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\n\"Common\n\n
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\nSouthern Nevada Regional Professional Development Program\n
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\nCommon Core Reading Standards: Understanding Argument\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nWhat does your class know about logical fallacies? They can find out quite a bit and practice identifying logical fallacies if you follow the steps and use the resources provided here! After reviewing ethos, pathos, and logos, ask small...\n
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PPT
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\n\"Fundamentals\n\n
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\nEducation Bureau of Hong Kong\n
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\nFundamentals of Critical Thinking\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nAnalyzing arguments is key to critical thinking. Colorful slides teach viewers how to recognize the structure of an argument, the claims, and the validity of the evidence used to support an argument. Then, provided scenarios permit...\n
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Activity
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\n\"Express\n\n
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\nCurated OER\n
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\nExpress Yourself Lesson Seed 3\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nIf you're looking to set your class up for writing effective arguments, try out this idea. While originally created with freedom as a guiding idea, the activity could easily be adapted for other themes. As a class, create a chart of...\n
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Lesson Plan
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\n\"Weighing\n\n
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\nNewseum\n
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\nWeighing the Arguments\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nTo understand how personal perspectives can affect policy and politics, scholars examine the woman suffrage media map and historical artifacts to analyze arguments for and against women's suffrage. Class members then take on the role of...\n
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Activity
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\n\"ELA.CCSS.ELA-Literacy.W.11-12.1\n\n
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\nShmoop\n
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\nELA.CCSS.ELA-Literacy.W.11-12.1\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nFocus on writing argument essays with your high schoolers. The lesson suggested here focuses on The Jungle, by Sinclair Lewis; however, the idea could be adapted for other texts. Check out the quick quiz provided at the end of the...\n
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Lesson Plan
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\n\"Teacher\n\n
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\nCurated OER\n
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\nTeacher Notes\n

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\n\nFor Teachers\n\n10th\n
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\nGathering information, distinguishing between arguments, preparing an oral presentation; these skills are fostered as 10th graders explore aspects of global trade and politics. They use the Internet to gather information about NATO, The...\n
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Lesson Plan
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\n\"Logic\n\n
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\nCurated OER\n
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\nLogic and Proof Writing\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents define inductive and deductive reasoning and write two column proofs. In this geometry lesson, students analyze arguments and draw conclusion. They define steps necessary to arrive at the correct answer when completing proofs.\n
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Lesson Plan
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\n\"Examine\n\n
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\nCurated OER\n
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\nExamine Persuasive Elements by Reading, Analyzing, and Discussing Persuasive Text\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nStudents identify persuasive strategies and analyze arguments. In this persuasive writing lesson, students read \"Chief Red Jacket's Reply\" and \"Reverend Cram's Speech to the Iroquois Nation\" and chart major elements of each argument....\n
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Lesson Plan
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\n\"Was\n\n
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\nSouthern Nevada Regional Professional Development Program\n
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\nWas Bias A Factor? Make an Argument\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nThe ability to analyze an argument is a skill emphasized by the Common Core standards. Offer your class an opportunity to develop and hone their skills by providing them the testimonies in an Oregon court case. After reading the facts of...\n
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\n\"The\n\n
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\nLibrary of Congress\n
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\nThe Conservation Movement at a Crossroads: The Hetch Hetchy Controversy\n

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\n\nFor Teachers\n\n9th - Higher Ed\n\nStandards\n
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\nShould wilderness areas be preserved or managed? Class members examine primary source documents, including lecture notes, articles, essays and congressional records to better understand the Hetch Hetchy controversy that created a split...\n
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\n\"The\n\n
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\nPBS\n
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\nThe Sixties: Notes from the Ho Chi Minh Trail\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nYoung historians research the rationales for fighting the Vietnam War, and the controversies surrounding it. They watch film clips, examine photographs, and read Lyndon B. Johnson's message to Congress to gather information for a...\n
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Lesson Plan
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\n\"A\n\n
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\nEngageNY\n
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\nA Focus on Square Roots\n

