Inquiry-mindedness - The Critical Thinking Consortium

MARCH 2009 • #3tools forT 4T thoughtavailable at www.TC2.caTEXT/VISUALORALSTRATEGYPreviewingSTRATEGYResponsivequestioningRESEARCHWRITINGSTRATEGYPersuasivewritingInquiry-mindedSTRATEGYCredibilityof sourcesWays to use this resourceIndependent tool use• If you are introducing students to a tool, take them though the self-contained activities described inthe Teacher Resource, before applying the tool in a curriculum context.• If students are already familiar with a tool, review the ideas found on the relevant Student Resource and then apply the toolin a curriculum context.Collection of critical challenges:Investigating poverty• Work though the tools using selected critical challenges that explore the issue of poverty.The CriticalThinking ConsortiumGrades 5–10© 2009 – The Critical Thinking Consortium

Series editorMary AbbottAuthorsMary Abbott, Usha James, Warren WoytukReviewersCatriona Misfeldt, Trish Joly, Linda MowattDesignM. Kathie WraightCopy editorCatherine EdwardsAcknowledgementsPage 15 Figure 2.1 Mr. Vachon and dancing partner, Montreal PQ, 1928 Wm Notman & Son, II-287308,Notham Photographic Archives, McCord Museum of Canadian History, Montreal. Family and car,Glenbow Museum/NA-3069-3.Page 15 reprinted with permission from: Gini-Newman, Garfield & Laura. 2006. Canadian History: Asense of time. Toronto: McGraw-Hill.© 2009 The Critical Thinking ConsortiumUse of this resource is restricted to teachers working in a school that has paid an annual subscriptionfee. Permission to electronically distribute or to print and duplicate these materials is limited to use withteachers and students within a subscribing school. Permission to use or share these resources beyond thesubscribing school must be obtained beforehand from The Critical Thinking Consortium. Consult ourwebsite for a more complete articulation of the conditions for use of these materials.Tools for Thought is published four times a year byThe Critical Thinking ConsortiumUniversity of British ColumbiaEducation Building6365 Biological Sciences RoadVancouver, BC Canada V6T 1Z4Tel: 604.822.9297Fax: 604.822.6603E-mail: tc2@interchange.ubc.caWebsite: www.tc2.caISSN 1918-2856

ContentsTeacher Activity sheets Studentresourceresource#1 Inquiry 1–4 Reflections on curiosity 5 Combined 10–11minded What do you wonder about? 6Recognizing curiosity 7What really happened? 8Assessing inquiry-mindedness 9#2 Previewing 12–13 Text sample – Elementary 14 Elementary 18Text sample – Secondary 15 Secondary 19Previewing text 16#3 Persuasive 20–22 Analyzing persuasive devices 23 Combined 30writing Persuasive devices: a starting list 24Planning for persuasive writing 25Convince Me! 26–28#4 Responsive 31-33 Conversation scripts 34 Combined 38–40questioning Are these responsive questions? 35Greg Mortenson 36Developing responsive questions 37#5 Credibility 40–42 Witness profiles 43 Combined 46–47of sources Sample sources 44Assessing the credibility of sources 45#6 Investigating 48–54 How curious am I? 55poverty Definitions of poverty 56Poverty: key points 57Hidden rules of poverty 58Hungry decisions in our community 59Objectives• Deepen students’ understanding of being inquiry-minded as a habit of mind• Develop self-regulated use of four literacy strategies:– Anticipating the content of text before reading and accessing prior knowledge to create a mindset forreading– Using literary devices to convince/persuade in a written form– Asking questions that build on the ideas of others– Assessing whether or not sources of information are reliable• Increase sensitivity to the issues and consequences of poverty and increase understanding of andempathy for people in povertyTools for Thought 2008–09:2 iii © The Critical Thinking Consortium

THINKINGCONCEPTTEACHER RESOURCE #1Inquiry-mindedDoes not take everything at face value; is inclined to inquire into matters and to exploreunanswered questionsObjectives: • Understand the attributes of someone who is inquiry-minded or curious;• Appreciate the value of being inquiry-minded or curious;• Understand strategies to develop one’s inquiry-mindedness or curiosity.Use the following activities to systematically introduce the concept of inquiry-mindednessIntroduce the term➤➤Provide students with several quotes regarding curiosity usingReflections on curiosity (Activity Sheet #1A). Invite students inpairs to sort the 12 quotes into two piles: those that praise thequality of curiosity or of being inquiry-minded and those thatwarn against it. With ELEMENTARY students, give eachpair of students a quote and ask them to explain to the classwhether their quote praises or warns against curiosity.Reflections on curiosityACTIVITY SHEET #1A➤➤Once the quotes are sorted, ask students to summarize thepositive and negative features of curiosity. Discuss withthem whether a quality or habit of mind can manifestitself in both positive and negative ways and explainthat in this activity, the class will examine ways todevelop a healthy and constructive curiosity that wemight call “inquiry-minded.”Tools for Thought 2008-09:3 5 © The Critical Thinking ConsortiumIdentify the attributesof the concept➤➤➤➤Introduce the term “inquiry-minded” or “curious.” Encourage students toexplain the term’s meaning in their own words. Refer to the literal meaning of curious:“eager to know or learn something.” Ask students to suggest other terms with similar meanings(for example, to wonder about, is interested in, inquisitive).Using the activities that follow, introduce three basic attributes of inquiry-mindedness or curiosity:#1) Individuals who are inquiry-minded are sincerely interested in learning more about thingsand people.#2) Individuals who are inquiry-minded are inclined to pose questions that seek more informationor look for explanations in order to better understand a topic.#3) Individuals who are inquiry-minded are persistent in looking deeply to seek imaginativeand non-obvious solutions.IntroduceAttribute #1➤ ➤ Attribute #1: Individuals who are inquiry-minded are sincerely interested in learning more aboutthings and people.• Write attribute #1 on the board and ask students to suggest reasons people may ask questionsother than “seeking deeper understanding” (for example, to play the “devil’s advocate,” topretend to be interested, to keep the conversation going, to discover information to use againstsomeone). Suggest to students that people who are inquiry-minded are sincere in learning morebecause of their genuine interest in the topic.• Ask students to share moments when they have been presented with explanations or statementsthat they want to learn more about.Tools for Thought 2008–09:3 1 © The Critical Thinking Consortium

TEACHER RESOURCE #1• Invite students to consider those things about which theyare truly curious. Provide students with a copy of Whatdo you wonder about? (Activity Sheet #1B). Invite studentsto rank order the top 3 things from the list theyare curious about and brainstorm things they mightlike to investigate about that topic. Ask students toadd one more topic to their list of three.What do you wonder about? ACTIVITY SHEET #1BTools for Thought 2008-09:3 6 © The Critical Thinking Consortium• Ask students why some things might appear on one person’s priority list and not on another’s.Discuss what might cause us to be curious. At what point do we become curious? For example,I may not have any prior interest in birds of prey but if I saw an eagle catch a fish, I mightbecome curious about eagles.➤ ➤ Extension: Share with the class a few of the brief students’ essays (on topics such as who madewords or the next civilization) created for the Cambridge Science Festival’s Curiosity Challenge(presented by the MIT Museum). The 2008 submissions can be found at: http://www.cambridgesciencefestival.org/assets/File/pdfs/CSF_CuriosityBook.pdf.Invite students to write their ownessay on a topics of interest for inclusion in a class “Curiosity Challenge.”Introduce attribute #2➤ ➤ Attribute #2: Individuals who are inquiry-minded are inclined to pose questions that seek moreinformation or look for explanations in order to better understand a topic.• Suggest to students that some explanations and claims may seem reasonable or complete at firstglance but when examined closely by someone who is inquiry-minded, they may invite moreinvestigation. Ask students to choose the response to each scenario on Recognizing curiosity(Activity Sheet #1C) that best demonstrates curiosity.• Ask students to suggest questions they might have abouteach example. Discuss what causes someone to wonderor question claims. What questions did or might theyhave asked to learn more or probe more deeply. Suggestthe 5W questions as a possible starting point forgenerating questions to inquire about.Recognizing curiosity ACTIVITY SHEET #1C Introduce attribute #3➤ ➤ Attribute #3: Individuals who are inquiry-minded arepersistent in looking deeply to seek imaginative andnon-obvious solutions.• Suggest to students that people who are inquirymindedquestion whether the obvious answers orexplanations are accurate and are willing to persistand investigate further in situations whereothers would simply accept the obvious solution. Tools for Thought 2008-09:3 7 © The Critical Thinking ConsortiumTools for Thought 2008–09:3 2 © The Critical Thinking Consortium

