Believe It or Not?: Putting the Consumer’s Questions to Work
Students apply the “consumer’s questions” for analyzing informaton to a chosen research topic in order to improve their media literacy skills.
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- Go over the consumer’s questions as a class.
- Discuss why the questions are useful. Specifically, why do the answers to these questions matter?
- Choose a topic for the class to investigate. Brainstorm a list of ideas and vote. (You may want to prepare possible research topics.in advance.)
- Pass out the worksheets and have students research the chosen topic.
- Discuss the students' findings as a class.
- Which of the consumer’s questions is the most important to apply/answer? Why?
- Which of the consumer’s questions is the most difficult to apply/answer? Why?
- Does a pattern emerge of the types of information sources that generally seem trustworthy and those that generally do not?
- What types of visual or written clues help you determine if a source of information is trustworthy or not?
- Putting the Consumer’s Questions to Work worksheet (download), one per student
- Consumer’s Questions handout (download)
- Internet access (if completing the worksheet in class)
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.R.8Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
ISTE: 3b. Knowledge ConstructorStudents evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
National Center for History in the Schools: NCHS.US History.Era 10Standard 1: Recent developments in foreign policy and domestic politics Standard 2: Economic, social, and cultural developments in contemporary United States
National Council of Teachers of English: NCTE.3Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
National Council of Teachers of English: NCTE.6Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
National Council of Teachers of English: NCTE.7Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.