MS GT RESEARCH CLASS Lesson 1

Unit:  Gathering and Evaluating Scholarly Information

Lesson Title:  Examining Source Validity
Standard 1.  The student will conduct sustained research based on focused questions,
demonstrating understanding of a self-selected topic. (based upon Common Core
ELA W7).
Outcome - The student will be able to:

 Gather relevant information from multiple print and digital sources, assessing the credibility
and accuracy of each source and integrating the information while avoiding plagiarism
(Common Core ELA W8).  (III.1.c)

Materials:

 Copies of “The Web as a Research Tool: Evaluation Techniques,” attached

 Copies of “Source Validity Checklist,” attached

 Copies of two photo “hoaxes” from a site, such as Snopes.com, attached

Teacher Preparation:

 At least one computer for every two students, if lab is not available.
 Ask students to bring in the sources they have gathered as part of their homework prior to this
class.
 After learning of students’ topics, consider gathering resources to make available to students.

Context Setting:
Show students two photos that have been taken out of context or altered in some way.  (Samples are
provided within the lesson or may be obtained from sites, such as Snopes.com.)  Have students
respond to the following questions:

 What do these photos show?

 Are they believable? Why or why not?
 Do you think the photos are real or fake? How can you tell?

Procedures:

1. Discuss student responses to the warm-up.  Note:  The “Duck Thief” photo captures the filming
of a TV commercial. The ducks are real, but the caption is misleading.  The photo of President
Obama has been altered, adding the text on the hand of a supporter.
2. Explain that as they gather their sources, they will need to determine source validity and
authoritativeness.
3. Have students discuss the following question: What type of criteria do you think a web site must
have in order for it to be considered a reliable or valid source?  List student-generated criteria
on the board.
4. Distribute “The Web as a Research Tool: Evaluation Techniques.”  Compare student-generated
list of criteria with those suggested by Alexander and Tate.
5. Using “Source Validity Checklist,” have the students work in pairs to evaluate a series of three
websites, examining them for authority, accuracy, objectivity, currency, and coverage.

Summary/Closure
 Have students share challenges they faced in determining source validity.

Homework
Have students locate a scholarly article on their topic for use in Lesson 3.1.7.
Assessment

 Discussion
 “Source Validity Checklist”

Common Core Standard Connections

 ELA RI7 – Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.

 Standards of Mathematical Practice – Reason abstractly and quantitatively.

UDL Guidelines

 Action and Expression – Optimize access to tools and assistive technologies.   Facilitate
managing information and resources.

SAMPLE PHOTOS
Duck Thief

Duck thief uses her ducklings as a distraction.

http://www.snopes.com/photos/advertisements/duckthief.asp
President Obama and Ron Paul Supporter

http://snopes.com/photos/politics/ronpaul.asp

Original Photo – This was actually a supporter of President Obama.

Original Photos – 2 separate photos
 SOURCE VALIDITY CHECKLIST
How critical an observer are you? Today, you’ll be using your powers of observation to
determine if the web sources provided are valid. Use the criteria for evaluating web sources to
guide you in the validation process.
Advocacy and Objectivity
Go to BeefNutrition.org at http://www.beefnutrition.org/ and place a check next to each
statement that applies to the source:
_____ The authors present the information with a minimum of bias.
_____ The information is presented in a persuasive manner in an attempt to sway the    
           opinion of the audience.
_____ The page presents more than one viewpoint or opinion.
_____ The page presents only one viewpoint or opinion.
_____ It is easy to identify the group/individual sponsoring the web page.
_____ It is not possible to identify the group/individual sponsoring the web page.
_____ The goals/aims of the group are clearly stated.
_____ The goals/aims of the group are not clearly stated.
What type of web page is sponsored by BeefNutrition.org?
What is the view/opinion of the group?
Does this source provide objective/valid information about the topic?
Authority and Accuracy
Go to Dihydrogen Monoxide at http://www.dhmo.org and place a check next to each statement
that applies to the source:
_____ It is easy to identify the authors/sponsors of the web site.
_____ The authors/sponsors are qualified to write about this subject.
_____ The information is free from error and reliable.
_____ Names of editors and fact checkers are provided.
_____ Valid scientific data is used to support the author’s claims.
What type of web page is Dihydrogen Monoxide?
How would you validate the information presented on this web page?
What, exactly, is Dihydrogen Monoxide?
Currency and Coverage
Go to Drudge Report at http://www.drudgereport.com and place a check next to each statement
that applies to the source:
_____ Articles with today’s date appear on this site.
_____ Articles on the site provide more than one viewpoint or opinion on the issues    
          covered.
_____ The topics on this site are explored in depth?
_____ It is easy to identify the group/individual sponsoring the web page.
_____ It is not possible to identify the group/individual sponsoring the web page.
What type of web page is the Drudge Report?
Does the Drudge Report offer balanced coverage of world news?
How would you validate news and information provided by this source?
Permission granted for unlimited non-commercial use of this activity by J. Alexander and M. Tate,
Wolfram Memorial Library, Widener University.
THE WEB AS A RESEARCH TOOL: EVALUATION
TECHNIQUES
Need for Evaluation of Web Sources
Web usage for academic research is increasing rapidly. Because the quality of sources on the
Internet varies tremendously, techniques are needed to evaluate web resources. Some traditional
print techniques for evaluation are still appropriate, but different techniques are also needed to
address this new medium.
Evaluating Print and Web Resources
The five criteria traditionally used to evaluate print resources can also be applied to web
resources.  
Criterion 1: Accuracy

