# data[].attributes.headline
Progression of Teaching Argumentation across grades 

# data[].attributes.subject
Progression of Teaching Argumentation across grades 

# data[].attributes.attachment_link.title
Copy of Progression of Teaching Argument Writing in Social Studies

# data[].attributes.body
List of Teaching Considerations

# data[].attributes.headline
Thinking Strategies for Social Scientists 

# data[].attributes.subject
Thinking Strategies for Social Scientists 

# data[].attributes.body
Lesson Plan from Stanford History

# data[].attributes.attachment_link.readable_text
Are all historical sources equally trustworthy? How might the reliability of a historical document be affected by the circumstances under which it was created? In this activity, students sharpen their ability to source documents and learn to think critically about what sources provide the best evidence to answer historical questions.
[Teacher Materials and Student Materials updated on 10/27/2020].

# data[].attributes.attachment_link.title
Evaluating Sources | Stanford History Education Group

# data[].attributes.attachment_link.description
Are all historical sources equally trustworthy? How might the reliability of a historical document be affected by the circumstances under which it was created? In this activity, students sharpen their ability to source documents and learn to think critically about what sources provide the best evidence to answer historical questions.

# data[].attributes.attachment_link.readable_text
Overview | Why is it important to be critical consumers of news media? How do we discern fact from opinion in The New York Times, and in other news reports? In this lesson, students will become familiar with the layout of the NYTimes.com home page and learn how news and opinion articles are labeled and organized for clarity. Then students will carefully consider the difference between fact and opinion and create guiding questions to help discern between the two when reading a news or opinion piece from any news source. Finally, they will use their guiding questions to compare two pieces on the same news event, separating opinion from fact on the sentence level.

Materials | Student journals and access to computers or tablets and the NYTimes.com home page

Warm-Up | Note to teachers: Before class, you may wish to review The Times's Readers' Guide to familiarize yourself with the different kinds of articles students might encounter daily in the paper. Here is how the guide is introduced:

In its daily news pages, The Times presents both straightforward news coverage and other journalistic forms that provide additional perspective on events. These special forms - news analysis articles, columns and others - adhere to standards different from those of the editorial and Op-Ed pages. The news and editorial departments do not coordinate coverage and maintain a strict separation in staff and management.

All articles, columns, editorials and contributions in the newspaper are subject to the same requirements of factual accuracy.

Ask students in pairs or small groups to navigate to The Times's home page. Tell them they are going to engage in a scavenger hunt to help them learn about how articles are organized and labeled in the newspaper:

Post, project or print the following questions to guide the hunt.

1. What article appears in the upper left hand corner of the home page? What kind of article is it? News or opinion?

2. What article is featured in the middle of the home page, with the picture? Is it news or opinion?

3. What heading do you see in the box on the right hand side of the home page? What can you assume about the articles whose headlines you see here?

4. Write the headline of the editorial.

5. What Op-Ed pieces do you see in today's paper?

6. Write the names of the columnists whose work appears in today's paper.

7. Scroll down the menu on the left hand side of the page. In which section are you sure you'll see opinion pieces?

8. Write down two headlines in the Arts section. Are these news or opinion articles?

9. Write down two headlines from Health. Are these news or opinion articles?

After students have finished their hunt, ask the following questions to debrief this activity and introduce the theme of the lesson:

Where in The Times are you most likely to find news stories?

When you located a news story, how did you know it was news?

What is the difference between news and "news analysis"? (The Readers' Guide can help.)

Where in The Times are you most likely to find opinion pieces? How do you know they are opinion?

Can you find a piece in which facts and opinion mingle?

Is it always clear what's a fact and what's an opinion? Why or why not?

Why is it important to be able to tell the difference between fact and opinion when consuming news?

Younger students might enjoy watching this Grammarheads video at this point to review the difference between fact and opinion.

Related | In a 2010 piece on the topic of fact and opinion in news headlined, " In an Age of Voices, Moving Beyond the Facts, " Arthur Brisbane, then The Times's public editor, writes:

What some call opinion, others call interpretive journalism - a label as opaque as the practice. Call it what you will, nothing has generated more reader indignation in the past few weeks than when it has appeared on a news page.

