Lesson 1 - Activity 1.1 - 1.2

Efficiently Formulating a Solid Research Question

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An understanding of the context in which a work was created can sometimes enrich one’s reading experience and cast light on aspects of the work that might otherwise be perplexing. In this lesson, you will prepare to conduct research on the era surrounding 1915 to gain background knowledge for reading Charlotte Perkins Gilman’s utopian novel Herland. Because utopian fiction often includes criticism or commentary of society, this research will provide you with a context for better understanding the novel. First, though it is helpful to practice developing an efficient approach to your research.

Benchmark:

ISTE #3: Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Learning Target

I can demonstrate appropriate use of print and digital resources to build background knowledge necessary for understanding how a writer of utopian fiction may comment on the political, economic and/or health issues of a particular period in history.

Essential Question

What is the appropriate first step for using digital tools to gather information?

You will Need

 A digital device with Internet access

One class period

Resource

A Perfect World, Youtube video

 “Developing a Research Question”

Activity 1

STEP 1. Access and read “Developing a Research Question”

 Keep this resource available and open as you work to ensure that your research questions meet the criteria spelled out.

STEP 2.

In your teacher-assigned collaborative group, brainstorm 8-10 possible questions about life in 1915, such as government, education, rights, family, economics. Record your list of questions, which will serve to guide your research.

Activity 2:

STEP 1. For a context on what exactly a utopia is, view Utopia: The Perfect World, a YouTube video.

STEP 2.

Task 1: As a group, decide what aspects of life in 1915 you should investigate in order to have a broad understanding of the issues of the day. Look at the questions you wrote in Activity 1. Revise 4 or 5 of them into strong research questions, keeping in mind what you learned in Step 1.

Task 2:

Considering the questions you developed in Task 1, now write one solid overall research question for your group. The question should encompass all of the aspects of life you intend to research.

 Turn in the questions generated in Tasks 1 and 2.

Use the checklist below to make sure you’re on track.

• Clearly written?
• Focused?
• Appropriately complex?
• Appropriate to task and audience?

Task 3: 

Divide the research aspects among group members so you all know who will be responsible for each aspect in Lesson 2. Record your decision and keep this document.