1. Lesson 36 Collecting Resources Audience Analysis Lesson Goals Evaluate and choose sources appropriate to the guiding question Identify relevance of information from secondary sources to research questions Summarize and synthesize information from a secondary source Produce an annotated bibliography Analyze how presenters can encourage active engagement by listeners and overcome barriers to listening Construct and oral presentation plan, organizing information around key concepts Use levels of questioning to generate and evaluate questions for listening

2. Springboard, Page 352 5.7 Collecting Resources  Vocabulary Section in TKAMB Packet  Bibliography: a list of the sources used for researched.  May also be called Works Cited Annotated Bibliography: includes comments or summaries about each of the sources and the information found there

3. Today…  You and your group are going to collect different sources for you presentation today  You will need 5 sources (Wiki is not an option)  For each source, you will have an annotated bibliography  Two parts to an annotated bibliography to help track and process research  Bibliographic citation  Annotation (a brief summary or commentary or what the source is about)

4. Annotation  You will need three things for your annotations  1) a summary of the information you found  2) an assessment of the degree to which the source was helpful in your research  3) a reflection on how the information might be used in your presentation

5. Examples  For an article  Author(s). “Title of Article.” Magazine Title. Publication date or issue: page number.  Edmonds, Rick. “Jim Crow: Shorthand for Separation.” FORUM Magazine. Summer 1999: 7.  Edmonds reviews the origins of the term “Jim Crow” and the significance of Jim Crow laws and customs as a social factor in the South. He also traces how awareness of the term’s meaning has changed over time as our society has become more politically correct. This source was helpful for understanding how racial attitudes led to the creation of separate-but-equal laws. We might use it to show how political the term became in the 1930s and through 1960s.

6. Web Site  Author(s). “Name of Page.” Date of Posting/Revision. Name of Institution/Organization Affiliated with the Site. Date of access.  Martin Luther King, Jr., National Historic Site. “Jim Crow Laws.” 15 Nov. 2004. National Parks Service. 5 January 2008. http://www.nps.gov/malu/documents/jim_ccrow_laws.htm http://www.nps.gov/malu/documents/jim_ccrow_laws.htm  This site gave a shocking list of laws that existed across the South—but also in other states (such as Arizona and Wyoming). It shows how Jim Crow regulated things ranging from the use of public facilities and transportation to marriage and schools. We might use it to engage our audience with some shocking examples – or to challenge their belief that this only happened in the South.

7. Secretary  The secretary needs to be the official recorder of this annotated bibliographies  They will need to be in alphabetical order  Each group member should contribute a source and annotation