Once everyone had written their questions, we took time as a class to review the questions people came up with together. Everyone should use these question sheets to take notes on the presentations in advocacy today and tomorrow (depending on when your advocacy has a speaker visiting).
The rest of our focus in today's class was on finding reliable sources for our future exploration research project. To help people in this process, I handed out a Google help sheet (see handouts below) which we reviewed in class. Some of the more useful elements we focused on were:
- the "Keep It Simple" section
- "OR" under the "Broad Searching" category
- " " and - under the "Targeted Searching" category
Then, we looked at how to use information from unreliable sources to come up with search terms that would help people find reliable sources with good information (see handout below). The most helpful search terms were ones that made use of the search tips from the class handout and specific words and phrases from the reading.
For example:
"John Cook" + Hawaii
was better than surfing hawaii
polynesia + surfing
was better than just polynesia
Everyone then had the remaining time in the period to begin searching for sources. If anyone had not completed the source reliability activity from yesterday, that was their first priority.
Submitted Today:
Source Reliability (activity)
Handouts:
Advocacy Presentation Question/Note Sheet
Search Tips
Using Unreliable Sources
Homework:
Complete the roots set 14 practice quiz sheet and prepare for the quiz on Thursday.
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