Your thesis on a global issue becomes stronger when it is supported by clear, credible evidence. In this lesson, you will learn how to tell facts from opinions, recognise trustworthy sources, and collect examples that truly match your revised thesis. You will explore different types of evidence, from statistics and reports to real-life stories and expert quotes. By the end, you will have a small but reliable evidence bank ready to support your opinion editorial about global inequality and related global goals.
🎯 Learning Goals
By the end of the lesson, you will be able to:
- Explain the difference between facts, opinions, and claims in texts about global issues.
- Use at least four criteria to judge whether a source of information is credible and suitable for your editorial.
- Gather and record at least six pieces of evidence that clearly support your revised thesis and link to one or more SDGs.
🧩 Key Ideas & Terms
- Evidence – information (facts, examples, data, quotes) used to support a claim.
- Fact – a statement that can be checked and proven true or false.
- Opinion – a personal belief or feeling that others might not share.
- Claim – a statement of belief or argument that needs evidence to support it.
- Credible source – a reliable source that is trustworthy, accurate, and appropriate for the topic.
- Bias – a strong preference or one-sided view that may affect how information is presented.
- Statistics – numbers and data used to show patterns or amounts.
- Anecdote – a short story about a real person or situation.
- Expert opinion – ideas from someone who has deep knowledge or experience in a topic.
- Evidence log – a simple table or list where you record evidence, sources, and notes.
🔄 Quick Recall / Prior Knowledge
Before gathering new evidence, remind yourself what you already know from earlier lessons.
-
Write your latest revised thesis statement from Day 2.
Show Answer
Your thesis should clearly name a specific global issue, target group, and action or stance. You will use this sentence to choose which evidence is useful today.
-
Name two types of evidence you have used in past writing tasks.
Show Answer
Possible answers: statistics, short real-life stories, quotes from experts, reports, examples from personal experience, comparisons between places, or descriptions of a problem.
-
Why do you think readers of an editorial on global inequality care about evidence?
Show Answer
Evidence helps readers trust the writer, see that the problem is real, and understand why the suggested actions or solutions are necessary and fair.
📖 Explore the Lesson
Move through each checkpoint and build a small, strong collection of evidence that fits your thesis.
Checkpoint 1: Fact, Opinion, and Claim
Mini-goal: Tell the difference between facts, opinions, and claims in texts about global issues.
When you read articles or posts about global inequality, you see a mix of facts, opinions, and claims. If you treat everything as equal, your editorial may end up repeating feelings instead of strong evidence. Learning to sort these parts quickly will help you decide what you can safely use to support your thesis.
A fact is a statement that can be proven true or false. For example, “More than half of students in Village X travel over five kilometres to reach school” can be checked through a survey or report. An opinion expresses a personal belief: “I think students in Village X are the bravest in the world.” A claim is a statement that takes a position and needs support, such as “The government must provide safe transport for students in Village X to reduce inequality.”
In an opinion editorial, your thesis and major topic sentences are claims. They must be backed up by facts and carefully chosen opinions from experts or people affected by the issue. Personal feelings can appear, but they work best when linked to facts and experiences that readers can understand and verify.
In your notebook, create three columns labelled “Facts,” “Opinions,” and “Claims.” As you practise later today, you can place sample sentences into this small chart and decide which ones will strengthen your writing.
Mini-summary: Facts can be checked, opinions show personal beliefs, and claims are arguable statements that need evidence. Your thesis is a claim, not just a fact or feeling.
-
Why can’t a pure opinion like “inequality is terrible” be your main evidence?
Show Answer
Because it does not show specific proof; many readers may already agree, but they still need clear information about where, how, and why inequality happens.
-
Choose one sentence from your own thesis or notes. Is it a fact, opinion, or claim?
Show Answer
Your thesis should be a claim. If it is only a fact or a very general opinion, you may need to revise it again.
-
How can mixing facts and stories make your claim more convincing?
Show Answer
Facts show that the problem is real and measurable, while stories help readers feel the human impact, making both heart and mind pay attention.
Checkpoint 2: Types of Evidence You Can Use
Mini-goal: Recognise different types of evidence and how they help your argument.
Not all evidence looks the same. Some pieces are made of numbers; others are sentences or images in readers’ minds. Understanding the strengths of each type helps you choose the best mix for your editorial on a global issue.
