 * URL
 * truncation
 * link
 * HTML
 * XHTML
 * XML
 * Web browser
 * World Wide Web
 * Internet
 * server
 * home page


 * Do-now 1:**

Go to easywhois.com and find out when csihighschool.org was created and when it expires and who it is registered to.


 * Class Activity, Part 1:**


 * Survey of Internet Usage by Students (Do not interview your parents or other adults for this assignment! You will interview older folks for the next assignment).**

1) According to a study by the Pew Internet & American Life Project, many students rely on the Internet to help them in their academic work. Survey five students to find out how they use the Internet for their studies. Listen for their answers to see if they mention items a through e, as outlined in step 2.

2) Tabulate how many of the five students use the Internet for each of the following purposes:

a) To look up information, to act as a reference library, or to get sources for reports, presentations, and projects b) To plagiarize content or cheat c) To collaborate with classmates on projects, or to study or share class notes with classmates d) To keep track of class schedules, assignments, and syllabi e)To choose a university, major, or future career path

3) Ask the students whether they have access to the Internet during class time under teacher direction or only outside of class or during lab time. As a follow-up question, ask how effective they think that approach is.

4) Find out whether they feel there are differences between students who have Internet access at home and those who do not. Write a paragraph explaining what those differences are and how they might impact academic work.

5) Summarize the importance of the Internet to students, according to the results of your survey.


 * Assignment is due in one week. You may begin this assignment in class by interviewing a class peer.**


 * Do-Now 2:**

1) What are the TLDs (Top Level Domains) of each of the following Web sites?

@http://www.amnh.org/exhibitions/permanent-exhibitions/human-origins-and-cultural-halls/anne-and-bernard-spitzer-hall-of-human-origins/promos/for-educators

@http://smithsonianscience.org/2013/05/forensic-analysis-of-17th-century-human-remains-at-jamestown-va-reveal-evidence-of-cannibalism/

@http://metmuseum.org/learn/for-educators/publications-for-educators

@http://www.louvre.fr/sites/default/files/medias/medias_fichiers/fichiers/pdf/louvre-plan-information-english.pdf

@https://www.rijksmuseum.nl/en/research-and-library/rijksmuseum-research-library


 * During Class:**

Click on the URL below and open in a new Web page. Truncate it by clicking at the end of the Web address and deleting all characters up to the previous left slash. Each time you delete to the previous slash, you move up a level in the organization of the site:

@http://www.amnh.org/exhibitions/permanent-exhibitions/human-origins-and-cultural-halls/anne-and-bernard-spitzer-hall-of-human-origins/promos/for-educators


 * Class Activity, Part 2:**

1) Visit the URL next to your name. Read the pages and answer these questions on your wiki. Make a new page on your wiki and name it Web Literacy 2 with today's date. Then create a table with 2 columns and 13 rows. Copy and paste the question into one box and your answer into the box next to it.:


 * What is the URL of the page you visited?
 * What is the page about?
 * Is it selling something?
 * Is it simply providing you with information?
 * What is the site about?
 * What do you think about the site?
 * Do you agree with it?
 * Disagree with it?
 * Believe it?
 * Don't believe it?
 * Do you notice anything else about the site?
 * What if you truncate the URL? (Some of these sites you can't truncate).
 * Once you have truncated the URL, if you can, do all the pages of the site have a common theme or subject?

2) Create a second table with 2 columns and 24 rows for the following questions and copy and paste the question into one box and your answer into the box next to it.


 * 1. || This Web site is fun to explore. ||  ||   ||   ||   ||   ||
 * 2. || This Web site connects (links) to other useful or interesting Web sites. ||  ||   ||   ||   ||   ||
 * 3. || There is a menu or site map that lets me know what information is on the Web site. ||  ||   ||   ||   ||   ||
 * 4. || This Web site provides a help function or a help button that I can use at any time. ||  ||   ||   ||   ||   ||
 * 5. || The visual layout of this Website attracts my attention. ||  ||   ||   ||   ||   ||
 * 6. || This Web site allows me to communicate with its creator(s) or author(s), if needed. ||  ||   ||   ||   ||   ||
 * 7. || I can read and understand most or all of the words used at this Web site. ||  ||   ||   ||   ||   ||
 * 8. || This Web site makes it easy to search for information. ||  ||   ||   ||   ||   ||
 * 9. || This Web site has unique or unusual features that make it more interesting. ||  ||   ||   ||   ||   ||
 * 10. || The information at this Web site is useful to me. ||  ||   ||   ||   ||   ||
 * 11. || This Web site is well-organized. ||  ||   ||   ||   ||   ||
 * 12. || I do not need special skills or experience to use this Web site. ||

