Georgia 12.T.RA.2.a
The Standard
Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I)
Georgia's K-12 English Language Arts Standards · Texts (T) · Research & Analysis
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students turn a research question into focused search terms and adjust those terms when results are weak. They search databases, library tools, books, and websites, then select sources that are both credible and directly useful.
What Mastery Looks Like
- A student can revise search terms, use database filters, follow citations, and compare results from several source types. They can explain why each selected source is trustworthy, current enough, and useful for the research question.
Common Misconceptions
- Students often assume the first search result, an .org address, or a polished design proves credibility. They may choose sources that mention the topic but do not answer the research question. They may also stop after one search instead of revising keywords or using database filters.
How to Assess It
- Ask students to find two sources about whether high schools should limit generative AI in graded writing. Require one database source, the search terms used, and one sentence explaining each source’s credibility and relevance.
Lesson moves
Ways to Teach It
Give pairs a research question and source cards; have them sort each card into useful, questionable, or off-topic, then defend two choices.
Ask students to write: Which source would best support this claim, and what specific feature makes it more useful than the others?
Run a database search sprint: teams earn points for an effective search string, a useful filter, and one strong source.
Use a local issue, such as water use or transit, and have students build a three-source briefing for a school board member.
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