Statistics give clear numbers: percentages of children out of school, number of teachers per class, or distance to clean water. They make the scale of a problem visible. Anecdotes are short true stories about real people. They help readers imagine the problem and feel connected to it. Expert opinions come from people with deep knowledge or experience, such as researchers, teachers, or community leaders. Their views can increase trust in your argument.
You can also use comparisons to show differences: between rural and urban schools, or between two countries in Asia and Africa. Examples from everyday life (like a local school’s food programme) show how big ideas such as SDG 10 and SDG 16 play out in real communities.
In your notebook, create a mini “evidence menu” with headings like “Statistics,” “Stories,” “Expert opinions,” “Comparisons,” and “Local examples.” Under each heading, leave space to write at least one idea or source today.
Mini-summary: Evidence can be statistics, anecdotes, expert opinions, comparisons, or local examples. Using a mix of types makes your editorial more vivid and trustworthy.
-
Which type of evidence do you feel most confident using right now?
Show Answer
Many learners feel most confident using short stories from real life or simple comparisons, because they are easier to describe in their own words.
-
Which type of evidence would make your thesis about inequality especially strong?
Show Answer
If your thesis is about access to education, statistics showing enrolment or drop-out rates, plus a story from a learner, can be very powerful together.
-
Why is it risky to use only one type of evidence, such as stories without any numbers?
Show Answer
Relying on only one type might make your writing feel unbalanced; stories alone could seem like exceptions, while numbers alone may feel cold or hard to imagine.
Checkpoint 3: What Makes a Source Credible?
Mini-goal: Use clear criteria to decide if a source is trustworthy for your editorial.
When you search for information on global issues, you will find many sources: news reports, blogs, videos, social media posts, organisation websites, and more. Some are careful and accurate; others may be out of date, biased, or simply wrong. You need a simple test to decide which sources to trust.
Use the letters C-A-R-E as a memory aid:
- C – Creator: Who made this source? Are they an expert, a known organisation, a teacher, a student, or someone anonymous?
- A – Accuracy: Does the source give evidence (numbers, examples, references) that can be checked? Are there obvious mistakes?
- R – Recent: Is the information up to date enough for your topic? Global issues can change quickly.
- E – Example of bias: Does the source seem very one-sided or use emotional language to push one view without showing evidence?
In your notebook, pick one real or imagined source about an inequality issue. It could be a news article, a charity website, or a community report. Write its title or short description, then answer the four CARE questions. Decide whether you would use it in your editorial, and if so, what kind of evidence it gives you.
Mini-summary: A credible source has a trustworthy creator, accurate information, recent enough data, and limited or clearly explained bias.
-
Which part of CARE is hardest for you to judge right now—creator, accuracy, recent, or bias?
Show Answer
Many learners find accuracy and bias hardest, because they need to compare the source with other information and pay attention to language.
-
Think of a social media post about a global issue. What questions should you ask before trusting it as evidence?
Show Answer
Ask who posted it, where their information comes from, whether any facts can be checked, and whether the language is very emotional or one-sided.
-
Why is “recent” especially important when writing about current global problems?
Show Answer
Because situations, laws, and numbers can change quickly; using very old data might make your editorial misleading, even if the source was once accurate.
Checkpoint 4: Building an Evidence Log
Mini-goal: Organise your evidence in a simple log so you can use it easily later.
Good writers do not simply collect random facts; they organise them so they are easy to find and connect to their thesis. An evidence log is a simple chart that keeps your notes tidy and useful. It can be on paper or digital, but the idea is the same.
Draw a table in your notebook with four columns labelled: “Evidence,” “Type,” “Source,” and “How it supports my thesis.” In the first column, write a short version of the fact, example, or quote you plan to use. In the second column, note whether it is a statistic, story, expert opinion, comparison, or local example. In the third, record where you found it—website, article title, report, interview, or textbook. In the last column, briefly explain which part of your thesis this evidence supports.
As you fill in your log with points related to inequality, SDG 10, and SDG 16, you will start to see which arguments are already strong and where you still need support. If one part of your thesis has no evidence, that is a signal to keep searching or adjust the thesis in a later lesson.
Mini-summary: An evidence log helps you record what your evidence is, where it comes from, what type it is, and how it supports your thesis.
-
How many pieces of evidence do you already have that clearly support your thesis?
Show Answer
By the end of this lesson, aim for at least six strong pieces. Fewer than that may make your editorial feel thin or under-supported.
