40 Using Information

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Using Information Opening Page

Start-Up Activity

Ask students to brainstorm different ways in which they can learn new information. Create a master list of their answers. Then briefly define primary and secondary sources. 

  • A primary source gives firsthand information.
  • A secondary source gives information that has been gathered by another person. 

Have students work in small groups to sort the items from the list into primary and secondary sources. Revisit their choices after reviewing the entire chapter. 

Think About It

“We live in an age of universal investigation, and of exploration of the sources of all movements.”

—Alfred de Vigny

Page 352 from Write on Course 20-20

Primary vs. Secondary Sources

Carefully review with students the material on primary and secondary sources. Afterward, consider displaying a blank Venn diagram. As a class or in small groups, have students fill in the Venn diagram with details that compare and contrast primary and secondary sources. Allow them to use the information on this page as well as their own ideas. 

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Page 353 from Write on Course 20-20

Types of Primary Sources

Ask a volunteer to read aloud about the types of primary sources. Then help students explore primary sources by presenting them with the following hobbies: 

  • Acting
  • Astronomy
  • Backpacking
  • Canoeing
  • Collecting rocks
  • Painting

Have students select one of these hobbies (or a different interest of their own) and brainstorm how they could experience this hobby firsthand in three ways: 

  • Observation
  • Interview
  • Presentation

Finally, have students list possible secondary sources for their topics. (They may need access to the Internet for this portion of the activity.)  

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Page 354 from Write on Course 20-20

Evaluating Sources

The next two pages explain critical questions students can ask to evaluate sources of information. Lead students through the questions on this page. Ask students if they need any clarification on any of the topics introduced in the questions. 

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Evaluating Sources (Continued)

Review the final questions for evaluating sources. For more help on the concept of bias, consider assigning the “Detecting Media Bias” minilesson. Also note the “Good Thinking” advice at the bottom of the page.

Finally, as a wrap-up activity, have students apply the evaluation questions to specific sources of information. Recommend that they evaluate a mix of print and digital sources. (You may decide to assign specific sources of your choosing.) Afterward, have students write a short review of their findings. 

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Page 356 from Write on Course 20-20

Crediting Sources

Lead students through the tips for crediting sources of information. Highlight these key points: 

  • Crediting sources helps students avoid plagiarism.
  • Crediting sources lends authority to writing. 
  • Crediting sources lets readers know where to find out more about your topic. 
  • Students do not need to credit a source if the information is common knowledge. 
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