The morphing of news has stuck in some readers' craw for a long time, and all three of The Times's previous public editors dealt with the issue. But I believe the phenomenon is accelerating and has the potential to redefine the newspaper.

It's not that editors have decided to abandon the traditional virtues of objective journalism. But the Times news pages increasingly are home to "voices," not merely reportage, as editors commission work bearing the author's distinctive point of view. And it is happening during the clamor of the Internet age, when such voices are the only ones that seem to rise above the din.

Questions | For discussion and reading comprehension:

1. Why do you think readers are "indignant" when "interpretive journalism" appears on a news page?

2. Why, according to Mr. Brisbane, is the phenomenon accelerating and why does it have "the potential to redefine the newspaper"?

3. Why does Dan Gillmor, director of the Knight Center for Digital Media Entrepreneurship at Arizona State University, think "the whole effort to demonstrate impartiality is wrongheaded to begin with"?

4. In your opinion, which of the two choices presented at the end should The Times take? Why?

Activity | From here, students should begin to look at reporting and opinion pieces in The Times to analyze them for their mix of fact and opinion on the sentence level.

One way to do this is to choose two pieces about the same big news event - one a factual news report and the other an interpretive news analysis - and compare them.

For example, you might choose the killing of Osama bin Laden in 2011 and look at both the news article from May 1, 2011, "Bin Laden Is Dead, Obama Says," as well as the news analysis from May 2, 2011, "President's Vow Fulfilled."

Here are the opening sentences of each piece. You might read them aloud and ask students which is the straight news report and which is the news analysis piece:
Osama bin Laden, the mastermind of the most devastating attack on American soil in modern times and the most hunted man in the world, was killed in a firefight with United States forces in Pakistan, President Obama announced on Sunday.
and
President Obama's announcement late Sunday that Osama bin Laden had been killed delivered not only a long-awaited prize to the United States, but also a significant victory for Mr. Obama, whose foreign policy has been the subject of persistent criticism by his rivals.
After this, you might group students in threes or fours to discuss any recent Op-Ed or column in The Times. Recent pieces with teen appeal include Frank Bruni's Op-Ed column "How to Choose a College," the editorial "Dreaming and Driving," a selection from Room for Debate's "With Children, When Does Religion Go Too Far" and (with teacher preview for content) " After Being Raped, I Was Wounded - My Honor Wasn't."

Ask students to first read the selected article on their own, labeling each sentence as "F" for fact or "O" for opinion. Then in their small groups, ask them to compare their labels. Encourage them to think critically as they come to conclusions, considering sources and their reliability, writers' potential biases, and their own biases. As they read, ask students to take notes about the reasons and process they used to distinguish fact from opinion in the article.

Once groups have finished their work, project the article for all to see and talk through students' decisions at the sentence level. As a class, create a list of guiding questions to ask when reading any article - news, opinion or a mix - to help differentiate fact from opinion.

Then ask students to choose their own article and read it to test the effectiveness of their guiding questions. As with the earlier group task, ask students to focus on distinguishing between fact and opinion on the sentence level, labeling each sentence with an "O" or an "F."

After their work is complete, reconvene as a class and discuss the efficacy of the guiding questions. Did they work? Were you always able to tell the difference between fact and opinion? Why or why not? What's difficult about this? What might be changed to make the questions more effective? Why is it important to have such questions in your "reader's toolbox" as you approach any news media source?

Going Further |

Extend this lesson by discussing the role of fact-checkers and introducing them to John D'Agata and Jim Fingal's " Lifespan of a Fact."

While students read the entire work, Times coverage of the book, including this magazine feature and this review offer fodder for discussion about the nature of truth in nonfiction. What makes a fact, a fact? Is factual accuracy the same as truth? Do facts matter? Do they always matter? Why or why not?

You might also ask students to consider the role and effectiveness of fact-checkers in the 2012 presidential election and the role The Times played in live fact-checking the debates.
Common Core ELA Anchor Standards, 6-12:
Reading:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions
6. Assess how point of view or purpose shapes the content and style of a text.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Speaking and Listening:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Language:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

# data[].attributes.attachment_link.authors[].name
Amanda Christy Brown and Katherine Schulten

# data[].attributes.attachment_link.title
News and 'News Analysis': Navigating Fact and Opinion in The Times

# data[].attributes.attachment_link.description
Overview | Why is it important to be critical consumers of news media? How do we discern fact from opinion in The New York Times, and in other news reports? In this lesson, students will become familiar with the layout of the NYTimes.com home page and learn how news and opinion articles are labeled and organized for clarity.