-
Which column of the evidence log do you think will help you most when drafting?
Show Answer
Many learners find the “How it supports my thesis” column most useful, because it reminds them why they chose each piece of evidence.
-
What should you do if you cannot clearly explain how a piece of evidence supports your thesis?
Show Answer
You may need to drop that evidence or save it for another task, or adjust your thesis so that the connection becomes clearer and more logical.
Checkpoint 5: Matching Evidence to Body Paragraphs
Mini-goal: Decide which evidence will go with each planned body paragraph.
Evidence becomes most powerful when it is matched carefully to the right paragraph. Your body paragraphs will each focus on one main reason that supports your thesis, so you need to assign evidence to the best place.
Look back at your list of reasons from Day 2. Under each reason, copy two or three pieces of evidence from your log that fit it best. For example, if one paragraph will argue that “unsafe journeys stop learners from attending school regularly,” you might choose a statistic about distance, a quote from a learner, and a comparison with an urban area.
When you notice that some evidence does not seem to fit any reason, ask yourself whether you need a new reason, a different thesis, or simply to remove that piece of information. Remember: you do not need to use every interesting fact you find. Your goal is not to show every corner of the topic, but to build a clear, focused argument.
In your notebook, turn your evidence log into a “paragraph plan” by arranging evidence beneath Reason 1, Reason 2, and Reason 3. This plan will support you when you begin drafting in a later lesson.
Mini-summary: Matching each piece of evidence to a specific reason keeps your future body paragraphs focused and makes your argument easier for readers to follow.
-
Which reason currently has the strongest evidence? Which has the weakest?
Show Answer
You might find that one reason has many clear statistics and stories, while another has only one weak example. This shows where to search or rethink.
-
Did you decide to remove any evidence from your log? Why?
Show Answer
Strong answers explain that some evidence did not match the thesis, felt unreliable, or repeated information already used more clearly elsewhere.
-
How might your evidence support a brief counterargument and response later on?
Show Answer
You may save one or two pieces of evidence to show that you understand another side, then use stronger evidence to explain why your thesis still stands.
Checkpoint 6: Linking Evidence to Global Goals
Mini-goal: Connect your evidence clearly to SDG 10, SDG 16, or other related SDGs.
Your editorial is not only about one school or one city; it is part of a larger conversation about global goals. Linking your evidence to SDGs shows readers that your argument supports international promises, not just personal preferences.
Look again at each piece of evidence in your log. In a new column or in the “How it supports my thesis” column, add a note about which SDG it connects to and how. For example, evidence about unequal digital access fits SDG 10, while evidence about unfair treatment by authorities may connect more to SDG 16. Some facts may link to more than one goal.
Then, choose two or three pieces of evidence and write a short explanation sentence for each, such as: “This statistic shows that our community is still far from achieving SDG 10 on reduced inequalities” or “This story reveals how weak institutions threaten the peace promised in SDG 16.” These practice sentences will become useful lines in your future paragraphs.
Mini-summary: Connecting evidence to SDGs helps readers see how your local examples are part of global efforts to reduce inequality and build peace and justice.
-
Which SDG appears most often in your evidence log, and why?
Show Answer
If your thesis focuses on inequality in education, SDG 10 and SDG 4 will likely appear most often; if it focuses on fairness and safety, SDG 16 may lead.
-
Write one sentence that links a piece of evidence to SDG 10.
Show Answer
Sample: “This data shows that learners in rural schools still have far fewer resources than those in cities, which goes against SDG 10 on reduced inequalities.”
-
Write one sentence that links a piece of evidence to SDG 16.
Show Answer
Sample: “This example of unfair treatment by local officials shows why we still need stronger, more just institutions under SDG 16.”
💡 Example in Action
Study these worked examples to see how evidence can support a thesis on a global issue.
-
Sample Thesis
“To reduce educational inequality, local governments must provide safe transport for rural learners to attend secondary school.”
Task: Identify one type of evidence that would support this thesis.Show Answer
Helpful evidence could include a statistic showing how many rural learners drop out because of distance, or a story from a learner who sometimes misses school due to unsafe roads.
-
Sample Evidence Log Entry
Evidence: “In District A, 40% of rural students walk more than 6 km to school.”