TEACHER RESOURCE #1• Invite students to consider the scenarios on What reallyhappened? (Activity Sheet #1D). For each scenario, askstudents to suggest how the person might find out if theirinitial assumptions are true. What questions could theyask? What additional evidence might they look for?What other plausible explanations are there to explainwhat has happened?• Ask students to share their alternate solutions andidentify points where a non- inquiry-minded personmay have accepted the obvious. Point out thatpersistence does not necessarily mean sticking tothe same path but may require finding alternativepaths of investigation.• Invite students to think of characters from televisionshows or movies who demonstrate this attribute. Possiblesuggestions include CSI or House, in which the main characters are presentedwith explanations to a problem but continue to dig more deeply.What really happened? Tools for Thought 2008-09:3 8 © The Critical Thinking ConsortiumACTIVITY SHEET #1DReinforcethe concept➤➤Introduce Student Resource #1, Inquiry-minded. Review eachof the elements: the key attributes of the concept, reasons fordeveloping the attributes of inquiry-mindedness, similar andpotentially confusing terminology, and the self-assessmentrubric. Help students to create their own example for eachattribute by asking them to think of a time when theydemonstrated the attribute. Encourage students to referto this resource when using the concept in the future.#3)Individuals who areinquiry-minded are persistent inlooking deeply to seek imaginativeand non-obvious solutions.Inquiry-mindeddoes not take everything at face value; isinclined to inquire into matters and toexplore unanswered questionsWhat are the key attributes or features of the concept?#1)Individuals whoare inquiry-minded aresincerely interested in learningmore about things andpeople.#2)Individuals whoare inquiry-minded areinclined to pose questions thatseek more information or look forexplanations in order to betterunderstand a topic.EXAMPLE: When I am firstintroduced to a topic, manyquestions occur to me about whatis happening, why it is happening,and how it might affect me orothers.EXAMPLE: When someone offers asimple answer to a complex problem,I question whether it is rea ly thatstraightforward. For example, ifsomeone claims tha the reason thatpoverty exists is because people arelazy, I am hesitan to believe tha theanswer i so simple.EXAMPLE: A doctor or a detective might beunsatisfied with what seems like an obviousMy own example:My own example:STUDENT RESOURCE #1solution to a problem. He or she noticesdetails that might lead to a more effective or➤➤Distribute a copy of Assessing Inquiry-mindedness(Activity Sheet #1E) to each student. Present studentswith the following challenge: Given a groupof people, use the attributes on the activity sheet todetermine who is most curious or inquiry-minded.Provide students with a list of characters. This listmight include:• characters from well-known fairy tales or children’sliterature (for example, Goldilocks and the ThreeBears, Curious George, Harry Potter)• characters from stories or novels students are readingor have read recentlyWhy is developing these attributes important?more accurate conclusion and keeps lookingeven when faced with difficulties or barriers.• Deeper understanding: Posing questions and looking beyond superficialor obvious explanations helps us develop deeper understanding.Understanding the answers to these questions helps us remember andalso helps us explain to others.When someone tells me that using a certain product is bad for me orfor the environment, I want to know more about why it is badt for meand what a good alternative is.• Lead to interesting results: By raising questions and looking forexplanations, we often find out about things that are surprising andinteresting to know.When I hear about a famous person and take the time to learn moreabout the person’s life I am often surprised about the interesting eventsand how much I might have in common with the person.My own example:My own example:My own example:Tools for Thought 2008-09:3 10 © The Critical Thinking ConsortiumConclusion:Assessing inquiry-mindednessThis character demonstrates the following attributes of curiosity or inquiry-mindedness.The individual questions facts The individual poses questions The individual is persistentName of Character and explanations rather than and seeks reasons in order to in seeking imaginative andaccepting them at face value. build deeper understanding. non-obvious solutions.ACTIVITY SHEET #1E-2 -1 0 +1 +2 -2 -1 0 +1 +2 -2 -1 0 +1 +2Evidence: Evidence: Evidence:-2 -1 0 +1 +2 -2 -1 0 +1 +2 -2 -1 0 +1 +2Evidence: Evidence: Evidence:-2 -1 0 +1 +2 -2 -1 0 +1 +2 -2 -1 0 +1 +2Evidence: Evidence: Evidence:-2 -1 0 +1 +2 -2 -1 0 +1 +2 -2 -1 0 +1 +2Evidence: Evidence: Evidence:➤➤Model the activity with the class, if necessary.Read (or review) the story; model the task whenyou arrive at the first “incident” that might demonstratecuriosity. Stop and think aloud about whether the incident demonstratesany of the qualities. As you continue through the story, invite pairs ofstudents to discuss each incident to decide whether the character demonstrates the attributesof curiosity. Once students have completed the story, invite them to decide which of the charactersdemonstrated the greatest level of curiosity.Tools for Thought 2008-09:3 9 © The Critical Thinking ConsortiumTools for Thought 2008–09:3 3 © The Critical Thinking Consortium

TEACHER RESOURCE #1➤➤If poverty is a topic you wish to explore use the materials on poverty found in this resource andinvite students to rate their general level of curiosity and set a reasonable goal for becoming moreinquiry-minded.➤ ➤ Extension: Invite students to decide whether “Curious George” is an appropriate name for thecharacter in the book. If they don’t think it is, invite them to decide on a more appropriate namefor the little monkey.Apply the concept ineveryday teachingAssess studentunderstanding➤➤➤➤➤➤➤➤At appropriate times over the ensuing several weeks, ask students to use this concept in regularclassroom situations, including the following:• when reading newspapers or watching the news on television;• when presented with a perplexing or challenging problem;• when faced with what seems to be a roadblock to inquiry;• when reading information from a text or other source that appears to present only one perspective;• when developing or assessing solutions to a problem.In addition to inviting students to recognize when they and others exhibit inquiry-mindedness,encourage students to develop the habit, in appropriate situations, of becoming more curious aboutthe world around them.Encourage students to refer to the rubric found in Student Resource #1 when self-assessing theirunderstanding of the concept.• Allow students opportunities to apply the concept two or three times without evaluation.• Guide students in interpreting and using the rubric to assess their own responses.• Encourage students to use the rubric whenever they use this concept.To use the rubric for teacher evaluation of student work, remove the first person (student) referencefrom each descriptor.Tools for Thought 2008–09:3 4 © The Critical Thinking Consortium

ACTIVITY SHEET #1CRecognizing curiosityFor each of the following scenarios, select the response that represents a truly curious or inquiry-minded reaction.1. The cover headline on a magazine says, “Team of scientists succeeds in helping first man inhistory to become pregnant.” Underneath the headline is a picture of the pregnant man.Responses:• Sandy runs to tell all her friends the news.• Oscar says to himself, “That’s impossible. They’re lying.”• Arsalan says, “I wonder what the story is behind that headline and whether there’s anytruth to it.”2. When researching where various crops are grown in different parts of the world, a group comesacross a website with the title, “Velcro crops in California threatened because of drought.”Responses:• Priya writes down the information from the website in her research notes in her ownwords.• Shailah is confused. She thought Velcro was a fastener used on clothing. It doesn’t makesense to her that this is a crop grown in California. She decides to check the website tofigure out whether it is a joke or a hoax site and what the author’s purpose was.• Daisy has never heard of Velcro crops before and is not sure what they are. She skips thewebsite and goes on to the next one.3. On a popular radio station, an announcer says that he just read a scientific study that suggestspeople who eat more ketchup are better at math. The study measured how much ketchup kidsate and also looked at their math marks over the last 5 years.Responses:• Mi-jin starts eating ketchup with every meal.• Brittany asks her teacher if it’s true.• Jerome wonders how they figured this out and wonders whether other factors might haveinfluenced the results.Tools for Thought 2008-09:3 7 © The Critical Thinking Consortium