 How reliable and free from error is the information?

 Are there editors and fact checkers?

Criterion 2: Authority
  What are the author's qualifications for writing on this subject?
 How reputable is the publisher?

Criterion 3: Objectivity

 Is the information presented with a minimum of bias?

 To what extent is the information trying to sway the opinion of the
audience?

Criterion 4: Currency

 Is the content of the work up-to-date?

 Is the publication date clearly labeled?

Criterion 5: Coverage

 What topics are included in the work?

 Are the topics included explored in depth?

Challenges to Evaluating Web Pages

Criterion 1: Accuracy of Web Resources

 Almost anyone can publish on the web.

 Many web resources are not verified by editors and/or fact checkers.

Criterion 2: Authority of Web Resources

 Often difficult to determine authorship of web sources.

 If an author's name is listed, his/her qualifications are frequently absent.

        
Student Resource Sheet 2.11
2 of 2
Criterion 3: Objectivity of Web Resources

 Goals/aims of persons or groups presenting material are often not clearly

stated.
 Web often functions as a "virtual soapbox."

Criterion 4: Currency of Web Resources

 Dates are not always included on web pages.

 If included, a date may have various meanings:

 Date information first written

 Date information placed on web
  Date information last revised.

Criterion 5: Coverage of Web Resources

 Web coverage may differ from print coverage.

 It is often hard to determine the extent of web coverage.

Additional Tips for Evaluating Web Pages

 Examine the domain name.  The domain name is found after the “http://” and “www”
to the first forward slash (/).  Look for domain names from established organizations,
governmental agencies, or educational institutions.

 .edu, .k12, .sch  - educational institution or organization

 .org – organization
 .gov – governmental agency

 Check the “About Us” portion of the website to check for potential bias and for
author credibility.

Applying Evaluation Techniques to Specific Types of Web Resources

Step 1: Identify the type of web page.

 Entertainment
 Business/Marketing
 Reference/Information
 News
 Advocacy
 Personal Page

Step 2: Use the five criteria checklist.

Step 3: Based on the checklist criteria, determine the relative quality of the web page.  The more
"yes" answers to questions indicates a higher quality web page.
Adapted from J. Alexander and M. Tate, Wolfgram Memorial Library, Widener University.
Permission is granted for unlimited non-commercial use.
MS GT Research Class 2013

MS GT RESEARCH CLASS Lesson 2

Unit:  Gathering and Evaluating Scholarly Information
Lesson Title:  Annotated Bibliography and Review of Literature
Standard 1.  The student will conduct sustained research based on focused questions,
demonstrating understanding of a self-selected topic. (Based upon Common Core
ELA W7).
Outcome - The student will be able to:

 Create a preliminary Works Cited.  (III.1.d)

Standard 2. The student will draw evidence from literary or informational texts to support
analysis, reflection, and research on the self-selected topic.  (Common Core ELA W9)
Outcome - The student will be able to:

 Construct a written analysis of the information obtained.  (III.2.a)

Materials:

 Students’ copies of “Unique Notes” from previous lesson

 “What is an Annotated Bibliography?” video clip on Alfresco
 Copies of “Writing Annotations,” attached
 Copies of “Artifact Organizer,” attached
 “Junk Food Works Cited Key,“ attached
 Audio version of “The Problem with Soda Taxes” available at
http://sks.sirs.com/readaloud//8/0000345918.mp3
 Audio version of “Study: Junk Food Laws May Help Curb Kids’ Obesity” available
at http://sks.sirs.com/readaloud//2/0000343432.mp3
 Audio version of “Look for ‘Bait and Switch’ on Soda Taxes” available
at http://sks.sirs.com/readaloud//6/0000342766.mp3

Teacher Preparation:

 This lesson takes place over two class periods.