Type: Statistic
Source: Government education report, 2022
How it supports my thesis: ?Show Answer
It shows that distance is a serious barrier for many learners, supporting the idea that safe transport is needed to reduce inequality in access to secondary school.
-
Fact vs Opinion
A: “Many rural schools have fewer textbooks than city schools.”
B: “Rural schools are the worst schools in the world.”
Task: Label each as fact or opinion.Show Answer
A is a fact (if supported by data), while B is an opinion. A is more useful as evidence for an editorial that uses data and examples.
-
CARE Check
A charity website shares numbers about children out of school in one region.
Task: Name two CARE questions you should ask.Show Answer
You should ask who created the report (creator) and whether they explain where the numbers came from (accuracy). You might also check the year (recent) and look for emotional or one-sided language (bias).
-
Evidence and SDG Link
Evidence: “In this village, there is only one qualified teacher for three large classes.”
Task: Write a sentence linking this evidence to an SDG.Show Answer
Sample: “This lack of trained teachers shows why our community is still far from achieving SDG 4 on quality education and SDG 10 on reduced inequalities.”
📝 Try It Out
Practise finding, judging, and recording evidence for your own thesis. Use your notebook and evidence log.
-
Write your revised thesis at the top of a new page and underline the main issue and action.
Show Answer
You should underline words or phrases that show the problem you are focusing on and what you want leaders or communities to do about it.
-
List at least three possible places you could find information about your issue (for example, school library, trusted websites, community leaders).
Show Answer
Sample sources: education ministry website, a UNICEF or UNESCO page, a local newspaper, a teacher, a guidance counsellor, or a community organisation.
-
Add two new entries to your evidence log using the “Evidence / Type / Source / How it supports my thesis” structure.
Show Answer
Each entry should name what the evidence says, how you found it, and which part of your thesis it supports, not only copy a sentence with no explanation.
-
Choose one piece of evidence and test it with the CARE criteria. Write a short note about whether you think it is credible.
Show Answer
Your note might say that the creator is trustworthy, the data is recent and clearly explained, and the language feels balanced rather than extremely biased.
-
Write one short anecdote (3–5 sentences) that illustrates your issue from a learner’s point of view.
Show Answer
The anecdote should describe a specific situation, such as a long journey to school, lack of digital access, or unfair treatment, linked to your thesis.
-
Turn one of your statistics into a full sentence you could use in a body paragraph.
Show Answer
Sample: “In our district, one out of every three learners drops out before completing junior high school because of the cost of transport and fees.”
-
Write one expert-style sentence you could attribute to a teacher, health worker, or local leader about your issue.
Show Answer
Sample: “According to our school principal, some students miss up to two days of class each week because they cannot afford transport.”
-
For one of your pieces of evidence, add a note linking it to SDG 10 or SDG 16.
Show Answer
Example: “This shows reduced access to education for poor families, which is a clear sign of inequality under SDG 10.”
-
Rearrange your evidence log so that at least two pieces of evidence sit under each main reason you plan to use.
Show Answer
Your log should now show which reason each piece helps. If one reason has no evidence, you may need to rethink that part of your plan.
-
Circle the three strongest pieces of evidence in your log and explain in one sentence each why they are strong.
Show Answer
Strong evidence is usually clear, specific, credible, and closely linked to your thesis and SDGs, not just interesting on its own.
✅ Check Yourself
Answer these items to check your understanding of credible evidence and sources.
-
Multiple-choice: Which statement is a fact?
a) “I believe urban schools are better than rural schools.”
b) “Many students feel sad about inequality.”
c) “In 2023, 30% of students in District X did not complete junior high.”
d) “Our leaders do not care about education.”Show Answer
The fact is c), because it can be checked and proven true or false with proper data.
-
Short answer: What is one difference between a fact and a claim?
Show Answer
A fact can be proven true or false, while a claim is an arguable statement that expresses a position and needs evidence to support it.
-
Multiple-choice: Which of the following is the best example of evidence for an editorial?
a) “I hate inequality.”
b) “My friend says inequality is bad.”
c) “A UNICEF report shows that children from the poorest 20% of households are three times more likely to be out of school.”
d) “I feel nervous when I talk about global issues.”Show Answer
The best evidence is c) because it provides clear, checkable data from a credible source.
-
Short answer: Name one type of evidence you can use in an editorial on global inequality.
Show Answer
You might say statistics, anecdotes (short stories), expert opinions, comparisons, or local examples.
