Evaluate government resources with B.L.A.R.G.S.

• Bias (Who is writing it? Why are they writing it?)

• Links (Do links work or is the site no longer maintained?)

• Age (How old is the website? How old is the content? When was it last updated?)

• Relevance (Does it connect to classroom content?)

• Grade (Is the content grade appropriate for reading levels and comprehension?)

• Sources (What is the information based on and where does the information come from? Is it accurate, reputable, and / or peer-reviewed?)

Evaluate primary sources with P.H.A.T.E.R.

• Perspective (Bias / viewpoint. Who is writing it? Why are they writing it? Does it add another dimension to the topic?)

• History (Where was it created, when was it created, and was it created in reaction to something?)

• Age (Is the content age appropriate for reading levels and comprehension?)

• Type (What kind of source is it — recording, journal, photograph, document, etc?)

• Established (Why was this material preserved or highlighted? Why would a collector, archivist, librarian, donor, publisher, etc. disseminate it?)

• Readability (Is it transcribed? Can you read and confirm the original text? Can you understand the spelling, vocabulary, and / or the vernacular?)

Evaluate community resources with L.A.R.V.A.

• Locality (How close is the source to your location? How does it connect to your local learning?)

• Accessibility (What is the resource — can it be shown in the classroom, be accessed online, presented with a guest speaker, or bring the class on a field trip?)

• Relevance (How does the content relate to classroom learning?)

• Voice (From what perspective is the resource, who is sharing the information, and why?)

• Accuracy (Is the information presented correct?)