ACTIVITY SHEET #1DWhat really happened?For each of the following scenarios, suggest how the person might find out if his or her initial assumptions are true. What questionscould the person ask? What additional evidence might the person look for? Are there other plausible explanations for theevent?A. A boy walks into his bedroom and finds his globe on the floor, broken. He knows hisyounger brother loves playing with it and he assumes that he must have broken it.He storms into his brother’s room and tells him he can no longer play with any of histhings.B. A teacher is writing on the board and suddenly sees a paper airplane fly to the frontof the room. She spins around and sees Johnny laughing at the back of the classroom.“Johnny,” she says sternly, “You have a detention!”C. Cindy and Jennifer share a locker. Jennifer has a boyfriend who is always hangingaround the locker. One day, Cindy cannot find a CD that she is sure that she put in thelocker. When Jennifer and her boyfriend arrive at the scene, she accuses him of stealingher CD. After all, she knows he likes that music and he’s always just hanging around.Who else could have stolen it?D. You sit down at a restaurant and notice that the previous customer has left a wallet onthe table. You approach the manager to turn it in when suddenly, a women approachesyou and says, “Oh, you found my wallet! Thank goodness! I was looking for it everywhere.”You hand her the wallet and return to your table.Tools for Thought 2008-09:3 8 © The Critical Thinking Consortium

Assessing inquiry-mindednessACTIVITY SHEET #1EThis character demonstrates the following attributes of curiosity or inquiry-mindedness.The individual questions facts The individual poses questions The individual is persistentName of Character and explanations rather than and seeks reasons in order to in seeking imaginative andaccepting them at face value. build deeper understanding. non-obvious solutions.-2 -1 0 +1 +2 -2 -1 0 +1 +2 -2 -1 0 +1 +2Evidence: Evidence: Evidence:-2 -1 0 +1 +2 -2 -1 0 +1 +2 -2 -1 0 +1 +2Evidence: Evidence: Evidence:-2 -1 0 +1 +2 -2 -1 0 +1 +2 -2 -1 0 +1 +2Evidence: Evidence: Evidence:-2 -1 0 +1 +2 -2 -1 0 +1 +2 -2 -1 0 +1 +2Evidence: Evidence: Evidence:Conclusion:Tools for Thought 2008-09:3 9 © The Critical Thinking Consortium

STUDENT RESOURCE #1What other terms are related to this concept?Similar termsCuriousConfusing termsNosyInvestigativeInterfering or Prone to GossipWonderingCritical-MindedInquiry-mindedness is similar to critical-mindedness in that both are concernedwith raising questions about a topic. With inquiry-mindedness, the focus is onaccumulating more information, where the focus in critical-mindedness is withraising concerns about the information you have been given.How well do I understand the concept?Assessing my understanding of “Inquiry-mindedness”Accomplished Good Basic StrugglingRecognize examples of the concept:I can easily tell whensomeone is and is notbeing inquiry-minded,even in complexsituations.I can usually recognizewhen someone is and isnot being inquiry-mindedbut sometimes complexsituations confuse me.In very obvious situations,I can recognize whensomeone is and is notbeing inquiry-minded.I have trouble recognizingwhen others are and arenot being inquiry-minded.Explain why the concept does or does not apply:I can easily explain whena suggestion is or is notan example of inquirymindedness,even incomplex or difficultsituations.I can explain in mostcases when a suggestionis or is not an exampleof inquiry-mindedness,but sometimes I havetrouble explaining themore complex or difficultexamples.I can explain in obviouscases why a suggestionis or is not an example ofthe concept, but I oftenhave trouble explainingthe complex or difficultexamples of inquirymindedness.I need help explainingeven simple examples ofinquiry-mindedness.Provide my own examples of the concept:I can think of a varietyof questions in simpleand complex situationsthat show what inquirymindednesslooks like.I can think of somequestions in some situationsthat show what inquirymindednesslooks like.I can think of a few simplequestions that show whatinquiry-mindedness lookslike.I have trouble thinking ofquestions that illustrateinquiry-mindedness.Tools for Thought 2008-09:3 11 © The Critical Thinking Consortium

TEXT/VISUALSTRATEGYTEACHER RESOURCE #2Previewinganticipating the content of text before reading and accessing prior knowledge to create a mindsetfor readingObjectives: • Identify the major text features that provide clues about the content;• Anticipate the possible content of a piece of informational text prior to reading;• Understand the value of previewing informational text prior to reading.Use the following activities to introduce this strategy.Introducethe strategy➤➤➤➤Print the names of several movies relevant to students on the board. Ask students which of theones they have not already seen they would choose to see and why. Point out that students alreadyknow something about these movies, for example, the content, genre, actors, director, and music.Ask students the value of knowing something beforehand about a movie. Point out that moviesegments called “trailers” are also called “previews.”Explain to students that just as it is helpful to know something beforehand about a movie, it is alsohelpful to anticipate or know something about a book chapter or article before reading it. Explainthat “previewing” is a strategy that helps you get ready to read.Practisethe strategy➤➤Ask students what they think would be involved in previewingtext. What would they look at and what would they look for?Record students’ ideas on the board.Text sampleFrom: Looking at We ather by David Suzuki with Barbara Hehner.ACTIVITY SHEET #2A ELEMENTARY➤➤➤➤Distribute a copy of Text sample (Activity Sheet #2A EL-EMENTARY or SECONDARY) to each pair of students.Model the strategy by talking through the preview processand verbalizing your thoughts and connections (thinkaloud).Sample “think aloud” for ELEMENTARY STU-DENTS: “I notice there are two headings. One tellsme the unit and the other tells me what themes arein the unit. It looks like there will be a number ofthemes in each unit. What do I know about thistopic already?”Sample “think aloud” for SECONDARY STU-DENTS: “I notice there are two headings. One tellsme the unit and the other is the theme. It looks likethere will be a number of themes in this unit.The unit is 1922–1938. What do I knowabout this already?”Provide students with a copy of Previewingtext (Activity Sheet #2B). Suggest to studentsthe following criteria they can use to assesseffective previewing: notices lots of informationfrom a variety of clues; connects relevantprior knowledge to the content; clearly summarizeswhat the text might be about. Invitestudents individually or with a partner tofinish previewing the sample text.ACTIVITY SHEET #2BTools for Thought 2008-09:3 14 © The Critical Thinking ConsortiumTitleHeading andSubheadsVisual aidsChapter summary,conclusion or introductionTools for Thought 2008-09:3 15 © The Critical Thinking ConsortiumText features Observations Thinking: What relevant priorknowledge do I have? Whatdo I wonder?Hypothesis about the text. What main ideas, themes, perspectives will the text contain?Previewing textACTIVITY SHEET #2A SECONDARYText sampleTools for Thought 2008-09:3 16 © The Critical Thinking ConsortiumTools for Thought 2008–09:3 12 © The Critical Thinking Consortium

