Virginia SOL 10.R

10.R is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 10.R.1

  Evaluation and Synthesis of Information

• 10.R.1.A

  Formulate and revise questions about a research topic, broadening or narrowing the inquiry as necessary.

• 10.R.1.B

  Gather and organize information from various sources, including internet resources, electronic databases, and other technology.

• 10.R.1.C

  Objectively evaluate primary and secondary sources for their credibility, reliability, accuracy, usefulness, and limitations, that includes identifying their ma...

• 10.R.1.D

  Synthesize multiple streams of information from a variety of sources to support claims and introduce counterclaims.

• 10.R.1.E

  Create research products aligned with the demands of the reading and writing standards.

• 10.R.1.F

  Cite primary and secondary sources for quoted and paraphrased ideas using a standard method of documentation, such as the Modern Language Association (MLA) or A...

• 10.R.1.G

  Define the meaning and legal consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

• 10.R.1.H

  Demonstrate ethical and responsible use of all sources, including the Internet, Artificial Intelligence (AI), and new technologies, as they develop.

01

What Students Need to Do

Students develop a focused research question, revise it as needed, and gather information from varied primary and secondary sources. They judge each source’s credibility, accuracy, bias, usefulness, and limits. They combine evidence to support claims and counterclaims, then cite sources and technology use honestly.

02

What Mastery Looks Like

A student can narrow a broad topic into a researchable question and choose useful, credible sources. The student connects evidence across sources, explains disagreements or bias, and supports a claim while addressing a counterclaim. Quotations, paraphrases, AI assistance, and source details are documented accurately and ethically.

03

Common Misconceptions

Students often treat the first search result as trustworthy or assume a polished website is accurate. They may confuse summary with synthesis, ignore conflicting evidence, or cite quotations but not paraphrases. Some also submit AI output without checking facts, naming its use, or following class rules.

04

How to Assess It

Give students three short sources about school start times. Ask them to rank credibility, write one claim using two sources, address one counterclaim, and add MLA citations.

1. 01

   Give groups printed source cards, including an AI response, and have them sort by credibility, usefulness, bias, and evidence quality.

2. 02

   Compare two articles on the same issue, then write 150 words explaining where they agree, conflict, and show bias.

3. 03

   Run a source credibility speed round where teams earn points for spotting missing authors, weak evidence, outdated facts, and misleading claims.

4. 04

   Investigate a claim trending at school, verify it with three source types, and publish a cited fact-check for classmates.

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