-
Multiple-choice: In the CARE test, the letter C reminds you to check…
a) Content
b) Creator
c) Colour
d) Comment sectionShow Answer
It stands for Creator.
-
Short answer: Why is “recent” important when judging a source about global issues?
Show Answer
Because old information may not show the current situation or latest changes, so using it might mislead readers.
-
Multiple-choice: Which source is most likely to be credible?
a) A social media post with no author or source.
b) A rumour shared by a friend.
c) An official education ministry report published last year.
d) A random anonymous comment on a video.Show Answer
The most credible option is c), assuming it clearly explains how it collected data.
-
Short answer: What is one sign that a source might be biased?
Show Answer
It uses very emotional or one-sided language, attacks people instead of ideas, or ignores important facts that do not support its opinion.
-
Multiple-choice: Which entry would fit best in the “How it supports my thesis” column of an evidence log?
a) “It is interesting.”
b) “I like this quote.”
c) “Shows that transport costs stop many rural learners from attending secondary school, which links to my claim about free transport.”
d) “I found this on the internet.”Show Answer
The best entry is c) because it clearly explains the connection to the thesis.
-
Short answer: How can you link one piece of evidence to SDG 10 in a sentence?
Show Answer
Sample: “This statistic proves that children in poor communities still have far fewer chances to study, which is exactly the kind of inequality SDG 10 aims to reduce.”
-
Multiple-choice: Which pair shows good matching of thesis and evidence?
a) Thesis: “Schools should be safer.” Evidence: “Students like sports.”
b) Thesis: “We need better internet in rural schools.” Evidence: “Many rural students cannot join online lessons because of weak signals.”
c) Thesis: “Climate change is bad.” Evidence: “My favourite subject is English.”
d) Thesis: “I enjoy music.” Evidence: “Some students walk to school.”Show Answer
The best match is b).
-
Short answer: Why should you sometimes remove a piece of evidence from your log, even if it is interesting?
Show Answer
Because if it does not clearly support your thesis or does not fit any body paragraph, it can distract readers and weaken your argument.
-
Multiple-choice: Which statement best describes the purpose of an evidence log?
a) To record every fact you find, even if it is random.
b) To keep a tidy list of evidence, sources, and explanations that match your thesis.
c) To replace your thesis statement.
d) To hide which sources you used.Show Answer
The correct answer is b).
-
Short answer: Write one question you will ask yourself in future when deciding whether to trust a new source.
Show Answer
Sample: “Who created this source, and how do they know this information?” or “Is there evidence to support these statements?”
-
Reflection check: In one or two sentences, explain how having credible evidence will change the way you write your editorial.
Show Answer
Sample answer: “Credible evidence will make my editorial stronger and more persuasive because readers will see that my claims are supported by real data and stories, not just my feelings.”
🚀 Go Further
Use these optional activities to deepen your skill in finding and judging evidence. Teachers may assign them as extension tasks.
-
Choose one online article and highlight all the facts in one colour and all the opinions in another.
Show Answer
Teacher guidance: Ask learners to share examples and discuss why some statements are facts and others are opinions or claims.
-
In a small group, compare two different sources about the same global issue and decide which one seems more credible and why.
Show Answer
Teacher guidance: Encourage use of the CARE criteria and support learners to explain their decisions with specific examples from the texts.
-
Expand one entry in your evidence log into a short paragraph that includes the evidence, a brief explanation, and an SDG link.
Show Answer
Teacher guidance: Use this paragraph as practice for future body paragraphs; give feedback on clarity and connection to the thesis.
-
Create a simple classroom “evidence wall” where learners post short summaries of strong, credible sources they have found on global inequality.
Show Answer
Teacher guidance: Ask learners to include the source name, date, and one sentence about how it supports an SDG.
-
Keep a “source diary” for one week, noting where and how you hear information about global issues (news, social media, family, school) and rating each for credibility.
Show Answer
Teacher guidance: Use the diary to discuss media habits and help learners become more critical, thoughtful readers.
🔗 My Reflection
Notebook task: In 6–8 sentences, reflect on your progress in finding credible evidence today.
- Which piece of evidence in your log do you trust the most, and why?
- Which part of the CARE test do you need to practise more?
- How will your evidence log help you when you begin drafting your opinion editorial on your chosen global issue?
No comments:
Post a Comment