.
 * 13. || A variety of formats on this Web site (e.g. text, images, sounds, videos) helps keep my attention without limiting access for persons with disabilities. ||  ||   ||   ||   ||   ||
 * 14. || The information at this Web site is accurate and up-to-date. ||  ||   ||   ||   ||   ||
 * 15. || No matter where I am in this Web site, I can return to the home page or exit the website completely. ||  ||   ||   ||   ||   ||
 * 16. || I am able to access all information at this Web site. ||  ||   ||   ||   ||   ||
 * 17. || This Web site provides ways for me to interact and participate (e.g. social networking, games, polls, commenting, etc.) ||  ||   ||   ||   ||   ||
 * 18. || The Web site's information is provided by credible sources. ||  ||   ||   ||   ||   ||
 * 19. || I was able to find the information I needed at this Web site. ||  ||   ||   ||   ||   ||
 * 20. || I can control how fast I move through this website at all times. ||  ||   ||   ||   ||   ||
 * 21. || The content on this Web site is engaging and interesting. ||  ||   ||   ||   ||   ||
 * 22. || Any visuals or sounds included in this Web site help clarify or describe the topics presented. ||  ||   ||   ||   ||   ||
 * 23. || The features on this Web site (such as buttons, links and other navigation mechanisms) work the way they should. ||  ||   ||   ||   ||   ||
 * 24. || I am able to navigate and click to different parts of this Web site to choose the information I want to see. ||

@https://www.embryodonation.org/ **(Krista)**

@http://www.beefnutrition.org/

@http://www.nwf.org/

@http://ohioline.osu.edu/anr-fact/hogweed.html

@http://www.cicadamania.com/cicadas/category/cicada-killer-wasps/

@http://www.setilive.org/ **(Liam)**

@http://www.iceman.it/en/oetzi-the-iceman **(Timmy)**

@https://www.embryodonation.com/home.php **(Michael G.)**

@http://www.cdc.gov/phpr/zombies.htm **(Eric)**

@http://www.animalplanet.com/tv-shows/finding-bigfoot/about-bigfoot/bigfoot-field-researchers-organization/

