A student worksheet for comparing public-health sources

Published October 7, 2026 · Independent editorial guide

A strong classroom project explains how a source supports a conclusion. It does not simply assemble attractive quotations. The preserved James Hillhouse Academies homepage includes science, health and physical education within its academic navigation. This independent worksheet fits that educational context without claiming to be an assignment from the school.

Frame a question about communication

Try: “How do public-health websites address different readers?” This can be investigated without asking classmates to disclose a diagnosis or collecting sensitive health information. Choose a historical source and a current source, then identify the audience and purpose of each. Avoid questions that require a student to diagnose someone or evaluate their personal treatment.

Make a source card for each page

For the historical example, explore the restored diabetes education website from New Mexico. Its 2009 material includes navigation for professional education, patient education and community programs, alongside family-oriented Spanish-language material. Record the page title, visible era, language, intended audience and restoration notice. Treat old program details as historical observations rather than current availability.

Use NIDDK's current diabetes information as a separate source. Keep the two source cards distinct. A modern publication date does not make every statement interchangeable with an older page, and a restored government-era layout does not mean the current domain is operated by that government agency.

Compare evidence without collecting personal data

Create a table with headings for vocabulary, navigation, use of stories, attribution and unanswered questions. Quote only a short passage when necessary, then explain the observation in your own words. If one page uses a family narrative and another uses topic summaries, describe the difference without claiming that either format produces better health outcomes. That would require different evidence.

Present the limits beside the finding

A useful conclusion might say that the historical homepage separates professional and patient education, while the comparison page groups information by health topic. Explain that this small sample cannot represent every public-health website. Include working source links and access dates, and identify any unavailable pages. Finish with a question for further research, such as how a publisher makes translations findable, rather than a recommendation about anyone's care.