18nov13+Class

flat **Standards** [|CCSS.ELA-Literacy.RH.11-12.3] Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. [|CCSS.ELA-Literacy.RH.11-12.6] Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. [|CCSS.ELA-Literacy.RH.11-12.9] Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. =AIM= How do I use fallacies in a debate? =Do Now= Describe one of the fallacies that you remember from the presentations that isn't your own. Either explain what the fallacy is or an example of it being used. = = =Mini-Lesson= Listening for fallacies. Think of critical thinking as a self-defense mechanism or as a virus protection for the mind. Just like your computer, your mind can be corrupted by bad logic, which can get you off topic or misguided. Listen to this short podcast about critical thinking skills as a method of self-defense. media type="file" key="TCT 002_ Why Critical Thinking Matters _ Part 1_ Self-Defense.mp3" =Class Activity= Debate! We will debate the topic of nature or nurture.

**Nature -** the theory that we are as we are created. Our DNA determines who we are. **Nurture -** the theory that we are created by our environment. Our experience determines who we are.

Take a moment and decide which camp you belong. Then prepare two arguments to support your position. =Closing= Write a brief reflection about where the debate ended. Do you feel your position held the higher ground? Were you convinced to change your opinion based on the opposing side's argument? = Absence Make Up = In order to make up missed material, students need to do the following in their notebooks:

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= Lesson Plan =

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