@http://www.martinjetpack.com/ **(Junlang)**

@http://www.clubpetresorts.com/ **(Valanti)**

@http://www.bringfido.com/ **(Dylan)**

@http://www.embryoadoption.org/ **(Maritza)**

@http://zapatopi.net/cascadia/

@http://www.palouseprairie.org/invertebrates/palouseworm.html

@http://damninteresting.com

@http://www.sudftw.com/jackcon.htm

@http://descy.50megs.com/akcj3/bmd.html **(Vincent)**

@http://gatt.org/ **(Anthony****)**

@http://www.weathergraphics.com/tim/fisher/ **(****Vincente****)**

@http://www.fulkerson.org/ancestors/buyanancestor.html **(Michael L.)**

@http://www.genochoice.com/ **(Danielle)**

@http://malepregnancy.com/ **(Brendan)**

@http://www.dhmo.org/dihydrogen-monoxide/dihydrogen-monoxide.html **(Aaron)**

@http://www.thedogisland.com/ **(John)**

@http://www.molossia.org/countryeng.html **(Yasmeen)**

@http://zapatopi.net/treeoctopus/ ** (Michael R.) **

@http://www.improbable.com/airchives/classical/cat/cat.html

@http://www.bigredhair.com/robots/index.html

@http://zapatopi.net/afdb/

@http://www.deadlysins.com/guineaworm/index.htm **(Nicholas P.)**

@http://petsorfood.com/ **(Sean)**

@http://www.stephenswork.com/funkyshoes/index.html

@http://www.furnetics.com/

@http://www.icrwhale.net/

@http://www.sandman.com/telco.html

@http://www.ufos-aliens.co.uk/cosmicapollo.html

@http://www.savetherennets.com/ **(Christina)**

@http://www.google.com/googlegulp/

@http://www.ovaprima.org/

@http://dreamweaverstudios.com/moonbeam/moon.htm

@http://www.absolution-online.com/confessional/ **(Philip)**

@http://www.bandersnatch.com/guide.htm

@http://www.miketheheadlesschicken.org/ **(Nicholas S.)**

@http://www.hetracil.com/

@http://havidol.com/ **(****Jonathan****)**

@http://www.mjt.org/

@http://www.modernplasztika.co.hu/audioful_eng.html **(Taylor)**

@http://www.petroldirect.com/

@http://www.license.shorturl.com/

@http://www.finalcurtain.com/

@http://city-mankato.us/

@http://www.clubbo.com/

@http://www.ruritania.net/

@http://www.preparingforemergencies.co.uk/

@http://rythospital.com/ **(Christopher)**

@http://ding.net/bonsaikitten/

@http://www.geoffmetcalf.com/bread.html

@http://www.buydehydratedwater.com/ **(Anthony)**

@http://www.widescreenmuseum.com/flikfx/default.htm

@http://www.umbachconsulting.com/miscellany/velcro.html

@http://216.92.161.155/research/AIDSFACTS.htm

@http://www.whirledbank.org/

@http://www.lipbalmanonymous.com/ **(Maimouna)**

@http://www.allaboutexplorers.com ** (Haley) **

@http://www.fvza.org/

@http://australianmuseum.net.au/Drop-Bear **(Moniaya)**

@http://news.bbc.co.uk/2/hi/health/2284783.stm

@http://www.alexchiu.com/

@http://www.dhmo.org/

@http://www.dowethics.com/

@http://www.idchip.com/s1/entry.htm

@http://www.lasikathome.com/

@http://www.mslinux.org/

@http://umclibrary.crk.umn.edu/MCG/index.htm

@http://www.newtechusa.com/ppi/main.asp

@http://descy.50megs.com/descy/webcred/webcred/Fredericton.html

@http://www.waterfall2006.com/

@http://news.cnet.com/2100-1041_3-999509.html

@http://www.babysmasher.com/

@http://www.license.shorturl.com/ **(James)**

@http://www.finalcurtain.com/

@http://kreskytv.com/

@http://mailorderhusbands.net/love/order/

@http://www.ninjaburger.com/

@http://www.origamiboulder.com/

@http://www.timetravelfund.com/

@http://www.yogakitty.com/ **(Aja)**

@http://www.capnwacky.com/eGad/main.html


 * Homework, Part 1: **


 * Share/Reflect:** Questions for extended thought and discussion to be answered on your blogs. Log in to your blogs, create a new post, cut and paste the questions below, and answer them on your blog post. 4-6 sentences is sufficient for each answer.

1) If you believe that all students should be Web literate, what is the best strategy for your school to prepare you with this skill? Explain. 2) What skills should all teachers have to be Web literate? Explain. 3) What role should school filtering play in your school district? Explain why schools should block or not block Web sites. 4) Do you believe the Internet is as big a transformer of culture as the printing press? Explain. 5) If yes, what parts of our culture do you believe will be most affected? Explain.


 * Homework, Part 2:**

Go to this page: @http://m.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/, and read the article, **Is Google Making Us Stupid?** in //The Atlantic//.

Open up your blogs, create a new blog post, copy and paste the questions below, and answer them on your blogs. 2-4 sentences is sufficient for each answer.

1. Why does the author, Nicholas Carr, feel like his mind is changing as a result of the Internet?

2. How does doing research today compare with doing research in a library in the old days, before the Internet? (I know you weren't around 20 years ago, but answer this based on what knowledge you have gathered about libraries in your lifetime).

3. How have Nicholas Carr's reading habits changed because of the Internet?

4. How is reading online different than reading a long article or book? Is there a difference? Explain.

5. Do you agree or disagree that our minds think like computers? Explain.

6. Do you agree or disagree that the computer "is subsuming most of our other intellectual technologies?"

7. Why do you think //The New York Times// changed its format? Do you think it was a good idea or a bad idea? Why?

8. What does Nicholas Carr mean by "knowledge work?"

9. Do you agree or disagree that Google has been successful in its mission "to organize the world's information and make it universally accessible and useful?"

10. How does Google's mission compare with a library's mission in light of the fact that there is no fiction or nonfiction section on the Internet, but there is a fiction and a nonfiction section in a library, and that all the books are organized on the shelves in a library, but "scattered on the floor" of the Internet?

11. Do you think it would be a good thing if your own brain and intelligence were "supplemented, or even replaced, by an artificial intelligence?"

12. Do you think that the human brain is "just an outdated computer that needs a faster processor and a bigger hard drive?" Why or why not?

13. What do you think about your own surfing habits, the links you click on and the pages you view, being an opportunity for "Google and other companies to collect information about you and to feed you advertisements?"

14. How does the above compare to reading a book? Do you agree or disagree that companies online, collecting data about us by what we click on and view, are using subversive tactics to discourage "leisurely reading," and "slow, concentrated thought?" Are you yourself driven to distraction while on the Web? How or how not?

15. Do you agree with Socrates that the development of writing led to people using the written word as a substitute for the knowledge they carried around in their heads? Why or why not?

16. Do you think the Internet is doing the same thing? Why or why not? How or how not?

17. How do your own reading habits compare to what Nicholas Carr describes in this article?

18. So, do you think Google really is making us stupid? Why or why not? How or how not?


 * Extra credit question:** If you have seen the movie, //2001: a Space Odyssey//, do you agree with Nicholas Carr's interpretation about Hal the computer character in the movie? Explain.


 * Exit ticket:**

Click on the link below and follow the instructions:

@http://padlet.com/psarles/exitticket2


 * Source:**

November, Alan (2008). //Web literacy for educators//. Thousand Oaks, CA : Corwin Press.