# data[].attributes.headline
10 Ways to teach Argumentative Writing with the NY Times

# data[].attributes.subject
10 Ways to teach Argumentative Writing with the NY Times

# data[].attributes.body
Great collection of topics

# data[].attributes.attachment_link.title
10 Ways to Teach Argument-Writing With The New York Times (Published 2017)

# data[].attributes.attachment_link.description
Ideas for helping students both read opinion-writing closely and write their own effective pieces on the issues that matter to them.

# data[].attributes.body
Stanford History Project

# data[].attributes.attachment_link.title
List of History Assessments of Thinking (HATs) | Stanford History Education Group

# data[].attributes.attachment_link.description
Our lessons and assessments are available for free download once you've created an account.

# data[].attributes.headline
A Brief Guide to Writing the History Paper

# data[].attributes.subject
A Brief Guide to Writing the History Paper

# data[].attributes.body
Harvard Writing Project

# data[].attributes.body
MATERIALS

# data[].attributes.attachment_link.readable_text
In this Lesson Plan Review, students analyze primary and secondary sources describing an encounter between the Lewis and Clark expedition and a Native American tribe. The lesson overall is a great way to encourage students to work collaboratively to analyze this important historical interaction from multiple perspectives. FIND OUT MORE "

# data[].attributes.attachment_link.description
In this Lesson Plan Review, students analyze primary and secondary sources describing an encounter between the Lewis and Clark expedition and a Native American tribe. The lesson overall is a great way to encourage students to work collaboratively to analyze this important historical interaction from multiple perspectives.

# data[].attributes.headline
MONTY PYTHON AND THE QUEST FOR THE PERFECT FALLACY

# data[].attributes.subject
MONTY PYTHON AND THE QUEST FOR THE PERFECT FALLACY

# data[].attributes.body
ANNENBERG CLASSROOM

# data[].attributes.attachment_link.readable_text
Monty Python and the Quest for the Perfect Fallacy

Summary
If you weigh the same as a duck, then, logically, you're made of wood and must be a witch. Or so goes the reasoning of Monty Python's Sir Bedevere. Obviously something has gone wrong with the knight's reasoning - and by the end of this lesson, you'll know exactly what that is. This lesson will focus on 10 fallacies that represent the most common types of mistakes in reasoning.
Key Terms

Argument: A conclusion together with the premises that support it.

Premise: A reason offered as support for another claim.

Conclusion: A claim that is supported by a premise.

Valid: An argument whose premises genuinely support its conclusion.

Unsound: An argument that has at least one false premise.

Fallacy: An argument that relies upon faulty reasoning.

Booby-trap: An argument that, while not a fallacy itself, might lead an inattentive reader to commit a fallacy.

Examples

Example 1: Whichever basketball team scores the most points will win the game. Virginia scored more points than UNC. Therefore Virginia won the game.

In Example 1, the first two sentences are premises and the third is the conclusion. The argument is valid, for the two premises provide genuine support for the conclusion.

Example 2: Whichever candidate receives the greatest share of the popular vote will be elected President of the United States. Al Gore received more votes than George Bush. Therefore, Al Gore was elected President of the United States.

Example 2 has exactly the same structure as Example 1. The first two sentences are premises, and the third sentence is the argument's conclusion. The difference, of course, is that in Example 2, the first premise is false. Getting the most votes is not the way one gets elected president. So Example 2 is unsound.
Background
Arguments can be bad for one of several reasons. They might fail because one of the premises is false. For example:
If Burger King sells Big Macs, then McDonald's will go out of business.

Burger King does sell Big Macs.

Therefore, McDonald's will go out of business.

In this argument, the first two lines are premises and the third line is the conclusion. The argument is formally valid (that is, if the premises were true, then the conclusion would have to follow). It's also unsound, since Burger King is not in the business of selling Big Macs, and thus McDonald's franchise is safe. (Or at least it won't fail for this reason!)

Arguments also fail when the conclusion does not properly follow from the premises.