Context Setting:

 Have students share their “Unique Notes” paraphrasing from the previous night’s homework.
What similarities and differences do they note?

Procedures:

1. Play “What is an Annotated Bibliography?” video clip to introduce the concept of an annotated
bibliography.
2. Using “Writing Annotations,” discuss why annotations are a valuable part of the research
process. Share the annotated bibliography samples provided as part of this resource.
3. In groups of two or three, have students select two of the sources on junk food taxes: “Study:
Junk Food Laws May Help Curb Kids’ Obesity,” “Look for ‘Bait and Switch’ on Soda Taxes,” “Is it
Time to Tax Junk Food?” video clip, or “Nanny State Political Cartoon.”  Audio file versions of both
articles are available online, as noted in the Materials list. Students using the political cartoon should
use the “Artifact Organizer” to frame their analysis.  Using the sources selected, students should
compose an annotation for the source as though they were researching whether or not a junk food
tax should be imposed.
4. Using the document camera, share some examples of effective annotations created by the
students.  There may not be any from the pre-assessment activity so you can use the “Junk Food
Works Cited Key” for good examples. Use the content portion of the “Annotated Source List Rubric”
to reflect upon the annotations.
5. During the remainder of the class and during the following class, have students continue note
taking on their research sources, creating annotations for each source.
6. At various points in the research process, offer students the opportunity to engage in peer
revision of their annotated bibliographies using the guidelines provided on “Writing Annotations” and
 on the “Annotated Source List Rubric.”

Summary/Closure

 Have volunteers share the annotations they created for the two sources on junk food taxes in
step 5.

Homework

 Have students continue taking notes on their topics of study.

Assessment

 Discussion
 Annotations

Common Core Standard Connections

 ELA W7 – Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
 ELA W9 – Draw evidence from literary or informational texts to support analysis, reflection, and
research.

UDL Guidelines

 Representation – Offer alternatives for visual information.  Maximize transfer and

generalization.
 Engagement – Optimize individual choice and autonomy.  

WRITING ANNOTATIONS
What is an annotated bibliography?
An annotated bibliography is an organized list of sources (books, articles, web sites, etc.), each
of which is followed by a brief (usually about 150 words) note or “annotation.”
What is the purpose of an annotation?
The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of
the sources cited.  It helps the reader determine if the work is worthwhile for their research.
How do you write an annotation for a bibliography?

1. Cite the book, article, or document using the appropriate style.

2. Write one or two sentences summarizing or describing the content.

 What are the main arguments?  

 What is the main point of this source?

3. Write one or two sentences providing an evaluation.

 Is it a useful source?
  How does it compare to other sources?
 Is it biased or objective?

In what format should the annotations be written?

The annotations for each source are written in paragraph form.
Sample Annotated Entries for a Bibliography
Dominus, Susan.  “The Allergy Prison.”  The New York Times Magazine. 10 June 2001.
  SIRS Researcher.  ProQuest.  14 Dec 2007 <http://sks.sirs.com/>.
This source focuses on one family’s decisions to protect a child who suffers from a severe
allergy to milk.  The family does not allow the child to go to other people’s houses or to
eat at school.  The writer’s purpose was to show parents that over-protectiveness can
have a negative effect on children with allergies.  Susan Dominus states her opinion that
parents should protect, but not over-protect.  This source supported the research by
providing an inside look at the way in which this issue affects families.
Durbin, Barbara.  “When Food Bites Back, Part One.”  The Oregonian Newspaper.  
18 July 1995. SIRS Researcher.  ProQuest.  14 Dec 2007 <http://sks.sirs.com/>.
        
