Objective: 

Today fifth grade students will use a checklist in order to assess the credibility of websites and gain background knowledge on the settlement of Maryland.  

 

 

Essential Questions:

•       How can we trust the credibility of websites?

•       How can we use research to prove if an artifact is a primary source?

 

Recommended Time Frame: Two 50-minute class periods

 

 

Standards:

 

AASL Standards for the 21st Century Learner:

•       Standard 1:  Inquire, think critically and gain knowledge

  • Indicator 1.1.2:  Use prior and background knowledge as context for new learning.

    • Benchmark:  Articulate what is known about a topic, problem or question.

•       Standard 2:  Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

  • Indicator 2.1.3:  Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

    • Identify connections to the curriculum and real world.

•       Standard 3:  Share knowledge and participate ethically and productively as members of our democratic society.

  • Indicator 3.1.2:  Participate and collaborate as members of a social and intellectual network of learners.

    • Show respect for and respond to ideas of others.

  • Indicator 3.1.6:  Use information and technology ethically and responsibly.

    • Practice responsible use of technology and describe personal consequences of inappropriate us

Common Core State Standards:

•       CC.5.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

•       CC.5.SL.1.c Comprehension and Collaboration: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

 

P21 Framework for 21st Century Learning:

•       Creativity and Innovation

• Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively

•       Social and Cross-Cultural Skills

• Interact Effectively with Others

  • Conduct themselves in a respectable, professional manner

 

Lesson Procedures:

 

Engagement/ Motivation:

•       Show students the interactive powerpoint about primary and secondary sources (on the website).

•       Ask students:  Can you trust everything you find on the web?

 

Direct instruction:

•       Review the 5W powerpoint with students.

•       Review the checklist.

•       Define the term credibility. 

•       What are the roadblocks?
   

Modeling and guided practice:

•       Model how to use the checklist and take notes for one of the given websites. 

 

Independent practice:

•        Students will work with a partner to evaluate several other web resources listed.  They should use the space provided to take any notes they may need for their final argument.

•       Due to the many resources and involved reading required, it will probably take students two lessons to evaluate a minimum of three websites.

•       After evaluating a minimum of three websites with a partner, students will work independently to analyze the painting.

 

Sharing and Reflecting:

•       Students will draft an argumentative essay as to the likelihood of the painting being either a primary or secondary source.

•       Students can reflect on how researching from credible websites can help them analyze docments.

 

Formal Assessment:  

• Students will write an argumentative essay as to whether the given painting is a primary or secondary source.  

 

 

Argumentative Question and Response

 

Rubric for final essay