TEACHER RESOURCE #2➤➤Remind students that the purpose of previewing is not to look for details but to get a generalpicture of the text, to anticipate what is important, and identify any personal prior knowledgerelated to the content.Reinforcethe strategy➤➤Introduce Previewing (Student Resource #2). Review each of theelements: purpose, strategies, practise sample, and self-assessmentrubric. Discuss with students when this strategy might beuseful both in and out of school. Point out to students that oncepreviewing becomes a strategy they use automatically andindependently, they will likely be able to preview mentallyand will no longer require a recording chart.For a sample use of thestrategy, see the nextpage Assessing my use of “Previewing”STUDENT RESOURCE #2Accomplished Good Basic Struggling➤➤➤➤Invite students to use this strategy prior to reading asection of a current textbook or literature resourcethey may be studying. Students might also use thestrategy to preview the home page of their schoolor community website. Encourage students to usePreviewing text (Activity Sheet #2B).If poverty is a topic you wish to investigatewith your students, use the materials on povertyfound in this resource and ask studentsto preview resources when researchingbreaking the cycle of poverty (Critical challenge#3).ACTIVITY SHEET #2BTitleHeading andSubheadsVisual aidsChapter summary,conclusion or introductionIdentifies the features of the text:I see the obvious and lessobvious text features andI understand why they arepresented as they are.Anticipates possible content:I am able to link my priorknowledge to new ideasin the text. I have a goodsense of the main ideasin the text before I readand I know what to payattention to as I read.I see many relevant textfeatures that provide cluesabout the general focus ofthe text.I am often able to linksome prior knowledgeto the text. I knowthe important ideasor topics the text wi ldiscuss. Sometimes I havequestions that make mewant to read.I see the most obvious textfeatures but I miss manyother clues.Text features Observations Thinking: What relevant priorknowledge do I have? Whatdo I wonder?I can sometimes link a bitof prior knowledge to thetext and can figure outwhat the topic of the textwi l be. I usua ly do nothave any questions beforeI read.I find it hard to identifyany clues about thegeneral content of thepiece. The features do notjump out at me.I have trouble linking anyprior knowledge in thetext and it is hard for meto figure out what the textwi l be about.Tools for Thought 2008-09:3 17 © The Critical Thinking ConsortiumHypothesis about the text. What main ideas, themes, perspectives will the text contain?Previewing textTools for Thought 2008-09:3 16 © The Critical Thinking ConsortiumApply the strategy ineveryday teaching➤➤At appropriate times over the ensuing several weeks, ask students to use thisstrategy in regular classroom situations, including the following:• preparing to read a text or research reading;• previewing a magazine or newspaper;• previewing a website;• previewing a book prior to purchase or prior to reading;• previewing a map.Assess use ofthe strategy➤➤Encourage students to refer to the rubric found in StudentResource #4 when self-assessing their use of this literacystrategy.• Allow students opportunities to apply the strategy two orthree times without evaluation.• Guide students in interpreting and using the rubric toassess their own responses.• Encourage students to use the rubric whenever theyuse this strategy.Responsivequestioningasking questions that build on the ideas of othersPurposeThis strategy helps meask questions that expandmy understanding andcontribute to a discussion.For a sample use of thestrategy, see the nextpageAPPLYthe strategy• Think about the topic and write down relevant information you have.• Listen deeply and carefully to the speaker and to questions asked by others.• Record ideas that are connected with things you already know and note newideas that are presented.• Suspend any responses that attack, defend, or explain your own point ofview.• Focus on finding out more about the topic presented and uncovering whatthe speaker thinks. What are you curious about? What is unclear? Brainstormpossible questions that extend your understanding and perhaps create newunderstanding.• Consider which questions build on previous information, seek new understanding,and require thought to answer as you select the best questions to ask.Assessing my ability to use “Responsive questioning”Accomplished Good Basic StrugglingConnecting with the speaker:I listen intently and I listen carefu ly to the I listen carefu ly to the I make very fewgenuinely want to presentation and can speaker but sometimesounderstand theidentify some important my mind wanders orspeaker. I can identify points that connect with I just react instead ofmany relevant points things I know.in a presentation orconversation that connectto things I already knowand make me curious tolearn more.STUDENT RESOURCE #4wanting to understand theconnections with the topicResource➤➤Learn more about using think-aloud strategies to supportstudent learning by consulting:Wilhelm, Jeffrey D. 2006. Improving Comprehensionwith Think-Aloud Strategies: Modeling What Good ReadersDo. Scholastic.Creating responsive questions:The questions I ask add to Most of my questionsthe information I already build on the ideashave and extend the presented and often newspeaker’s ideas and other ideas emerge.people’s comments. Thequestions I ask contributeto developing new ideas.speaker. I can make someconnections and think ofquestions to ask but I amnot sure I always focus onwhat is important.presented. It is usua ly hardfor me to focus on thespeaker and most of thetime I find it hard to figureout what is important.I can think of questions to The questions I ask areask but they do not always usua ly not connected tolead to the development what has come beforeof new ideas.and do not lead to furtherconversation or ideas.Tools for Thought 2008-09:3 38 © The Critical Thinking ConsortiumTools for Thought 2008–09:3 13 © The Critical Thinking Consortium

ACTIVITY SHEET #2A ELEMENTARYText sampleFrom: Looking at Weather by David Suzuki with Barbara Hehner.Tools for Thought 2008-09:3 14 © The Critical Thinking Consortium

ACTIVITY SHEET #2A SECONDARYText sampleTools for Thought 2008-09:3 15 © The Critical Thinking Consortium

ACTIVITY SHEET #2BPreviewing textText features Observations Thinking: What relevant priorknowledge do I have? Whatdo I wonder?TitleHeading andSubheadsVisual aidsChapter summary,conclusion or introductionHypothesis about the text. What main ideas, themes, perspectives will the text contain?Tools for Thought 2008-09:3 16 © The Critical Thinking Consortium

STUDENT RESOURCE #2SAMPLEuse of the strategyELEMENTARYPreviewing textText feature Observations Thinking: What relevant priorknowledge do I have?What do I wonder?Title Looking at weather, David Suzuki is a famous environmentalist.by David SuzukiI know about evaporation and cloud formation.I know there are different kinds of clouds butI don’t know their names.Heading and There are 2 main headings: What does make weather? I think it has to dosubheadings What makes weather? And with water, heat, and cold.Kinds of weather.The first section looks likeit might be in the order thatthings happen.The second section talksabout kinds of weather.The water cycle is important.I wonder how they predict the weather. It lookslike the text will be about rain, snow, thunderand lightning. There might be something aboutpredicting weather.Visual aids Cover picture includes children Maybe the book makes suggestionsand David Suzuki is showing for observations.them something.Chapter INTRODUCTION: poses lots Text will probably answer questions aboutsummary, of questions weather. It is written like he is talkingconclusion orright to you.introductionHypothesis about the text. What main ideas, themes, perspectives will the text be about?The text will be about what causes different kinds of weather. The water cycle will be important.Lots of questions will be asked and answered. There may be observation suggestions.Tools for Thought 2008-09:3 18 © The Critical Thinking Consortium

STUDENT RESOURCE #2SAMPLEuse of the strategySECONDARYPreviewing textText feature Observations Thinking: What relevant priorknowledge do I have?What do I wonder?Title There is a unit title (Growing 1922-1928 – That is before my grandparents were born.pains 1922-1928) and a theme People who lived through this time and can remembertitle (Canadian experiences) would be over 70. I don’t know anyone hat old.“Growing pains” suggests that this was a hard time butThe unit and theme arebut good maybe that Canada “grew up”.numbered “one”.There must be other themes that provide moredetail about this period in history.Heading and Main heading: INTRODUCTION This is probably an overview of the time period. Thesubheadingsinformation will be general.Three subheadings: Boom tobust to boom; twenties; thirties The text is organized in time order. Boom to bust—good times to bad.Question: different size printand different colour; refers to The question suggests that people contributed toindividuals and groups?Canada growing up.Visual aids Pictures: Dancers look wealthy I don’t think the position of the text matters.and people in the car look poor.A depression must be worse than a recession. Right nowChaptersummary,conclusion orintroductionTimeline: text is above andbelow the line; text explainsthe bust to boom to bustCaption: shows the differencebetween the 1920s and 1930s;big contrast“depression”: is bold in thetext amd defined in a web“drought” bold in the text;explanation followsNo summarywe are in a recession. Is history repeating itself?Why did people have to live in their car? Maybe thereweren’t government programs. How did people survive?In my world, people feel depressed when things don’tgo well. Maybe there is a connection. The depressionmust be important because it is highlighted.If there was a drought, then there were no crops.This must have been a big contributor to the depression.Hypothesis about the text. What main ideas, themes, perspectives will the text be about?This will be an overview of conditions people faced in Canada during the 1920s and 1930s. It will probablyexplain why the country went from good times to a depression and what it was like for the people.Tools for Thought 2008-09:3 19 © The Critical Thinking Consortium

