Thanks to the awesome work of Science teacher extraordinaire, Ariana Hernandez, I was inspired to try the three-way claim-evidence-reasoning challenge with my World History students who are studying Middle East conflicts. I found this great reading by Dr. Sawsan Jaber and asked my students to work in small groups to identify claims of fact, policy, and value.
My student teacher Mr. Preston Becker created a Kahoot to help our students do some retrieval practice when learning the different types of claims. After a round of practice in teams, students were ready to dive into the reading. I modified Ariana’s template so that students could all work in the same document and I could monitor their progress. They were given 30 minutes to identify the three different claims and talk about whether or not there was a grande claim — the most important point in their reading.
Instead of providing individual feedback to each group, I chose a sample and added comments so that students could see where they need to improve.
Where I highlighted in red, I commented that a claim of policy should be made by an institution, organization, or government. This sounds more like an opinion or claim of value. Where I highlighted in yellow, I mentioned that a claim of fact should be able to be proven or disproven. How would you do this? Lastly, for the claim of value, I asked what is an adjective you would use to describe this value-oriented behavior?
Students will use this challenge again to identify claims in their reading of I Am Malala or The Kite Runner. I know that their English teacher and Chemistry teacher both use this CER format in their classes and I hope students will see how easy it is to transfer their knowledge and skills in all subjects.