What Makes A Reliable Source -- Part 2
On August 3rd I posted a blog entry with an idea on how to teach and determine with students the criteria for a reliable source—certainly an important skill if students are to read historical documents, interpret analytical texts, report current news events, conduct research or evaluate websites. I’ve even used the activity in conjunction with a quick follow-up lesson (described below) prior to a discussion of Robert Frost’s poem, “Out, out–” (and I’ll explain that connection later).
The follow-up activity involves eight situations (or more if you add your own), and a table to rate the reliability of each one:
A. First, make a table of 9 columns and 11 rows (or more if you add your own situations/statements and/or criteria).
B. Next, create a header for the top row of the table as follows: Column 1 should be titled “CRITERIA,” and then the other columns should be numbered 1 through 8 (for the eight statements). Then, the fields in the first column should be labeled as follows:
• The observer has first-hand knowledge.
• Observer is considered an expert/authority in this field.
• Observer is careful.
• Observer is impartial; has no vested or emotional interest.
• Observer is honest.
• Observer is skilled in the area in question.
• Observer’s credentials are known or can be verified.
• The statement is recorded.
• The statement is recent/timely.
• The statement is verified or corroborated.
C. Using this chart, have students read the situations below and check which criteria are true for each of the eight:
1. Dr. Green examined the patient closely, took X-rays, wrote on the chart, and then gave the patient good news!
2. Transportation Secretary Andrea Clark told reporters 30 minutes after the deadline that the striking air traffic controllers’ demands would not be met.
3. Robert Redford, the movie actor, reported that automobile traffic in the Yosemite Valled is causing pollution which is destroying the trees.
4. The police officer reported, “A man wearing a Mickey Mouse T-shirt handed a note to the teller at the South Coast Plaza Bank.”
5. My sister told me she was a passenger in her friend’s car last night, driving to the movies, when a truck hit the car from behind. She took the license number of the truck and reported the accident to the police.
6. Our insurance man, Hal Blakely, told me that since we have a new governor, taxes will be going up.
7. Lady Gaga has signed a deal to make three movies with Justin Timbelake, according to the clerk at the Sear’s store in the mall.
8. My hairdresser’s husband works for a man who cuts trees, and he told her that the record temperatures this past summer will mean significantly higher prices for all the produce at the grocery store—so be prepared to pay more for everything you eat!
D. Once students have completed their charts, discuss their work. Do they all agree? Are there areas of disagreement? Why?
Once I’ve worked through these two activities (the one above and the one described in my 8/3 entry), I then introduced Robert Frost’s poem, “Out, out–”, and I’ll explain how I make that connection next time!
The follow-up activity involves eight situations (or more if you add your own), and a table to rate the reliability of each one:
A. First, make a table of 9 columns and 11 rows (or more if you add your own situations/statements and/or criteria).
B. Next, create a header for the top row of the table as follows: Column 1 should be titled “CRITERIA,” and then the other columns should be numbered 1 through 8 (for the eight statements). Then, the fields in the first column should be labeled as follows:
• The observer has first-hand knowledge.
• Observer is considered an expert/authority in this field.
• Observer is careful.
• Observer is impartial; has no vested or emotional interest.
• Observer is honest.
• Observer is skilled in the area in question.
• Observer’s credentials are known or can be verified.
• The statement is recorded.
• The statement is recent/timely.
• The statement is verified or corroborated.
C. Using this chart, have students read the situations below and check which criteria are true for each of the eight:
1. Dr. Green examined the patient closely, took X-rays, wrote on the chart, and then gave the patient good news!
2. Transportation Secretary Andrea Clark told reporters 30 minutes after the deadline that the striking air traffic controllers’ demands would not be met.
3. Robert Redford, the movie actor, reported that automobile traffic in the Yosemite Valled is causing pollution which is destroying the trees.
4. The police officer reported, “A man wearing a Mickey Mouse T-shirt handed a note to the teller at the South Coast Plaza Bank.”
5. My sister told me she was a passenger in her friend’s car last night, driving to the movies, when a truck hit the car from behind. She took the license number of the truck and reported the accident to the police.
6. Our insurance man, Hal Blakely, told me that since we have a new governor, taxes will be going up.
7. Lady Gaga has signed a deal to make three movies with Justin Timbelake, according to the clerk at the Sear’s store in the mall.
8. My hairdresser’s husband works for a man who cuts trees, and he told her that the record temperatures this past summer will mean significantly higher prices for all the produce at the grocery store—so be prepared to pay more for everything you eat!
D. Once students have completed their charts, discuss their work. Do they all agree? Are there areas of disagreement? Why?
Once I’ve worked through these two activities (the one above and the one described in my 8/3 entry), I then introduced Robert Frost’s poem, “Out, out–”, and I’ll explain how I make that connection next time!
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