WRITINGSTRATEGYTEACHER RESOURCE #3Persuasive writingusing literary devices to convince/persuade in a written pieceObjectives: • Learn to identify common literary devices used to persuade readers;• Understand the effect of these literary devices on readers;• Develop the ability to use literary devices in persuasive writing.Introducethe strategy➤➤➤➤➤➤➤➤Use the following activities to systematically introduce the featured writing strategyAsk students to consider the following actions and ask them whether or not they would do eachthing on the list.Would you …• bungee jump?• swim with sharks, if you were using protective gear?• eat bugs?• go for a nighttime hike in a jungle?• make a speech in front of the whole school?Invite students to brainstorm what it would take to convince them to do some of these things.Suggest to students that various people and groups use many strategies to convince us to believeor do certain things.Provide students with several advertisements or examine appeals to readers to make donationsto a worthy cause (such as a food bank campaign, blood or organ donation campaign, disasterrelief fund). Some useful links are provided below. Ask students to rank order the advertisementsor appeals in terms of which is most convincing. Invite students to discuss with a partner or in asmall group what makes one advertisement more convincing than another. Gather students’ initialideas and record them on the board.Daily Bread Food Bank’s Blueprint to Fight Hunger:http://www.dailybread.ca/pdf/blueprint.pdfRed Cross (current appeals for donations):http://www.redcross.ca/article.asp?id=002372&tid=032Buy-a-net’s campaign to fight malaria poster: http://www.buyanet.ca/getinvolved/United Way poster:http://unitedwaytoronto.com/campaign/downloads/2008/2008ThermometerPoster.pdfExplain to students that writers use various techniques ordevices to convince or persuade. Invite students to identifyparticular types of techniques. Provide students with a copyof Analyzing persuasive devices (Activity Sheet #3A).Ask students to work in pairs to examine each exampleprovided and to suggest what it is about the examplethat might convince a reader to act in each case. Callon students to share their answers with the class. WithELEMENTARY STUDENTS, review the examplestogether as a whole class.Analyzing persuasive devicesExample What makes it convincing?“Meet Zoe. She’s six and she This might convince some people to act because …has leukemia. She’s not sureshe’ll get to celebrate herseventh birthday. You canhelp her realize her dreamof going to Disneyland if …”“For Zoe, walking up a set This might convince some people to act because …of stairs is like climbinga mountain …”“In Canada, 1,500 kids This might convince some people to act because …contract cancer every year.Your donations ensurethat …”“Research conducted by …tells us that …”“If we don’t do something This might convince some people to act because …now, our children andgrandchildren will not haveclean water to drink.”Using the same slogan on all This might convince some people to act because …advertising materials. Forexample, President Obama’suse of the phrase “Yes, wecan!” during the 2009 U.S.federal election campaign.ACTIVITY SHEET #3AStarting with a rhetorical This might convince some people to act because …question (“Who wouldn’twant a loyal friend?”) orending a long explanationwith a short, imperativephrase like “Just do it.”Tools for Thought 2008-09:3 23 © The Critical Thinking ConsortiumTools for Thought 2008–09:3 20 © The Critical Thinking Consortium

– others– onesTEACHER RESOURCE #3➤➤Provide students with Persuasive devices: A starting list (ActivitySheet #3B), which outlines the particular persuasive device usedin each example on Activity Sheet #3A. Help students createtheir own example of each device.Persuasive devices: a starting listAppeal to emotions “Meet Zoe. She’s six and she– provoke empathy has leukemia. She’s not sure– use storytelling to “paint a visual she’ll get to celebrate her– picture for readers” seventh birthday. You can– suggest that if readers follow the course help her realize her dream– of action you suggest, they will belong of going to Disneyland if …”– to or be part of a groupDevice Example My own exampleACTIVITY SHEET #3BComparisons “For Zoe, walking up a set– use similes, metaphors, or analogies to of stairs is like climbing– help readers understand what some- a mountain …”– thing is like or to connect an abstract– concept to their personal experiencesAuthority/social proof “In Canada, 1,500 kids– convince readers by providing proof contract cancer every year.– of your own authority on the issue Your donations ensure– convince readers by providing facts, that …”– statistics, and quotations from experts, “Research conducted by …– or testimonials and referrals from tells us that …”Prediction “If we don’t do something– provide readers with a glimpse into now, our children and– the future grandchildren will not have– convince readers what the future will clean water to drink.”– look like if they follow the course of– action you suggest (or if they don’t)Repetition Using the same slogan on all– drive your point home by repeating advertising materials. For– important terms or a particular example, President Obama’s– metaphor or vivid image use of the phrase “Yes, weSentence structure Starting with a rhetorical– deliberately use a particular sentence question (“Who wouldn’t– structure at various points of the text want a loyal friend?”) orcan!” during the 2009 U.S.federal election campaign.– (for example, imperative, interrogative, ending a long explanation– exclamatory) or use short, simple with a short, imperative– sentences rather than long, complex phrase like “Just do it.”Tools for Thought 2008-09:3 24 © The Critical Thinking ConsortiumPractisethe strategy➤➤Use one or more of the following options so students can practisethe strategy.• Option #1: Revisit the list of activities in the introductoryactivity. Provide students with a copy of Planning for persuasivewriting (Activity Sheet #3C) and invite students toidentify persuasive devices to convince someone to takepart in one of the activities from this list. Point out tostudents the importance of choosing the most effectivedevice for the selected activity. Complete one exampleof a literary device with the class.• Option #2: Present the following task: EnvironmentCanada has challenged students to become more environmentallyfriendly. To win the challenge, everyonein the school must participate in a changeof behaviour that has positive environmental consequences.Convince students in your school to participatein this challenge. Provide students with copies of Planning for persuasivewriting (Activity Sheet #3C) and invite them to select an environmentallyfriendly activity and identify persuasive devices that will convince students and teachers toparticipate. Point out the importance of choosing the most effective device for the selectedactivity. Complete one example of a literary device with the class.• Option #3: Invite students to rework a piece of writing to makeit more convincing by incorporating persuasive literary devices.Provide pairs of students with one of the examples found inConvince me! (Activity Sheet #3D) or other selected writingsamples. Assign each pair a different persuasive techniquefrom Activity Sheet #3B. Instruct pairs to suggest how thetechnique might be used to make the writing more convincing,and to record their ideas on Activity Sheet #3C. Oncethey have finished, ask pairs to pass the writing sampleand Activity Sheet on to another pair who will use anotherliterary device. After several rotations, returnthe piece of writing to the original pair. Invite themto rewrite the piece incorporating all of their peer’sideas.Invite several pairs of students to present “before” andOverall planningPurpose: What am I trying to convince readers of?What action would I like the reader to take as aresult of reading this piece?Audience: Who am I trying to convince?Planning for persuasive writingDevice What words or phrases Deciding whether to use itcould I use?Appeal to emotions This device is:– provoke empathy ❏ very appropriate for my purpose & audience– use storyte ling to “paint a visual picture ❏ somewhat appropriate– fo readers” ❏ not appropriate– sugges that if readers fo low the course Rationale: ❏– of action you suggest, they wi l belong to– or be part of a groupComparisons This device is:– use similes, metaphors, or analogies to ❏ very appropriate for my purpose & audience– help readers understand what some- ❏ somewhat appropriate– thing is like or to connect an abstract ❏ not appropriate– concep to their personal experiences Rationale:Authority/social proof This device is:– convince readers by providing proof ❏ very appropriate for my purpose & audience– of your own authority on the issue ❏ somewhat appropriate– convince readers by providing facts, ❏ not appropriate– statistics, and quotations from experts, or Rationale:– testimonials and referrals from others–Prediction This device is:– provide readers with a glimpse into ❏ very appropriate for my purpose & audience– the future ❏ somewhat appropriate– convince readers wha the future wi l ❏ not appropriate– look like if they fo low the course of Rationale:– action you suggest (or if they don’t)Repetition This device is:– drive your point home by repeating ❏ very appropriate for my purpose & audience– importan terms or a particular ❏ somewhat appropriate– metaphor or vivid image ❏ not appropriateRationale:Sentence structure This device is:– deliberately use a particular sentence ❏ very appropriate for my purpose & audience– structure at various points of the text ❏ somewhat appropriate– (for example, imperative, interrogative, ❏ not appropriate– exclamatory) or use short, simple sen- Rationale:– tences rather than long, complex onesTools for Thought 2008-09:3 25 © The Critical Thinking ConsortiumYour Task:With a partner, rework the following piece of writing to make it more convincing.Convince me!Tools for Thought 2008-09:3 26 © The Critical Thinking ConsortiumACTIVITY SHEET #3CACTIVITY SHEET #3D-1Steps:1. Focus on only one persuasive device. Record your ideas on Activity Sheet #3C.2. Exchange your work with another pair of partners who will use a different persuasive device.3. After several pairs have added their ideas, they will return the page to you.4. Read all the ideas your peers have suggested. Decide which ones to incorporate. Rewrite the piece usingthose ideas to make it more convincing.Writing Sample #1Tools for Thought 2008–09:3 21 © The Critical Thinking Consortium