Baptists are often politically conservative. (premise)

Republicans are often politically conservative. (premise)

Therefore Baptists are often Republicans. (conclusion)

This sort of argument can be extremely seductive, but logically it does not work. Consider another argument that has exactly the same form:

John Elway is a great quarterback. (premise)

Michael Vick is a great quarterback. (premise)

Therefore, Michael Vick is really John Elway. (conclusion)

Both arguments are invalid, for even if their premises are true, their conclusions can still be false. Many logical fallacies are of just this sort: They offer reasons that fail to support their conclusions.

Finally, some arguments are bad not because they make false claims or because they commit some logical error, but rather because they are booby traps for unsuspecting readers.

Dr. Roy Spencer, who is a prominent climate scientist at the University of Alabama at Huntsville and winner of NASA's Medal for Exceptional Scientific Achievement, doesn't think that humans are causing global warming (premise). So humans are probably not causing global warming (conclusion).

Formally speaking, there is nothing fallacious about this argument. It appeals to authority, but Dr. Spencer is fairly clearly an appropriate authority on the matter of global warming. So as far as it goes, this is a good argument. The problem, however is that the argument leaves out an important bit of information, namely that the overwhelming consensus in the scientific community is that global warming is being caused by humans. But by suppressing important evidence, the argument is potentially a booby-trap for unwary readers.
Materials

1. Student handout #1, "Common Fallacies and Booby Traps."
2. Student handout #2, "Sample Fallacies."
3. Teacher's version of student handout #2, "Sample Fallacies."
4. Video, Monty Python, "The Argument Clinic."
5. Video, Monty Python, "The Witch's Trial."
6. Teacher handout, "Teacher's Guide to the Witch's Trial Argument."
7. Video, Lexus, "Moments."
8. Video, Vernon Robinson, "Twilight Zone"
9. Video, Coca-Cola, "Old Guy Has Good Life"
10. Video, "Bush-Hitler," amateur ad produced for MoveOn.org contest
11. Fallacyfiles.org, a helpful fallacy site, for students interested in exploring the topic further.

Instructions
Take time to review and familiarize yourself with the common fallacies and booby traps described in student handout #1. Make copies of student handouts #1 and #2 and pass them out at the beginning of class. Make a copy of handout #3 for yourself only.
Exercises
Exercise #1 - The basic fallacies

To the teacher: Emphasize to the students that picking out fallacies is more art than science. Some arguments are bad but not fallacies, and some arguments are so bad that they could very well be more than one kind of fallacy. Getting the name of the fallacy right is far less important than understanding why the argument in question is a bad argument.

Go over the list of " Common Fallacies and Booby Traps," student handout #1, with the full class. Ask them for examples of each of the pitfalls as you describe them.

Exercise #2 - Identifying fallacies

Divide students into groups of 3 or 4 and have them look at the " Sample Fallacies" handout. Ask students to work together to evaluate the arguments on the list. Each argument contains either a fallacy or a booby-trap. Some arguments contain more than one type of fallacy. Ask students to identify the fallacy (or fallacies) and/or booby-trap(s) in each argument. Then ask students to report back on their findings.

Questions to consider:

Are any of the arguments unsound (that is, have premises that are just plain false)?

Which arguments commit one of the five types of logical fallacies we have discussed?

Which arguments present possible booby-traps for unwary readers?

Exercise #3 - Ordinary language arguments

To the teacher: One of the hardest parts of dealing with fallacies is learning to make the leap from the theoretical to the practical. Sample classroom exercises are chosen because they clearly (or fairly clearly) exhibit a particular sort of fallacy. Picking fallacies out of ordinary, everyday language can be more difficult. Knowing that a straw man is an oversimplification of an opponent's views is much easier than knowing that this particular argument commits the straw man fallacy. Getting students to think about why they classify a particular argument as they do is far more important than the classification they end up offering. See the "Teacher's Guide to the Witch's Trial Argument" for more details on this specific exercise.

Show the Witch's Trial clip to the class.

Then ask the students to assess, in their small groups, the arguments presented.
1. What is the argument being offered? It is sometimes helpful to paraphrase it. You might consider writing down each premise as a separate line. Keep in mind that sometimes a larger argument might contain smaller sub-arguments. Remember a helpful tip for thinking about arguments: Look at a statement and then ask yourself, "Why should I believe that?" Then read the rest of the argument. If no other statement provides a reason for believing the one you just read, then the statement you're looking at is probably a premise. If there is another statement that offers an answer to the why question, then the statement answering the why question is a premise, and the one you're looking at is a conclusion.

