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Share an example of a successful activity or lesson that helped your students master claim testing!

Ebony McKiver

No humble brags. Loud and proud, share your claim testing success here!

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  • +2

    I created an activity where students identified a claim tester being used for different claims before and after the Enlightenment. For example, before the Enlightenment was, "The King is in charge because…

  • +1
    To help my students master claim testing, I implemented an interactive activity centered around the prompt: “The French Revolution was inevitable. Yes or no? Use specific examples from your notes…
  • +1

    I used the claim testing strategy as mentioned in the Global Conflict lesson to help scaffold our PBA!  I wrote down claims on notecards and then had students write statements that support those claims on…

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  • 0

    A successful lesson that helped my students with claim testing was a recent lesson we did with the silk road. Students were presented with the following claim: "The Silk Road was primarily a vehicle for trade, not cultural exchange." Students worked in small groups to complete a primary and secondary source analysis (sources such as maps of the Silk Road, excerpts from Marco Polo’s travels, Ibn Battuta, images of artifacts found along the Silk Road and peer-reviewed articles discussing the spread of religions through these routes). Within their small groups, based on their analysis identified evidence that supported or contradicted the claim. Then using a graphic organizer students organized their evidence into two categories: "Evidence for Trade" and "Evidence for Cultural Exchange." Students then crafted an argument, clearly stating their position on the claim and using specific evidence from their analysis.

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  • 0

    A successful lesson that helped my students with claim testing was a recent lesson we did with the silk road. Students were presented with the following claim: "The Silk Road was primarily a vehicle for trade, not cultural exchange." Students worked in small groups to complete a primary and secondary source analysis (sources such as maps of the Silk Road, excerpts from Marco Polo’s travels, Ibn Battuta, images of artifacts found along the Silk Road and peer-reviewed articles discussing the spread of religions through these routes). Within their small groups, based on their analysis identified evidence that supported or contradicted the claim. Then using a graphic organizer students organized their evidence into two categories: "Evidence for Trade" and "Evidence for Cultural Exchange." Students then crafted an argument, clearly stating their position on the claim and using specific evidence from their analysis.

Children