You will learn
- Define claim, evidence, reasoning, counterclaim, conclusion.
- Write a CER paragraph.
- Use counterclaims.
- Judge strength.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Explanations start with a claim.
- Evidence supports the claim.
- Reasoning connects them.
- Counterclaims strengthen thinking.
Words to know
a statement that answers a question
explaining how the evidence supports the claim
an opposing idea that someone might argue
a response that shows why a counterclaim is weaker
1. Discover: The paragraph builder
Mr Cole builds a paragraph on the board. “Claim: Trade routes helped towns grow. Evidence: A record shows that market towns along a route doubled in size over fifty years. Reasoning: Traders needed food, lodging and storage, creating jobs that attracted people. Counterclaim: Some say towns grew because of farming. Rebuttal: Farming helped, but the growth happened mostly along the routes, not elsewhere.” Mei says, “It feels solid.” “Because every step links,” says Mr Cole.
Think: What evidence would make your own claim stronger?
2. Understand: Constructing evidence-based explanations
Idea 1: Claim, evidence, reasoning
A claim answers the question. Evidence is the specific fact, quotation or data that supports it. Reasoning explains how the evidence supports the claim. Together they form the CER structure. Description says what happened, explanation says why.
Idea 2: Counterclaims
A counterclaim is an opposing idea. Considering it shows fairness. A rebuttal explains why the counterclaim is weaker or only part of the story, using evidence. Use linking words such as “because”, “since”, “as a result” and “however”.
Idea 3: Judging strength
A strong explanation has a clear claim, accurate evidence from reliable sources, logical reasoning, fair treatment of other views and an honest conclusion. A weak one makes big claims with no evidence or ignores contradictions.
3. Worked examples
Example 1 (I show you): Define
Claim.
- Think.
- Say.
- Check.
Answer: A statement that answers a question.
Example 2 (We do it together): Define
Reasoning.
- Think.
- Say.
- Check.
Answer: How evidence supports the claim.
Example 3 (You try): Give
A linking word.
Show the steps and answer
- Think.
- Say.
- Check.
Answer: Because.
Did you know?
Lawyers, scientists and historians all use claim-evidence-reasoning in their work.
Why this matters
Evidence-based explanations make our thinking clear and persuasive.
4. Explore: CER paragraph
Use the evidence grid from earlier. Write a paragraph with a claim, two pieces of evidence, reasoning, a counterclaim and a rebuttal. Swap and score a partner’s paragraph with a checklist.
- Plan.
- Write.
- Swap.
- Score.
Think about it: what did you notice?
What did you notice? Every step needs a link.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A claim is ___.
- Reasoning is ___.
- A counterclaim is ___.
- A rebuttal is ___.
Guided practice
Question 1. What is a claim?
An answer statement.
Question 2. What is reasoning?
Linking evidence to claim.
Question 3. What is a counterclaim?
Opposing idea.
Independent practice
Level 1: Start
- What is a claim?
- What is reasoning?
- What is a counterclaim?
- What is a rebuttal?
- Name a linking word.
Level 2: Grow
- Why evidence?
- Why counterclaim?
- Why link?
Level 3: Stretch
- Plan the paragraph.
- Write it.
- Score a partner.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Write one sentence of reasoning that links evidence to a claim.
Show a sample answer
Because traders needed food, towns grew.
Another one. Say a claim about something you know and give one piece of evidence to a family member.
Show a sample answer
Share.
7. Common mistakes
Fix: Evidence is essential.
Fix: Addressing them does.
8. Lesson summary and revision card
- I can define claim, evidence, reasoning, counterclaim, conclusion.
- I can write a CER paragraph.
- I can use counterclaims.
- I can judge strength.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Explanations start with a claim.
- Evidence supports the claim.
- Reasoning connects them.
- Counterclaims strengthen thinking.
11. Next lesson
Next lesson: Citing sources. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define claim and evidence. [2 marks]
- List the parts of a CER paragraph. [3 marks]
- Write a short claim with evidence and reasoning. [3 marks]
- Explain the value of a rebuttal. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Claim [1]; evidence [1]
- Three [3]
- Claim [1]; evidence [1]; reasoning [1]
- Meaning [1]; value [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a claim?
- What is reasoning?
- What is a counterclaim?
- What is a rebuttal?
- Name a linking word.
- Why evidence?
- Why counterclaim?
- Why link?
- Plan the paragraph.
- Write it.
Homework
Write a CER paragraph.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a claim? | An answer statement. | 1 |
| 2. What is reasoning? | Linking evidence to claim. | 1 |
| 3. What is a counterclaim? | Opposing idea. | 1 |
| 4. What is a rebuttal? | A response. | 1 |
| 5. Name a linking word. | Because. | 1 |
| 6. Why evidence? | Support. | 1 |
| 7. Why counterclaim? | Fairness. | 1 |
| 8. Why link? | Logic. | 1 |
| 9. Plan the paragraph. | Plan. | 1 |
| 10. Write it. | Write. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 An answer statement.; 2 Linking evidence to claim.; 3 Opposing idea.; 4 A response.; 5 Because.. Level 2: 1 Support.; 2 Fairness.; 3 Logic.. Level 3: 1 Plan.; 2 Write.; 3 Score..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define claim, evidence, reasoning, counterclaim, conclusion | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Write a CER paragraph | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use counterclaims | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Judge strength | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “A claim needs no evidence.” Evidence is essential.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a CER chart.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child writes explanations with evidence. Please ask them to explain their thinking. You do not need to be an expert to help.
- Ask why.
- Ask for evidence.
- Praise reasoning.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define claim, evidence, reasoning, counterclaim, conclusion; write a CER paragraph; use counterclaims; judge strength.
Prerequisite knowledge. Grade 6 ideas: compelling questions, research plans, source types, provenance and credibility.
Materials. CER frames. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Prepare CER frames.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Tell the paragraph builder story.
Explanation (10 min). Teach CER.
Guided activity (10 min). CER paragraph.
Independent activity (10 min). Discuss.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. How do we build an evidence-based explanation?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “A claim needs no evidence.” Evidence is essential.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Make a CER chart. Enrichment. Find one new example near your home or school, draw or write about it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: NCSS standards and C3 Framework, Cambridge Primary Humanities and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Social Studies curriculum, Grade 6 Unit 1, topic 8; NCSS C3 Framework, evaluating sources, developing claims and communicating conclusions; Cambridge Lower Secondary Humanities, enquiry and evidence skills; IB Primary Years Programme, how we share the planet and how we organise ourselves. These sources informed the lesson.