TEACHER RESOURCE #3“after” writing samples with an explanation of which persuasive literary devices they used andwhy. Alternatively, instruct student pairs to copy their reworked piece onto chart paper and postit on the wall beside the original piece. Invite students to participate in a “gallery walk,” rotatingfrom chart to chart, using stick-on notes to identify strengths and make suggestions.➤➤Discuss with students the importance of using literacy devices with integrity. Point out that literarydevices could be used to deceive or exploit, even if for noble purposes in the end. For example, inorder to appeal to readers’ emotions, a writer might reveal private or embarrassing details about aperson’s life. You may wish to develop some parameters for ethical use of persuasive devices.Reinforcethe strategy➤➤Introduce Persuasive devices (Student Resource #3). Revieweach element: the purpose, strategies, sample use of the strategy,and the self-assessment rubric. Encourage students to refer tothis resource when using this strategy in the future. Discusswith students when this strategy might be useful in schooland out of school.Persuasive devicesusing literary devices to convince/p ersuadein a written piecePurposeThis strategy helps me convincea reader of the importanceof my topic. It also helpsme choose the best devicesbased on my purpose and myaudience.For a sample use of thestrategy, see the nextpageAPPLYthe strategySTUDENT RESOURCE #3• Identify your purpose for writing:− What are you hoping to convince readers about?− What action do you hope they will take after they have read yourpiece?• Identify the target audience:− Who are you trying to convince?• Consider each literary device:−−What opportunities are there to use various persuasive devices?Brainstorm possible words and phrases you might use.➤➤Invite students to use the literary devices to create a shortpiece of persuasive writing. As a class, select a relevanttopic. Suggestions might include: appealing to schooladministrators to change a school policy, proposingan initiative to student council, persuading someoneto read a book, collecting donations for a particularcharity, or convincing someone of the importanceof a historic figure.− Identify the most appropriate or effective devices for your topic andaudience.• Consider the ethical use of pversuasive devices:− Even if you have good intentions, will the use of some devices offendor mislead your readers or humiliate or embarrass others?Assessing my use of “Persuasive devices”Accomplished Good Basic StrugglingIdentifies persuasive devices when reading:I can easily use many I can use a number of I can identify the most I need help identifyingpersuasive devices persuasive devices, but I obvious persuasive basic persuasive devices.including complex or sometimes have trouble devices, but I am oftendifficult examples. labe ling some of the confused by the complexmore complex or difficult or difficult examples.examples.I use persuasive devices I use some persuasive I use a few persuasive I need help usingeffectively in a variety of devices, but I sometimes devices, but I have trouble persuasive devices.ways.have trouble using others. using others.Chooses persuasive devices that are appropriate for the purpose and audience:I can easily choose the I can usua ly choose I can sometimes choose I need help in choosingpersuasive devices that persuasive devices that appropriate persuasive persuasive devices that areare most appropriate are appropriate for either devices, but I am often appropriate to my purposefor my purpose and my purpose and audience, confused about which and audience.audience.but I sometimes have ones to choose.trouble satisfying bothrequirements.Uses different persuasive devices when writing:Tools for Thought 2008-09:3 29 © The Critical Thinking ConsortiumApply the strategyto everyday teachingAssess the useof the strategy➤➤➤➤➤➤➤➤If poverty is a topic you wish to investigate with your students, use the materialon poverty found in this resource, and ask your students to write a persuasive letter tothe editor creating awareness of the issue of poverty in your community (Critical challenge #4).Encourage students to use self- and peer-assessment to refine their work prior to circulating it torelevant audiences.At appropriate times over the ensuing several weeks, encourage students to use this strategy inregular classroom situations, including the following:• identifying persuasive techniques in posters, advertisements, and other visual text forms;• identifying persuasive techniques in editorials, letters to the editor, essays, and other writtentext forms;• identifying persuasive techniques in speeches and other oral formats;• using persuasive techniques when presenting orally or in writing;• developing a supporting argumentEncourage students to refer to the rubric found in Persuasive devices (Student Resource #3) whenself-assessing their use of this literacy strategy:• Allow students opportunities to apply the strategy two or three times without evaluation.• Guide students in interpreting and using the rubric to assess their own responses.• Encourage students to use the rubric whenever they use this strategy.➤➤ To use the rubric for teacher evaluation of student work, remove the first person (student) referencefrom each descriptor.Tools for Thought 2008–09:3 22 © The Critical Thinking Consortium

Analyzing persuasive devicesACTIVITY SHEET #3AExample“Meet Zoe. She’s six and shehas leukemia. She’s not sureshe’ll get to celebrate herseventh birthday. You canhelp her realize her dreamof going to Disneyland if …”What makes it convincing?This might convince some people to act because …“For Zoe, walking up a setof stairs is like climbinga mountain …”This might convince some people to act because …“In Canada, 1,500 kidscontract cancer every year.Your donations ensurethat …”“Research conducted by …tells us that …”This might convince some people to act because …“If we don’t do somethingnow, our children andgrandchildren will not haveclean water to drink.”This might convince some people to act because …Using the same slogan on alladvertising materials. Forexample, President Obama’suse of the phrase “Yes, wecan!” during the 2009 U.S.federal election campaign.This might convince some people to act because …Starting with a rhetoricalquestion (“Who wouldn’twant a loyal friend?”) orending a long explanationwith a short, imperativephrase like “Just do it.”This might convince some people to act because …Tools for Thought 2008-09:3 23 © The Critical Thinking Consortium

Persuasive devices: a starting listACTIVITY SHEET #3BDevice Example My own exampleAppeal to emotions“Meet Zoe. She’s six and she– provoke empathy has leukemia. She’s not sure– use storytelling to “paint a visual she’ll get to celebrate her– picture for readers” seventh birthday. You can– suggest that if readers follow the course help her realize her dream– of action you suggest, they will belong of going to Disneyland if …”– to or be part of a groupComparisons“For Zoe, walking up a set– use similes, metaphors, or analogies to of stairs is like climbing– help readers understand what some- a mountain …”– thing is like or to connect an abstract– concept to their personal experiencesAuthority/social proof“In Canada, 1,500 kids– convince readers by providing proof contract cancer every year.– of your own authority on the issue Your donations ensure– convince readers by providing facts, that …”– statistics, and quotations from experts, “Research conducted by …– or testimonials and referrals from tells us that …”– othersPrediction“If we don’t do something– provide readers with a glimpse into now, our children and– the future grandchildren will not have– convince readers what the future will clean water to drink.”– look like if they follow the course of– action you suggest (or if they don’t)RepetitionUsing the same slogan on all– drive your point home by repeating advertising materials. For– important terms or a particular example, President Obama’s– metaphor or vivid image use of the phrase “Yes, wecan!” during the 2009 U.S.federal election campaign.Sentence structureStarting with a rhetorical– deliberately use a particular sentence question (“Who wouldn’t– structure at various points of the text want a loyal friend?”) or– (for example, imperative, interrogative, ending a long explanation– exclamatory) or use short, simple with a short, imperative– sentences rather than long, complex phrase like “Just do it.”– onesTools for Thought 2008-09:3 24 © The Critical Thinking Consortium

