In this activity, the teacher purposefully selected various examples of conclusions so that students could identify both strong (i.e., clear, concise) and weak (no evidence) characteristics to construct a list of criteria for what comprises a high quality claim.

Example teacher/group constructed conclusions from egg beater sources

A:  I can conclude that the Dover and the Ladd were very similar, but the Dover was more simple.  I know this because the Dover had four blades and had a simple design, and because the Ladd had eight blades and looked to have more details in its design.

B:  I can conclude that the two egg beaters were different made of different materials.  I know this because the two beaters were made at different times, and because in the 1900s it looks like it was made only metal.

C:  I can conclude that the Ladd is better.  I know this because so many of the egg beaters were spoons.  So the company Ladd made an egg beater that is better than spoons.

D:  I can conclude that the Ladd Company wasn’t the first company to come out with an egg beater.  I know this because in 1900 Farwell came out with different kinds of egg beaters, and because Ladd said it was “faster” and “better,” for beating.

E:  I can conclude that the Ladd copied Farwell’s Dover.  I know this because the only thing different is they copied it, and because they made it better and they stole Farwell’s great idea.

F:  I can conclude that egg beaters are very helpful for cake mixes and cookie dough.  I know this because I have done it before.