Take a Side and Show Your Working
A 50-minute Grade 4 lesson on constructing an argument in which every claim is tied to a named source.
Take a Side and Show Your Working is a free 50-minute Grade 3 to Grade 5 social studies lesson plan for Common Core standard D4.1.3-5 — make an argument using claims and evidence from several sources. It is timed across 5 sections, gives the exact wording to use where the wording carries the mathematics, names 3 misconceptions with the teaching move that addresses each, and ends with an exit ticket and a printable worksheet with its answer key.
- Grade:
- Grade 3 to Grade 5
- Length:
- 50 minutes
- Standard:
- D4.1.3-5
Grade 3 to Grade 5 · Communicating Conclusions and Taking Informed Action
D4.1.3-5
Construct arguments using claims and evidence from multiple sources.
Objective
Students will be able to construct an argument with a position, sourced evidence and a reply to the strongest objection.
Students are successful when they can
- States a position.
- Uses evidence from two named sources.
- Answers the strongest objection rather than the easiest.
What you need
- The eight regional sources
- An argument frame: position, evidence, objection, reply
- The printable practice sheet linked at the end of this plan
The lesson
Warm-up — the objection they dodged
5 min- Read an argument that answers a trivial objection and skips the serious one.
- Ask which objection was avoided.
Teach — fill the frame honestly
17 min- Position: the owners were not entitled to cut wages in 1893.
- Evidence one: the circular's published profits of 12,000 pounds.
- Evidence two: the notice's own admission that it gives no figures.
- Objection: profits from last year do not pay this year's costs. Name it as the strongest.
- Reply: then publish this year's, and let the hands judge. Take a side.
- Say the rule: pick the objection that would actually beat you and answer that one.
- Warn against attacking the arguer instead of the argument.
“What is the strongest thing somebody could say against you?”
Guided practice — argue and be argued at
15 min- Pairs fill the frame on one question.
- They swap and write the strongest objection to the other's argument.
- Pairs reply to the objection they received.
Independent practice
10 min- Students complete the 'Take a Side and Show Your Working' page.
- Check both pieces of evidence carry source names.
Close
3 min- Read the reply that dealt with the hardest objection.
What goes wrong, and why
Each of these is a reasoning error rather than carelessness. The fix addresses the reasoning.
Answers only the easy objection.
Why: It is the one they can beat.
Fix: Ask what would actually change your mind, then answer that.
Gives a position with no evidence.
Why: The position feels obvious.
Fix: Point at the frame. An empty evidence line is an unfinished argument.
Attacks the person on the other side.
Why: It feels like winning.
Fix: Answer the reason. A reason can be answered; a person cannot.
If they are not there yet
- The frame with position and one evidence line filled.
- Choose the strongest of three objections.
If they finish early
- Argue the side you disagree with.
- Add a second objection and reply.
- Say what evidence would defeat your own argument.
Exit ticket
Were the owners right to cut wages in 1893? Give your position, one source, and the strongest objection to you.
What to look for: A position, a named source, and a real objection such as last year's profits not covering this year's costs. A trivial objection means the rule needs another run.
Printable practice for D4.1.3-5
Free to print and copy, answer key included. Each sheet can generate a fresh set of problems for a retake.
- Take a Side and Show Your WorkingWrite your answer. Use the checklist.
Questions about Take a Side and Show Your Working
How long does the Take a Side and Show Your Working lesson take?
50 minutes, split across 5 timed sections: warm-up 5 min, teach 17 min, guided practice 15 min, independent practice 10 min, close 3 min. The minutes are stated per section and add up to the stated length, so the plan can be cut or extended at a section boundary rather than abandoned halfway.
Which standard does Take a Side and Show Your Working teach?
D4.1.3-5 — D4.1.3-5, Communicating Conclusions and Taking Informed Action for Grade 3 to Grade 5: “Construct arguments using claims and evidence from multiple sources.” In plain terms, make an argument using claims and evidence from several sources.
What do I need to teach this lesson?
The eight regional sources, an argument frame: position, evidence, objection, reply and the printable practice sheet linked at the end of this plan. Everything listed is either ordinary classroom equipment or a free printable from this site — there is nothing to buy and nothing to prepare beyond photocopying.
What mistakes should I expect in this lesson?
Three, each a reasoning error rather than carelessness: answers only the easy objection; gives a position with no evidence and attacks the person on the other side. The plan gives the thinking behind each one and the teaching move that addresses the thinking rather than the symptom.
How do I know whether the lesson worked?
The exit ticket asks: “Were the owners right to cut wages in 1893? Give your position, one source, and the strongest objection to you.” A position, a named source, and a real objection such as last year's profits not covering this year's costs. A trivial objection means the rule needs another run. That tells you whether the class needs a reteach or a thirty-second conversation before you plan tomorrow.
Is there a worksheet to go with Take a Side and Show Your Working?
Yes — 1 printable D4.1.3-5 worksheet, linked at the end of the plan and free like the rest of the site. Each one comes with an answer key and 25 versions, so the practice after the lesson can be a different paper on every desk.
Is Take a Side and Show Your Working free to use?
Yes. The plan, its printables and their answer keys are free to read, print and photocopy for your own class, with no account and no email capture. It was last reviewed on 7 September 2026. Please do not resell it or republish it as your own.
Last reviewed 2026-09-07. Aligned to D4.1.3-5 of the C3 Framework for Social Studies State Standards.