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Lesson | 50 Minutes

Evidence and Experts


Introduction

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Students identify key claims in their stories and gather evidence to support those claims. No matter what type of news story students are making, every story makes claims. For a news story to have credibility, all claims made need to have support with evidence.

Learning Outcomes

  • Learn how to support a claim with evidence in the form of expert testimonies, personal stories, statistics, and broll.
  • Understand the importance of supporting a claim with evidence.
  • Understand how to identify unfounded claims.
  • Learn to identify who to interview for a news story.

When would you use this lesson?

This lesson should be used as an activity after students have identified the main topic of their story and before they begin scripting and searching for experts to interview for their story.

Media Literacy Connection

When producing media, the ability to identify the claims you make gives students a clearer understanding of how to create credible work. When consuming media, identifying evidence and unfounded claims will make students more savvy about how credible a news story, documentary, or any other form of content is.

Civics Connection

Understanding the difference between facts and opinions and supporting a claim to give it credibility is essential for writing and speaking in a professional setting. Learning to identify a claim and the process of supporting a claim will help students become better speakers and writers and better at identifying unfounded claims made by others. Recognizing when politicians make claims that are not supported by evidence is a key civic skill.

Evidence

The availability of facts or information indicating whether a belief or proposition is true or valid

Expert

A person who has a comprehensive and authoritative knowledge of or skill in a particular area.

Fact

Something that is known or proved to be true.

Opinion

A view or judgment formed about something, not necessarily based on fact or knowledge.

Writing - Research to Build and Present Knowledge

Constructing Supporting Questions

Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question and explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. (NCSS D1.3.9-12 - D1.4.9-12)

Perspectives

Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today. (NCSS D2.His.4.9-12 - D2.His.8.9-12)

Speaking and Listening - Presentation of Knowledge and Ideas

Empowered Learner

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences. (ISTE)

Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. (ISTE)

Determining Helpful Sources

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources. (NCSS D1.5.9-12)

Historical Sources and Evidence

Historical inquiry is based on materials left from the past that can be studied and analyzed. (NCSS D2.His.9.9-12 - D2.His.13.9-12)

Demonstrate writing processes used in journalism and broadcasting media.

Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications workplace.

Constructing Compelling Questions

Explain how a question reflects an enduring issue in the field and explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. (NCSS D1.1.9-12 - D1.2.9-12)

Gathering and Evaluating Sources

Whether students are constructing opinions, explanation, or arguments, they will gather information from a variety of sources and evaluate the relevance of that information. (NCSS D3.1.9-12 - D3.2.9-12)

Speaking and Listening - Comprehension and Collaboration

Topics

Journalism

Media Literacy

Digital Literacy/Citizenship

STEM

Levels

Beginner

Intermediate

Advanced

Materials

Computers

White board, chalkboard or other visual board

Mobile Phone

Internet

Notebook

Estimated Time

50 Minutes