Given a Claim, Rate the Evidence (The 14th Amendment & Ferguson)
In this lesson students will apply their understanding of the 14th Amendment to the important issues going on in Ferguson, Missouri. Students will rate the importance of evidence and explain how it supports a claim. To view and edit the full lesson plan open the attached PDF or .docx below.
- History: US Constitution, US History, Civil Rights, Government, Civics
- Ferguson's police and courts targeted African-Americans, report says (1010L)
- Police departments weigh the benefits of using officer-cams (1080L)
- Today I am learning…rate evidence on a spectrum based on how well it supports a claim.
- So I can…understand what makes some pieces of evidence stronger than others.
- I know I understand when…I have rated my evidence using the color coding system (Green = Strongest, Yellow = Strong, Red = Weaker) and explained why I gave it that rating.
- Students will be able to…rate the strength of evidence that supports a given claim using an evidence spectrum and explain why a piece of evidence is stronger or weaker than others.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
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