This 1.5-hour strategy helps students investigate the risks behind claims written in online resources. Using a variety of primary and secondary sources, students will identify arguments that support an author’s claim about a societal issue and create an Adobe Spark Post. You can adapt this strategy within a variety of literary and history courses and students can work individually or in pairs. This strategy can also be adapted for use with other Adobe products, such as Adobe Acrobat DC.
Adobe Spark Post is an interactive way for students to demonstrate their creativity and thinking about a societal issue. This strategy empowers students to demonstrate the motivation and effectiveness claims have on their perspective about topics that affect them in the real world. Topics can range from politics, health, personal freedoms, communicating on the Internet, etc.
Students define a claim. Then students read a source that determines an author’s claim about teenage driving. From the details presented in the source, students will discriminate (with t-chart) the details and techniques authors use to refine a claim about the driving age of teenagers. (30 minutes)
Students examine their claims to determine the motivation authors use to develop arguments in text. They respond to the author by creating a post that demonstrates the effect claims had on their perspective around driving. (10 minutes)
Using Adobe Spark Post, students create and design an infographic highlighting the effects of the claims. Students can use these steps to guide them, examine an example here, and watch or read these tutorials. (30 minutes)
Students publish and share their infographics.
In this 1.5-hour strategy, you will respond to a scenario that illustrates the motivation and influences of claims in online resources. You will examine the motivation behind claims then create a post that describes the effect claims have on your perspective with a societal issue (perspective on driving) using Adobe Spark Post.
Adobe Spark Post will allow you to create a professional-looking infographic, highlighting the effect the claims have had on your individual perspective.
1. Your teacher will provide you with a definition for claim. Then, your teacher will ask you to think about the range of sources that could be used to address the following question: "Should the driving age be raised to 18?”
As a class, brainstorm possible documents that could help answer the question. A possible list could include news articles, interviews, research studies, surveys, etc.
Next, go to the Internet and do a search on the driving age being 18. Choose one website and answer the following question:
What claim(s) are presented in the source? Take notes so that your teacher can document these claims on the board.
Consider why it is important to determine what is motivating the author to make such claims and how reliable is the information found in the claim. (30 minutes)
2. With a partner, debrief your website and the answers to the questions in Step 1. Using Adobe Acrobat or a t-chart, highlight and list the claims in the websites you visited.
As you share with your partner and the class, think about the importance of finding reliable and accurate information online. (30 minutes)
3. Now that you have engaged in discussions about the driving age being 18, create an infographic highlighting how the claims in these resources have affected your perspective. Using Adobe Spark Post, create an infographic to highlight your claim about the driving age being raised to 18. (30 minutes)
Your infographic should include:
Your own claim about the driving age being raised to 18
Words and image(s) to support your claim
Present claim that is geared towards a targeted audience
Review the rubric to ensure you understand how your infographics will be evaluated.
4. Share your Spark Post with your teacher as directed.
Consult the attached rubric to evaluate students' posts.