2. Look at each conclusion. Now assess the reasons (premises) being offered for that conclusion. Ask yourselves two questions about those premises. (1) Do I have any cause to believe that the premises are true? (2) Do the premises logically support the conclusion?

3. Assess the arguments for fallacies and/or booby-traps. Do any of the arguments make logical errors? Might the arguments lead you to commit a fallacy?
Exercise #4 - Fallacies in advertising

To the teacher: Not all arguments are found in textbooks. Indeed, the most common source of arguments is the world of advertising (whether political or commercial). All ads present an argument (i.e., vote for my candidate or buy my product) and all present a reason (or reasons) for that conclusion. Very rarely, however, do those ads present good reasons for their conclusions. Far more common are distortions, fallacies and booby-traps, all designed to part unwary viewers from their money.

Each small group should be assigned an advertisement to watch and analyze. Ask the groups to determine what, if any, mistakes are being made in the arguments. Then have each group come to some agreement as to why the ad is an example of a particular sort of fallacy or booby-trap. Ask the students to identify the fallacy/fallacies presented in each ad.

Use the same guidelines you used in Exercise #3 - that is, identify the argument being presented, as well as the premises.

1. First, identify the argument being presented. It is sometimes helpful to paraphrase the argument. You might consider writing down each premise as a separate line. Keep in mind that sometimes a larger argument might contain smaller sub-arguments. Refer to the helpful tips above for thinking about arguments. Remember that arguments may be implied rather than stated explicitly. Ask yourselves, "What am I supposed to believe after I watch this ad?" and "Why do they ask me to believe it?"

2. Look at each conclusion. Now assess the reasons (premises) being offered for that conclusion. Ask yourselves two questions about those premises. (1) Do I have any cause to believe that the premises are true? (2) Do the premises logically support the conclusion?

3. Assess the arguments for fallacies and/or booby-traps. Do any of the arguments make logical errors? Might the arguments lead you to commit a fallacy?

About the clips (for the teacher):

Clip 1, Lexus "Moments" This ad is fairly typical of a whole class of commercial advertisements. It is one long (very well done) red herring. The general approach is always the same: Invoke a number of positive images and then place your product at the very end. Many ads use sex in this way (e.g., Axe commercials, most beer commercials, Hardee's/Carl's Jr. ads, etc.) The Lexus spot provides quick cuts of multiple good images, with corresponding voice-over. At the end viewers are invited to savor all of life's moments...while being treated to an image of a Lexus driving down the road.

Clip 2, Vernon Robinson, "Twilight Zone" This ad from a 2006 House candidate commits too many fallacies to list individually. Easy examples: equivocating on "aliens," suppressed evidence (that it is not, in fact, illegal to say "under God" in the pledge of allegiance; that Jackson and Sharpton support racial quotas which are, in fact, already illegal), and straw men ("you can burn the American flag and kill babies" pretty seriously oversimplifies the arguments at issue).

Clip 3, Coca-Cola, "Old Man Has a Good Life" This is a (humorous) instance of a false cause fallacy. In the commercial, drinking a Coke causes the old man to go out and do all the things that he's never done before. Obviously, though, there is no evidence that drinking a Coke will actually cause this sort of behavior.

Clip 4, "Bush-Hitler" This is a special instance of the genetic fallacy, one common enough that some lists of fallacies include it as a separate instance. The basic structure of the argument is something like the following:

Person X did/said/believed some particular thing Y.Hitler also did/said/believed Y.Therefore, we ought to reject Y.

OR

Therefore, person X is just as bad as Hitler.

