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ESTIMATED TIMING: ● approximately one 50-minute lesson NOTE TO TEACHER: Throughout this lesson, there are opportunities to click links for search results if you have live Internet access. These links are expressed within most query brackets (e.g., [ constitution ]). If you do not have Internet access in your classroom, click the links for slides (e.g., Slide 7) prior to class and print out screen shots to show on a document camera to your students, on an overhead, or through hard copies. In some lesson points, there are slides only as an instructional tool. Also please note that the actual square brackets around each query should not be typed into Google. They represent what words and phrases should be actually typed into the search box. LESSON DETAILS : 1. Set the stage. If you are coming to this lesson from either Beginner or Intermediate Lesson #4, students have been learning the types of sources that may hold different kinds of evidence. Now they will start learning to judge the credibility of a given source. Their level of sophistication for dealing with issues of credibility may vary, so interact with this material as is appropriate for your particular set of students. 2. Pose prompt to students. Use the Think-Pair-Share strategy in which students think about an answer to this question, partner with another to discuss, and then share out with the whole class: What kinds of sources should you use when completing an assignment [or working on a project]? Make a list of student responses on an easel or whiteboard for students to see. Or you might merely review the list of sources generated from Lesson #4. Make the point, if students have not, that knowing the task helps them determine which kinds of sources to access and use. If students are coming from the Beginner Lessons, they should be able to talk about different media (e.g., images, videos, books, web pages, news articles) and different types of primary sources, as well (e.g., letters, journals, maps). If students are coming from Intermediate Lessons, they should additionally be able to name formats of web pages, such as blogs, wikis, and reference sites. 3. Introduce notion of credible sources. ● As a class, review the list of responses (or revisit the list from Foundation Lesson #4). Ask the question: “Besides knowing what your task is, what is critical about each of these sources if you are going to use them to support a claim or provide information about a topic?” To help them contribute these kinds of entries —reliable, credible, trusted, accurate, unbiased, balanced— conduct an activity and introduce it by saying: “You have generated an impressive list of what you look for when deciding what sources to use. I am going to read you two different excerpts from sites. After you listen, be prepared to answer our question again .” ● Feature “Source Information” on a document camera, handout, or show Slide 2-3 . Read each of the two examples one at a time and pause to discuss students’ impressions by revisiting the question: “Besides knowing what your task is, what is critical about using sources to support a claim or provide information about a topic? Or: What do I need to consider about the sources that I use for my task?” Your goal is for students to see that sources should be reliable, credible, trusted, accurate, unbiased, balanced. If needed, create a list of these terms along with definitions. 4. Use your instincts. ● Explain that sometimes content seems so amazing that it makes a reader wonder if it’s true or not. Ask students which of the examples – A or B – seems too good to be true. (Answer: A) Tell them to beware of this type of writing as it can indicate unreliability and inaccuracy. They should ask themselves these questions to help determine if the writing might be largely untrue: Does this information seem unbelievable? Does it make sense to you or others? Does what you read conflict with something you already know to be true? Does the writing seem like hyperbole where something is grossly exaggerated? Is 2
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