I hope each of you had an amazing weekend! We only have five days until the break. We have a lot to get through, but I am positive that you will enjoy it!! As a reminder, there will be zero work given over the break.
Below is the proposed agenda for the week:
Common Core Standards:
R.1, 2, 8 and 10.
S/L.1, 2, and 3.
W.1, 4, 5,7,8,9, and 10.
What are all the various ways that arguments can go awry?
What are all the reasons why arguments can go awry?
Are all errors in arguments accidental? Would people ever be motivated to distort the truth deliberately, what would such distortions look like, and how could these distortions be identified and appropriately discounted?
What is the difference between a weakness in an argument and an outright mistake?
Is it possible for people of good will to disagree on an issue and produce arguments relatively free of errors and weaknesses on both sides of the issue? If so, how can these arguments be evaluated?
Monday: Discussion of the weekend and arguments that followed, who is right activity, cynics speak out, main lesson: tips and tricks to discern numbers, and points of view assignment. Overview: Students will discover how misleading numbers can be by solving two seemingly straightforward mathematical puzzles that have bizarre and surprising results. They will also listen to a radio show about how drug companies selectively use numbers to promote the effectiveness of their products in somewhat misleading ways. Outcomes: Students will apply the principles from the lesson and solve two mathematical puzzles on their own. They will also make judgments concerning the proper response to the use of numbers in arguments-skepticism or cynicism. Homework: None.
Tuesday: Opening activity: standards test, Case study: medical research, and discussing the text. Overview: Students will learn the standards used to test the reliability and validity of evidence. They will then read an article, analyze, and discuss an article that claims that many medical studies, including prominent ones, do not pass these standards. Outcomes: Students will derive and categorize the specific kinds of distortion of the truth that can arise in the use of evidence to support claims. Homework: Finish case study.
Wednesday: Discuss text from yesterday and student case studies, coming to terms with deviance, main lesson: errors in reasoning PowerPoint and discussion, and self-assessment of strengths and weakness. Overview: Students will examine the kinds of mistakes and weaknesses that can afflict the three primary forms of reasoning from Unit 1-the Toulmin model, deduction, and induction. Outcomes: At the beginning of the lesson, students will recalibrate their judgments concerning skepticism and cynicism, arriving at a heightened appreciation of intellectual humility. Students will also practice properly identifying the range of weaknesses found in the Toulmin model, deduction, and induction. Finally, they will evaluate their own speeches from Unit 2 in light of their new knowledge from this lesson. Homework: None.
Thursday: Review errors in reasoning PowerPoint, discuss 2nd class debate, assign groups for debate, and have students begin researching for their 2nd class debates. Overview: Today students will focus on understanding the structure of their 2nd class debate, as well as begin researching for it. Outcomes: Students will be aware of their 2nd class debate structure and procedures. They will also be more knowledge on their topics. Homework: Continue Researching debate topics.
Friday: Continue researching for 2nd class debate. Overview: Today students will use this class period to continue researching for their 2nd class debates which will take place the Tuesday after we come back from spring break. Outcomes: Students will be more informed, as well as begin writing their speeches for their 2nd debates. Homework: NONE! ENJOY YOUR BREAK! BE SAFE!!!