The first of those conclusions is a genetic fallacy. The second possible conclusion is an undistributed middle. The "Bush-Hitler" ad is doing the second of those two things.
About the Author
Joe Miller received his Ph.D. in philosophy from the University of Virginia. He is a staff writer at FactCheck.org, a project of the University of Pennsylvania's Annenberg Public Policy Center. Prior to joining FactCheck, he served as an Assistant Professor of Philosophy at West Point and at the University of North Carolina at Pembroke, where he taught logic, critical thinking, ethics and political theory. The winner of an Outstanding Teacher award at UNC-Pembroke and an Outstanding Graduate Teaching Assistant award at the University of Virginia, Joe has over 10 years of experience developing curricula. He is a member of American Philosophical Association and the Association for Political Theory.
Correlation to National Standards
National Social Studies Standards

X. Civic Ideals and Practices Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Essential Skills for Social Studies

Acquiring Information

A. Reading Skills

1. Comprehension

2. Vocabulary

B. Study Skills

1. Find Information

2. Arrange Information in Usable Forms

C. Reference & Information-Search Skills

2. Special References

D. Technical Skills Unique to Electronic Devices

1. Computer

Organizing and Using Information

A. Thinking Skills

1. Classify Information

2. Interpret Information

3. Analyze Information

4. Summarize Information

5. Synthesize Information

6. Evaluate Information

B. Decision-Making Skills

C. Metacognitive Skills

Interpersonal Relationships & Social Participation

A. Personal Skills

C. Social and Political Participation Skills

Democratic Beliefs and Values

B. Freedoms of the Individual

C. Responsibilities of the Individual

National Mathematics Standards

Process Standards

Reasoning and Proof Standard

National Educational Technology Standards

2. Make informed choices among technology systems, resources, and services.

7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity.

8. Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning.

Information Literacy Standards

Information Literacy

Standard 1 accesses information efficiently and effectively.
Standard 2 evaluates information critically and competently.
Standard 3 uses information accurately and creatively.

Social Responsibility

Standard 7 recognizes the importance of information to a democratic society.
Standard 8 practices ethical behavior in regard to information and information technology.
Standard 9 participates effectively in groups to pursue and generate information.

English Language Arts Standards

Standard 1 Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary work.

Standard 3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Standard 5 Students employ a wide range of strategies as the write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Standard 6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Standard 7 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Standard 12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

# data[].attributes.attachment_link.entities[].name
Arrange Information in Usable Forms C. Reference & Information-Search Skills

# data[].attributes.attachment_link.entities[].name
Evaluate Information B. Decision-Making Skills C. Metacognitive Skills Interpersonal Relationships & Social Participation A. Personal Skills C. Social and Political Participation Skills Democratic Beliefs and Values B. Freedoms of the Individual C. Responsibilities of the Individual National Mathematics Standards Process Standards Reasoning and Proof Standard National Educational Technology Standards

# data[].attributes.attachment_link.entities[].name
Computer Organizing and Using Information A. Thinking Skills

# data[].attributes.attachment_link.entities[].name
Special References D. Technical Skills Unique to Electronic Devices

# data[].attributes.attachment_link.entities[].name
Essential Skills for Social Studies Acquiring Information A. Reading Skills

# data[].attributes.attachment_link.entities[].name
Information Literacy Standards Information Literacy Standard

# data[].attributes.attachment_link.entities[].name
English Language Arts Standards Standard

# data[].attributes.attachment_link.entities[].name
National Standards National Social Studies Standards X. Civic Ideals

# data[].attributes.attachment_link.title
Monty Python and the Quest for the Perfect Fallacy

# data[].attributes.attachment_link.description
Monty Python and the Quest for the Perfect Fallacy If you weigh the same as a duck, then, logically, you're made of wood and must be a witch. Or so goes the reasoning of Monty Python's Sir Bedevere. Obviously something has gone wrong with the knight's reasoning - and by the end of this lesson, you'll know exactly what that is.

# data[].attributes.body
TEACHING REASONING

# data[].attributes.attachment_link.readable_text
Not your everyday calendar, here you can find important events in literary history, authors' birthdays, and a variety of holidays, all with related activities and resources that make them more relevant to students.

# data[].attributes.attachment_link.description
Not your everyday calendar, here you can find important events in literary history, authors' birthdays, and a variety of holidays, all with related activities and resources that make them more relevant to students.

# data[].attributes.attachment_link.description
This book is aimed at newcomers to the field of logical reasoning, particularly those who, to borrow a phrase from Pascal, are so made that they understand best through visuals. I have selected a small set of common errors in reasoning and visualized them using memorable illustrations that are supplemented with lots of examples.

# data[].attributes.body
CHAPTER 1 FROM TEACHING ARGUMENT WRITING