        This source explained that the dramatic increase in allergies might not be as dramatic as
people think.  The source focuses on the differences between allergies and intolerances
and makes the case that the data may be inflated due to mixing up the terminology.  This
source brought up a new guiding question for the research:  How many kids have
allergies versus how many have intolerances?  Barbara Durbin has expertly researched/
written this source.  The balanced, unbiased manner in which this article was written
provided a solid foundation on this issue.  
Flannigan, Robert L “What’s For Lunch:  The Allergy Factor.”  American School Board
Journal, Vol 193, No. 6. 26 June 2007.  SIRS Researcher.  ProQuest.  14 Dec
 2007 <http://sks.sirs.com/>.
        This source is about the problems with the local school lunches for students with allergies.
Some schools have tried to ban some of the foods that kids are allergic to in order to
reduce the number of deaths due to allergies.  This source focuses on the data collected to
try to ban some of the foods.  The writer states the most common types of allergies and
how life-threatening they are.  This source was helpful in understanding how schools are
responding to food allergies.  There was no bias or opinion stated.
ARTIFACT ORGANIZER
DOCUMENT MAIN POINTS OR EVIDENCE FROM DOCUMENT TO
THEMES SUPPORT THESE POINTS OR
THEMES
STAKEHOLDERS PERSPECTIVE/POINT OF VIEW
NANNY STATE POLITICAL CARTOON
 Annotated Source List Rubric
Writing Trait Score Point Score Point Score Point Score Point
4 3 2 1
Content
Sources Nearly all sources are Most sources are An adequate Sources are not
credible in nature, credible in nature.  An variety of sources credible or
reflect an exemplary adequate variety of is used, ant they varied in type
variety of source sources is used, and all relate to the and stray from
types, and relate to the they all relate to the research the research
research question. research question. question; question.
however, few are
credible in
nature.
Summaries Nearly all summaries Summaries adequately Summaries Summaries
thoroughly highlight highlight the main provide include
the main ideas and ideas and themes (they inadequate inaccurate
themes. may not reflect the content (they content  (they
most important may go off on a may go off on a
information or may tangent, include tangent, be
include specific data specific data, plagiarized,
rather than addressing miss main include too many
main concepts). ideas/themes). specifics, and/or
lack concision).
Commentaries Nearly all Most commentaries Commentaries Commentaries
commentaries clarify clarify the mention the use are missing from
the application/relevance of the sources in the annotation.
application/relevance of the sources to the the research but
of the sources to the research.   do not clarify the
research.   use or the
comparison.
Citation/ Nearly all annotations Most annotations begin The annotations The annotations
Organization begin with properly with properly begin with begin with
formatted citations, formatted citations, improperly improperly cited
continue with continue with formatted citations and are
summaries and summaries and citations.  The missing some of
conclude with conclude with order of the either the
commentaries. commentaries. summaries and summaries or
commentaries commentaries.
may not be
consistently
correct.
Conventions The writing generally The writing generally The writing The writing
includes correct includes adequate generally includes a
spelling, accurate spelling, punctuation includes number of errors
punctuation and and capitalization, adequate in spelling,
capitalization, correct correct grammar and spelling, punctuation,
grammar and usage usage and correct point punctuation and capitalization,
and correct point of of view (3rd person). capitalization, grammar, usage,
view (3rd person). correct grammar and point of
and usage but an view.
inaccurate point
of view.
Junk Food Works Cited Key

Lindsay, Tanner. "Study: Junk Food Laws May Help Curb Kids' Obesity." Sun Herald [Biloxi]
13 Aug. 2012: n. pag. SIRS Issues Researcher. Web. 19 Dec. 2012. <http://sks.sirs.com>.
This source discusses the first national look at the effectiveness of state laws on junk food and
sugared drinks. It shows promising results and may raise hope that stricter laws will help
curb obesity especially in middle school students. This source did not over-exaggerate
claims. It stated that stricter laws may play a role in slowing childhood obesity but there
are many other factors to take into account. This article was not biased since it examined
both sides and reported the data.
Marlow, Michael L. "Look for 'Bait and Switch' on Soda Taxes." Sun [San Bernardino] 19 June
2012: n. pag. SIRS Issues Researcher. Web. 19 Dec. 2012. <http://sks.sirs.com>.
This article tells about how raising taxes on sugar-sweetened beverages is not effective. It would
have very little impact on the one group that uses sugared beverages the most: obese
people. This happened with other tax hikes like alcohol and tobacco. Again, it affected
only light users, not heavy users. Furthermore, most of the money generated did not go to
prevention programs. Instead, it funded other state government program. This article gave
many examples of how this law and others similar to it do not help the public's health.
This source was very helpful in understanding how the concept of a soda tax is flawed
and will not work since the public will not see any health benefits from these taxes.
"The Problem with Soda Taxes." Los Angeles Times [Los Angeles] 31 Oct. 2012, sec. A: 12.
Print.
This article shows the problem with taxing sodas and why the tax will not fight obesity, which it
was designed to curb. Instead it just looks at the sugar content, not at nutritional value or
calories. In addition, it imposes a business tax which retailers will probably spread across
all products and which will not affect soda consumption. This source shows the faulty
thinking and illustrates why these taxes do not target the real issue. This source was
helpful since it explained the taxes as well as the flaw with the definition of sugary
drinks.
MS GT Research Class