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Evaluating Sources of Information

Beth Gildin Watrous, Special Needs Coordinator
Greenfield Center School
(bethgw1@hotmail.com)

Level: Grades 5-8
Subject Area: American History 1945-Present

Summary:

Many students believe that if something is written in a book, it must be true. However, many history textbooks are written by a sole author, and most provide no sources, only "facts." In fact, history texts and authors often disagree on facts and information. These variations reflect the personal and political bias of the author, and the audience and purpose for which the text was created. It is critical, therefore, that readers learn to evaluate the reliability and accuracy of the information found in texts. This lesson shows students the value of questioning comparison statements made in textbooks, of investigating those comparisons through multiple sources, and of raising questions to keep in mind as they continue exploring these and related topics.

Specify Objectives:

History Learning Standard 3: Research, Evidence, Point of View.

Students will use multiple resources to balance/expand upon information in a history text, use an electronic template and word processing program to organize, draft, and edit the information, and create questions to enhance and deepen ongoing reading in the text.

Match Computer Functions:

Students identify a comparison in their history text that is stated as a fact. They briefly research both concepts involved in the comparison using Internet sites such as Google (http://www.google.com/), Ask Jeeves (http://www.ask.com/), History Matters (http://www.historymatters.gmu.edu/), as well as books and other print resources. They organize their information for analysis and synthesis by creating an outline, text map, notes, and draft using the compare/contrast template from Draft:Builder, SOLO Edition (Don Johnston, http://www.donjohnston.com/catalog/catalog.htm). They copy the draft into the word processing program of their choice (Co:Writer, Write:OutLoud, Microsoft Word) and edit it. Finally, they create some "wonderings" or questions based on their comparison. Both mini-research and questions will be shared with classmates so the group as a whole can mull over the issues as they continue using their history text.

Specify the Problem:

One of the biggest problems we have as readers of history texts is to separate fact from opinion or bias. How can we know when a statement is accurate? How can we identify when a statement is presented as fact, but actually reflects the author's opinion or bias?

Now you have the chance to be a book critic for the Greenfield Recorder and the Hampshire Gazette! These newspapers are always interested in hearing from readers who are investigating topics crucial to our understanding of the world. You will have the opportunity to read your text critically, compare information from the author with information from other sources, and raise questions to guide our thinking as we proceed in the text. If concerns emerge regarding bias in informational texts (during this lesson or as we continue using the text), we will write letters to the editor detailing our findings and highlighting their potential impact upon students and teachers. We will also contact the author at A History of US http:/www.historyofus.org to share our work and discuss its implications.

Data Manipulation:

This lesson requires students to read the Preface from All the People 1945-2001 (Joy Hakim, 2003, p. 9-12). Students read the text, sidebars, captions, and Feature section. Groups of 2-4 students work together to identify a comparison cited in the text (i.e. between democracy and anarchy or democracy and totalitarianism). They gather additional information about the selected pair of concepts from both Internet and print sources. They use Draft:Builder to organize the information into a compare/contrast format (both outline and map view), write notes, convert notes into a draft, and use the bibliography function to create/add to the bibliography as each source is introduced into the text.

Results Presentation:

Students will research the concepts under comparison, organize their findings into outline and map (tree or concept) formats using Draft:Builder. Students may use the word processing program of their choice (Co:Writer, Write:OutLoud, or Microsoft Word) to create a written summary three-four paragraphs in length (compare/contrast two or three features of the concept and suggest questions to guide further reading in the text).

Activities During Computer Use:

Each pair will research the concepts being compared using at least one Internet site (i.e. Google (http://www.google.com/), Ask Jeeves (http://www.ask.com/), History Matters (http://www.historymatters.gmu.edu/) and one print source. Following data collection, each pair will use the compare/contrast template from Draft:Builder to create an outline and tree or concept map, add notes to items requiring further development, and copy the notes into a draft. Students will print their compare/contrast presentation in both outline and map formats (each student chooses either the tree map or concept map view, whichever is easiest for her to use as a presentation tool). Because collaborative writing can be very difficult, students will use the word processing program of their choice (Co:Writer, Write:OutLoud, or Microsoft Word) to revise and edit on an individual basis. Students can use the speech function when drafting or editing on any of these programs (Read:OutLoud can be used in conjunction with Microsoft Word for this purpose). Revision includes further analysis and synthesis which lead to evaluation (preliminary conclusions and further questions about the comparison based on the addition information gained from multiple resources).

Activities Before Computer Use:

Each student will read the Preface with the goal of selecting a comparison (two terms, concepts, events, etc.) to further research. During the reading period, the teacher will circulate among the students to provide support as needed and to informally assess students' ability to identify fact, opinion, and "gray areas." Each student will discuss his/her comparison with the teacher to be sure all are viable within the context of the lesson. Students will be partnered on the basis of skills (a good balance of reading, writing, organization, and thinking skills) and comparison choice. Because skill balance needs to be prioritized, not all students will work with the comparison they chose (some partners may need to reach consensus on whose comparison they will research).

Activities After Computer Use:

Students will share their data. Based on a combination of prior knowledge and new information/insights, they will share opinions about the validity of each comparison as written (in the history text) and questions that arose during the analysis/synthesis process. After this sharing, the group will brainstorm questions they might use when reading any informational text (some of the questions they just shared might be applicable to many topics if rewritten in more generic language). Possible questions to offer to begin the brainstorming include:

• Who wrote this text? How much does the author know about the topic? What is the author's background and perspective?

• Where is the information coming from (primary or secondary sources)? How old is the information?

• How many perspectives are offered (one point of view or multiple points of view)?

• Where is the information located? How authoritative is the location?

• What is the author trying to make me believe?

• What do I already know about the topic (does my knowledge support or refute the author's message)?

Supporting Activities:

Create additional lessons to develop the critical reading skills necessary for reading expository texts (i.e. previewing informational texts, reading visuals, sidebars, and charts, historical fiction vs. historical non-fiction, expository text structures, journal formats for research notes). Lessons in Comprehension (Serafini, Heinemann, 2004) provides many excellent suggestions.

View segments from the PBS series Freedom, based on the History of Us texts (http://www.pbs.org/wnet/historyofus/menu.html). Conduct the same lesson based on that highly visual presentation of information. Preparation in note taking will be essential.

Take a field trip to Old Deerfield or Sturbridge Village. Conduct the same lesson based on the interpreter's presentations. Preparation in note taking will be essential.

Ask someone who was actively involved in one of the issues/situations under study to visit your class. Have the class prepare questions based on their reading of one of the chapters in the text. Use the compare/contrast format to analyze and synthesize the different points of view or interpretations that may emerge.

Assessment Rubric: Reading and Analyzing Expository Text

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