Planning for persuasive writingACTIVITY SHEET #3COverall planningPurpose: What am I trying to convince readers of?What action would I like the reader to take as aresult of reading this piece?Audience: Who am I trying to convince?Device What words or phrases Deciding whether to use itcould I use?Appeal to emotionsThis device is:– provoke empathy o very appropriate for my purpose & audience– use storytelling to “paint a visual picture o somewhat appropriate– for readers” o not appropriate– suggest that if readers follow the course Rationale: o– of action you suggest, they will belong to– or be part of a groupComparisonsThis device is:– use similes, metaphors, or analogies to o very appropriate for my purpose & audience– help readers understand what some- o somewhat appropriate– thing is like or to connect an abstract o not appropriate– concept to their personal experiences Rationale:Authority/social proofThis device is:– convince readers by providing proof o very appropriate for my purpose & audience– of your own authority on the issue o somewhat appropriate– convince readers by providing facts, o not appropriate– statistics, and quotations from experts, or Rationale:– testimonials and referrals from others–PredictionThis device is:– provide readers with a glimpse into o very appropriate for my purpose & audience– the future o somewhat appropriate– convince readers what the future will o not appropriate– look like if they follow the course of Rationale:– action you suggest (or if they don’t)RepetitionThis device is:– drive your point home by repeating o very appropriate for my purpose & audience– important terms or a particular o somewhat appropriate– metaphor or vivid image o not appropriateRationale:Sentence structureThis device is:– deliberately use a particular sentence o very appropriate for my purpose & audience– structure at various points of the text o somewhat appropriate– (for example, imperative, interrogative, o not appropriate– exclamatory) or use short, simple sen- Rationale:– tences rather than long, complex onesTools for Thought 2008-09:3 25 © The Critical Thinking Consortium

ACTIVITY SHEET #3D-1Convince me!Your Task:With a partner, rework the following piece of writing to make it more convincing.Steps:1. Focus on only one persuasive device. Record your ideas on Activity Sheet #3C.2. Exchange your work with another pair of partners who will use a different persuasive device.3. After several pairs have added their ideas, they will return the page to you.4. Read all the ideas your peers have suggested. Decide which ones to incorporate. Rewrite the piece usingthose ideas to make it more convincing.Writing Sample #1Anyplace Elementary School is having a bake sale toraise money to buy books for the school library. If you area student, please bring in baked goods that can be soldat the bake sale. If you are a parent, please volunteerat the bake sale. If you live in the community, please visitthe school on the day of the bake sale and buy something. Thebake sale will be held after school on December 20. Pleasecontribute to our fundraising efforts.Tools for Thought 2008-09:3 26 © The Critical Thinking Consortium

ACTIVITY SHEET #3D-2Convince me!Your Task:With a partner, rework the following piece of writing to make it more convincing.Steps:1. Focus on only one persuasive device. Record your ideas on Activity Sheet #3C.2. Exchange your work with another pair of partners who will use a different persuasive device.3. After several pairs have added their ideas, they will return the page to you.4. Read all the ideas your peers have suggested. Decide which ones to incorporate. Rewrite the piece usingthose ideas to make it more convincing.Writing Sample #2Somewhere Public School Parent Council is askingparents to be more careful when droppingtheir children off at school. Recently, therehave been a number of incidents when parents havefailed to stop at the stop sign or entered the parking lotthrough the “exit only” driveway. These actions aredangerous to students. We do not want any injuriesor accidents to occur. If this continues, we might have to hiresecurity guards to direct traffic in front of the school. Wemust convince parents to be more careful.Tools for Thought 2008-09:3 27 © The Critical Thinking Consortium

ACTIVITY SHEET #3D-3Convince me!Your Task:With a partner, rework the following piece of writing to make it more convincing.Steps:1. Focus on only one persuasive device. Record your ideas on Activity Sheet #3C.2. Exchange your work with another pair of partners who will use a different persuasive device.3. After several pairs have added their ideas, they will return the page to you.4. Read all the ideas your peers have suggested. Decide which ones to incorporate. Rewrite the piece usingthose ideas to make it more convincing.Writing Sample #3Ourtown City Council has recently noticed that manyoffice buildings are leaving their lights on at night. Sinceno one is working at night, the council believes it makessense to turn off lights at night to save energy. If youwork in one of these buildings, please turn off the lightswhen you leave your office. Not only will energy be saved,birds that are distracted and confused by the lights at night willnot fly into the sides of buildings and get hurt. Thankyou for your cooperation.Tools for Thought 2008-09:3 28 © The Critical Thinking Consortium

Persuasive devicesusing literary devices to convince/persuadein a written pieceSTUDENT RESOURCE #3PurposeThis strategy helps me convincea reader of the importanceof my topic. It also helpsme choose the best devicesbased on my purpose and myaudience.For a sample use of thestrategy, see the nextpageAPPLYthe strategy• Identify your purpose for writing:−− What are you hoping to convince readers about?−− What action do you hope they will take after they have read yourpiece?• Identify the target audience:−− Who are you trying to convince?• Consider each literary device:−− What opportunities are there to use various persuasive devices?−− Brainstorm possible words and phrases you might use.−− Identify the most appropriate or effective devices for your topic andaudience.• Consider the ethical use of pversuasive devices:−− Even if you have good intentions, will the use of some devices offendor mislead your readers or humiliate or embarrass others?Assessing my use of “Persuasive devices”Accomplished Good Basic StrugglingIdentifies persuasive devices when reading:I can easily use manypersuasive devicesincluding complex ordifficult examples.I can use a number ofpersuasive devices, but Isometimes have troublelabelling some of themore complex or difficultexamples.I can identify the mostobvious persuasivedevices, but I am oftenconfused by the complexor difficult examples.I need help identifyingbasic persuasive devices.Uses different persuasive devices when writing:I use persuasive deviceseffectively in a variety ofways.I use some persuasivedevices, but I sometimeshave trouble using others.I use a few persuasivedevices, but I have troubleusing others.I need help usingpersuasive devices.Chooses persuasive devices that are appropriate for the purpose and audience:I can easily choose thepersuasive devices thatare most appropriatefor my purpose andaudience.I can usually choosepersuasive devices thatare appropriate for eithermy purpose and audience,but I sometimes havetrouble satisfying bothrequirements.I can sometimes chooseappropriate persuasivedevices, but I am oftenconfused about whichones to choose.I need help in choosingpersuasive devices that areappropriate to my purposeand audience.Tools for Thought 2008-09:3 29 © The Critical Thinking Consortium

