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Thinking and Reasoning Teacher Resources
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Students develop debating and analytical thinking skills. They take a position in the Back-to-Africa discussion, based upon any readings and the two opposing essays they read. In groups, they discuss an issue from two different points of view. To end the activity, they write an essay from the point of view of non-slaved or enslaved African.
Students examine the issues surrounding Gulf War Syndrome. In groups, they analyze evidence from the war and medical information. They participate in a debate in which they support their feelings on whether the government of the United States tried to hide this issue from the Americacn public. To end the lesson, they read articles from veterns who suffer from the disease.
Learners work cooperatively in small groups to practice note-taking and outlining skills which are applied as student create unit Study Guides for their classmates. They demonstrate critical thinking skills as they decide the most important points to be included on the Study Guide and create a Study Guide that their classmates will use as they study for a test.
Students use the classroom atlases, the Internet or textbooks to draw a freehand map. They work in groups using the maps in the book The Broken Spears (Portilla) and The Conquest of New Spain (Diaz) to draw a freehand map identifying the cities and lakes. Students use butcher paper to draw the map.
Students combat pervasive stereotypes. In this Critical Analysis lesson, students examine and evaluate the stereotypes of Aboriginal groups, as depicted in a picture book. Students will use primary and secondary sources to compose comparative analysis essays on other books that may foster stereotypes.
Practice reading comprehension by completing a quiz. Readers identify important questions to ask themselves during a reading or writing assignment in order to fully grasp the concept and the task. They read to the class, complete a graphic organizer, and take a quiz aimed at enhancing reading skills.
Third graders research and compare differences between Navaho, Cheyenne and Kwakiutl Indian tribes, determine with which tribe they would choose to live, taking factors such as location and available resources into consideration, and write report detailing reasons for their choice.
Fourth graders learn what a wetland is, where they can be found, and what types of plants, animals and characteristic are associated with the wetlands. They also participate in an activity to explore and enhance their knowledge of specific animals, plants, and characteristics that are found in the wetlands.
Students create a mini city using proportions that fit a model human they construct using tin foil. They plan the city including a library, sports arena, living spaces, parks and businesses. When constructing the paper buildings, they calculate the scale, area and perimeter for each then place them in a city grid.