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- Tell students that they are going to see techniques authors use to create a persuasive argument, and tools that sharp readers use to evaluate them.
- If desired, review the definitions of the six tools in the poster.
- Have students read “theSkimm’s Guide to Equal Pay.” As a group, summarize the article to ensure students have a basic understanding of the gender pay gap debate.
- Distribute worksheets and have students use E.S.C.A.P.E. to closely analyze two provided arguments about the pay gap.
- As homework, have students write a one-page essay making their own argument for or against the pay gap, citing at least two additional sources (prompt at bottom of worksheet).
- Discuss students’ conclusions using the questions below.
- Slanted Facts and Slippery Numbers worksheet (download), one per student
- Three gender pay gap articles (download), one of each per student:
- E.S.C.A.P.E. Junk News poster (download, optional)
- Internet access (optional)
- Of the two sources you analyzed, which one do you think is more convincing? Why? Which one is more reliable? Why? (Note: Answers to these two questions may or may not be the same; the first is about how persuasive the source is, and the second is about how well-supported it is.)
- What conclusion did you reach on the gender pay gap, and why?
- What did you need to research in order to make your own argument about this issue?
- How confident are you in your conclusion? Explain.
- What other issues are currently in the news that are similarly complex, making it difficult to fully understand the facts and data?
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.
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.W.7Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.W.8Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
NCSS C3 Framework: D3.1.6-8 and D3.1.9-126 - 8: Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. 9 - 12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection
NCSS C3 Framework: D4.1.6-8 and D4.1.9-126 - 8: Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. 9 - 12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
ISTE: 3b. Knowledge ConstructorStudents evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
ISTE: 3d. Knowledge ConstructorStudents build knowledge by actively exploring real-world issues and problems.