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Principles of an Argument Teacher Resources
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Writing a persuasive argument starts with a clear thesis. Using this resource, your class will write a persuasive paper on a conservation issue. They will then transform their argument into a 30-second public service announcement. If your class doesn't have access to video and editing software, they can present their announcement in front of the class.
Although recycling is definitely beneficial, reducing our waste and conserving our natural resources should really be the focus of environmentalists. Encourage the future generation to create a public service announcement about a conservation issue that they feel strongly about. They write a persuasive essay and transform this argument into a video announcement. Take action!
Use Dr. House and Sherlock Holmes to illustrate talented analysis. Your high schoolers compare and contrast the characteristics of deductive and inductive arguments. After discussing key terms of different types of arguments, they critically evaluate arguments and draw conclusions about each one. In groups, they practice identifying types of arguments and the best type to use in particular circumstances.
After viewing clips from a documentary on factory work in China and US outsourcing, learners have a fishbowl discussion. They work in groups to build both personal points of view and strong arguments on the effects of outsourcing in China. This lesson includes excellent resources and wonderful discussion questions intended to engage learners in building an economic and global perspective of US business overseas.
Young scientists investigate the scientific concepts and principles that help make common toys such as hula hoops, yo-yos, slinkies, and silly putty work. As a class, they read "Backyard Rocket Science, Served Wet" to get a look behind the scenes of inventions. They then develop exhibits to display in a "Science of Toys" museum.
Young scholars study ten fallacies that represent the most common mistakes in reasoning. In groups, students evaluate given arguments and identify the fallacy and/or bobby-trap in each one. Young scholars study larger arguments and discover reasons for analyzing statements.