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\n\nFor Students\n\n10th - 12th\n\nStandards\n
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\nPupils learn to solve square root equations and rationalize denominators. Problems include those with extraneous solutions. \n
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\n\"Treaty\n\n
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\nCurated OER\n
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\nTreaty of Versailles\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nStudents describe the purposes of the Treaty of Versailles. In groups, they analyze the causes and effects of the treaty and discuss why the Americans were so against it. They note ideas for and against its ratification and they make...\n
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\n\"Mueller\n\n
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\nCurated OER\n
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\nMueller v. Allen\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils investigate a First Amendment legal case involving religion, education, and reimbursement of tuition payments. They research the background of the cases and its precedents.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Federalist Papers\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents identify the Articles of Confederation and explain why it failed. They explain the argument over the need for a bill of rights in the Constitution and James Madison's role in securing its adoption by first Congress. Finally,...\n
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\n\"Conservation\n\n
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\nCurated OER\n
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\nConservation at a Crossroads Lesson 1: What Is Conservation and Why Does It Matter?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore the concept of conservation. In this conservation lesson, students read articles and primary documents about the Conservation Movement in the United States and compare the movement to today's environmental movements....\n
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\n\"Why\n\n
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\nCurated OER\n
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\nWhy Empire? Why War?\n

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\n\nFor Teachers\n\n10th\n
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\nTenth graders examine the purpose of territorial expansion. For this World History lesson, 10th graders analyze various articles on World War II.  Students prepare arguments for and against territorial expansion. \n
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\n\"Forging\n\n
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\nCurated OER\n
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\nForging Freedom\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents read the story Forging Freedom by Hudson Talbott about the holocaust. In this holocaust lesson plan, students also answer discussion questions.\n
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\n\"Anti-social\n\n
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\nCurated OER\n
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\nAnti-social Behavior - A Topical Lesson From Learn.co.uk\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents discuss issues of crime, punishment, respect and responsibility, \n\nand explore arguments about causes of crime and possible solutions, and write persuasive essays sharing their views.\n
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Lesson Plan
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\n\"Right\n\n
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\nCurated OER\n
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\nRight of Privacy: 4th Amendment\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents are introduced to the 4th Amendment of the Washington state Constitution. In groups, they examine the Constitution of the state of Washington and compare it to the United States Constitution. They role play the role Supreme...\n
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Article
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\n\"Responsible\n\n
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\nOther\n
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\nResponsible Thinking: Analyzing Arguments and Evidence\n

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\n\nFor Students\n\n9th - 10th\n\nStandards\n
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\nContains many points to consider when analyzing someone's arguments and evidence, such as the hidden assumptions, cultural assumptions, and testability. Each is explained in a short paragraph with a link to additional discussions on...\n
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Article
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\n\"Khan\n\n
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\nKhan Academy\n
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\nKhan Academy: Introduction to Arguments\n

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\n\nFor Students\n\n9th - 10th\n\nStandards\n
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\nThe Logical Reasoning section of the LSAT assesses your ability to analyze arguments. This article introduces you to the components of an argument and how to recognize them. If this is new to you, it's a good idea to spend quite a bit of...\n
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Unit Plan
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\n\"Khan\n\n
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\nKhan Academy\n
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\nKhan Academy: Identify the Technique Learn More\n

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\n\nFor Students\n\n9th - 10th\n\nStandards\n
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\n\"Identify the technique\" questions will ask you to describe the reasoning of an argument - the way it uses support to justify a conclusion. These questions focus on structure, method, and technique. They're not concerned with what the...\n
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Study Guide
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\n\"Khan\n\n
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\nKhan Academy\n
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\nKhan Academy: Types of Conclusions\n

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\n\nFor Students\n\n9th - 10th\n\nStandards\n
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\nYou might find it helpful to categorize the kind of conclusion you're dealing with as you approach passages that contain arguments on the LSAT. Your success in analyzing arguments-passages with a conclusion and supporting evidence-starts...\n
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