Evaluating the Validity of Information

TV presents a great deal of historical information these days, but not all of it is valid or trustworthy. Unfortunately, many students lack the tools needed to assess historical information they see on television. This skill-building lesson presents students with some of the tools needed to assess the validity of an argument made through a persuasive, high-quality visual medium. In this two-day lesson, students assess the validity of a claim integral to the argument that the Chinese discovered America in 1421. Retired submarine commander Gavin Menzies presents this argument and the evidence to students in two short video clips highlighting the resources available to ancient Chinese sailors to make seven epic ocean voyages during the Ming dynasty. The lesson is clearly structured and guides students through steps they should take to evaluate historical claims. Helpfully, it includes a student handout that clearly explains the criteria for assessing the evidence of a historical argument. For example students are prompted to look at the qualifications of the person making a claim and to evaluate the persuasive techniques being used. A second handout has a worksheet to help students use the criteria to evaluate specific aspects of Menzies’s argument. Student learning is assessed both through classroom discussion and a culminating essay that prompts students to provide a reasoned evaluation of the claim that the Chinese had the naval capacity to travel to America in the 15th century. The lesson includes a detailed rubric to assist your evaluation of these essays.

Notes

Teachinghistory.org Lesson Plan Rubric

Field	Criteria	Comments
Historical Content	Is historically accurate?	Yes. However, other websites present additional arguments disputing Menzies’ thesis.
Historical Content	Includes historical background?	No. Provides clear criteria for assessing accuracy but little historical background.
Historical Content	Requires students to read and write?	Yes. Students write a final essay.
Analytic Thinking	Requires analysis/construction of interpretations using evidence?	Yes. Lesson requires students to analyze the evidence.
Analytic Thinking	Requires close reading and attention to source information?	Yes. Requires close attention to arguments in a historical video.
Scaffolding	Appropriate for stated audience?	Yes. Appropriate for grades 6-8. Adaptable for 9-12.
Scaffolding	Includes scaffolding materials and strategies?	Yes. Well-written student handout and evaluation table provided.
Lesson Structure	Includes assessment criteria focused on historical understanding?	Yes. Provides a solid essay prompt and clear rubric.
Lesson Structure	Defines clear learning goals and progresses logically?	Yes. Progresses logically toward making students think about evidence.
Lesson Structure	Includes clear directions; realistic for classrooms?	Yes. Clear directions and realistic procedures.