STUDENT RESOURCE #3SAMPLEuse of the strategyPlanning for my piece of persuasive writingOverall planningPurpose: What am I trying to convince readers of?What action would I like the reader to take as aresult of reading this piece?Audience: Who am I trying to convince?to act in a way that is more enviromentally friendlyto bring their lunch to school in reusable containersstudents and teachersDevice What words or phrases Deciding whether to use itcould I use?Appeal to emotionsThis device is:– provoke empathy “Everybody’s doing it!” o very appropriate for my purpose & audience– use storytelling to “paint a visual picture “Be part of the solution” 4o somewhat appropriate– for readers” We could win the o not appropriate– suggest that if readers follow the course challenge!” Rationale: this might work better once– of action you suggest, they will belong to some students start doing it; not enough– or be part of a group are doing it now for this to workComparisonsThis device is:– use similes, metaphors, or analogies to o very appropriate for my purpose & audience– help readers understand what some- o somewhat appropriate– thing is like or to connect an abstract 4o not appropriate– concept to their personal experiences Rationale:Authority/social proofThis device is:– convince readers by providing proof Our school creates 25 4o very appropriate for my purpose & audience– of your own authority on the issue bags of garbage every day.” o somewhat appropriate– convince readers by providing facts, “If every student used o not appropriate– statistics, and quotations from experts, or reusable containers, we Rationale: this is an impressive figure; it– testimonials and referrals from others would reduce our trash shows what a big impact this oneoutput by 50%.”action could make–PredictionThis device is:– provide readers with a glimpse into “Our playground is 4o very appropriate for my purpose & audience– the future littered with trash now o somewhat appropriate– convince readers what the future will after lunch. If this keeps o not appropriate– look like if they follow the course of up, the principal might Rationale: students would be very upset– action you suggest (or if they don’t) ban food in the schoolyard. if this happens; they love eatingoutside, especially in warm weather!RepetitionThis device is:– drive your point home by repeating o very appropriate for my purpose & audience– important terms or a particular o somewhat appropriate– metaphor or vivid image 4o not appropriateRationale:Sentence structureThis device is:– deliberately use a particular sentence o very appropriate for my purpose & audience– structure at various points of the text o somewhat appropriate– (for example, imperative, interrogative, 4onot appropriate– exclamatory) or use short, simple sen- Rationale:– tences rather than long, complex onesTools for Thought 2008-09:3 30 © The Critical Thinking Consortium

ORALSTRATEGYTEACHER RESOURCE #4Responsive questioningasking questions that build on the ideas of othersObjectives: • Learn to ask questions that clarify and extend what people are saying;• Understand the value of responding with relevant questions.Use the following activities to systematically introduce this strategyIntroducethe strategyOption #1:➤➤Invite six students to role-play three different types of conversations using Conversation scripts(Activity Sheet #4A). Ask students not involved in the role-plays to observe the similarities anddifferences between the role-plays.➤➤Following the role-plays, discuss each of the three conversations with the class. Focus students’attention on the nature of the interactions and the questions asked. Invite students to identify thequalities of each conversation. Introduce the term “responsive” and discuss its literal meaning(“replying; in response to”). Then explore the more subtle use of the word to indicate responsesthat are probing and contribute to knowledge-building. Ask students to rank order the three conversationsaccording to how responsive they are in the latter sense.Option #2:➤➤➤➤➤➤Play a selection of improvisational jazz music for students. Ask students to listen carefully to theinteractions among the musicians. Once students have identified the common element as a backand forth exchange, introduce the term “responsive.” Point out that improvisational jazz musiciansbuild on what the previous musicians have contributed to a piece. No one musician controls thedirection of the music and the result is a unique piece.Ask students how the term responsive might apply to conversations and asking questions.Tell students they are going to learn a strategy that will help them ask responsive questions. Askstudents to think back to the introductory activity. What was required by the speaker or the musiciansin order to be responsive? (focus, listening, extending or elaborating on the ideas, encouragingdiscussion, making connections). Relate these ideas to asking questions in response to whatsomeone else is saying.Practisethe strategy➤➤Discuss with students the purpose of asking questions (forexample, to find out something, to get more information). Askstudents how responsive questions might differ from otherquestions, such as questions that challenge or contradict theperson speaking or those that change the subject.talks in schools?Are these responsive questions?You talked about how terrifyingWhat war did you fight in?war is. Where was your safe placeduring the war?I can see it makes you sad to talkACTIVITY SHEET #4Babout the war, so why do you give➤➤Provide pairs of student with a copy of Are these responsivequestions? (Activity Sheet #4B), and explainto students that these are questions asked after a presentationby a World War II veteran on RemembranceDay. Instruct students to sort the questions into threecategories: obviously responsive; possibly responsive(identify the circumstances); definitely notresponsive.Were there any women in the warand what did they do?My great-grandpa was in the warand my dad says he would nevertalk about it.How old were you when you wentto war?What kind of food did you eatduring the war?How many children do you have?What started the war?Do you think there will ever be atime when there isn’t war?I agree that it is hard for youngpeople to understand about war.What do you think can be doneabout this?What do you think is the mostimportant step that we can takenow to prevent future wars?Tools for Thought 2008-09:3 35 © The Critical Thinking ConsortiumTools for Thought 2008–09:3 31 © The Critical Thinking Consortium

TEACHER RESOURCE #4Practisethe strategy➤➤➤➤Invite students to share their conclusions and discuss the circumstances that would make thesecond category of questions responsive. Examine the responsive questions and develop criteriafor identifying responsive questions (for example, they build on previous information, seek newunderstanding, require thought to answer).Provide students with an opportunity to practise asking responsive questions using a picture ofMount K2 available at http://www.klausdierks.com/images/Karakorum_K2-Big_1.jpg. Explainthat Greg Mortenson tried to climb this mountain and, after a failed attempt, dedicated his life tobuilding schools for girls in Pakistan and Afghanistan.➤➤Paraphrase the information from Greg Mortenson(Activity Sheet #4C) to introduce studentsto Mortenson’s work. Provide students witha copy of Developing responsive questions(Activity Sheet #4D) and ask them to recordthe topic, schools for girls in Pakistan, andany information they have about this topic.Invite students to listen to a video recordingof a speech by Mortenson from one of thefollowing sites:• http://www.depauw.edu/news/index.asp?id=22471• http://www.depauw.edu/av/ubben/mortenson-women.mp3Greg MortensonACTIVITY SHEET #4C➤➤➤➤If poverty is a topic you wishto explore use the materialson poverty found in this resourceand invite students todevelop responsive when investigatingpoverty withintheir community. (Criticalchallenge #1)ACTIVITY SHEET #4DRemind students ofthe listening dispositionrequired in orderto generate responsivequestions (focus,deep listening,extending orelaborating on the ideas,encouraging discussion, making connections).TopicDeveloping g responsive questionsTools for Thought 2008-09:3 36 © The Critical Thinking ConsortiumWhat I already knowNew information and ideasCriteria for identifying a responsive question:• builds on previous information• seeks new understanding• requires thought to answerWhat am I curious aboutPossibleresponsive questionsTools for Thought 2008-09:3 37 © The Critical Thinking Consortium➤➤After they have watched the video, invite students to discuss what theyheard with a partner and record new information gained from the speech. As a classor with a partner, ask students to brainstorm possible responsive questions and record themon their activity sheets. Evaluate the questions based on the criteria for identifying a responsivequestion and select the best responsive questions.Tools for Thought 2008–09:3 32 © The Critical Thinking Consortium

TEACHER RESOURCE #4Reinforcethe strategyApply the strategy toeveryday teachingAssess use ofthe strategy➤➤➤➤➤➤➤➤➤➤Introduce Student Resource #4. Review each ofthe elements: purpose, strategies, practise sample,and self-assessment rubric. Discuss with studentswhen this strategy might be useful in both inschool and in real-life situations. Encouragestudents to refer to this resource when usingthe strategy in the future.Reinforce the strategy by asking studentsto review one or more of the followinginterviews with Greg Mortenson. Askstudents to listen to the video and assessthe responsive quality of the questionsasked by the interviewer in one of thefollowing sites:http://www.clipsyndicate.com/publish/video/697103/night_talk_an_interview_with_greg_mortenson_part_2http://www.msnbc.msn.com/id/21134540/vp/28792411#28792411(Note: a commercial precedes the interview)http://www.pbs.org/now/news/309.htmlhttp://www.youtube.com/watch?v=ilqFxkoKhnoResponsivequestioningasking questions that build on the ideas of othersTools for Thought 2008-09:3 38 © The Critical Thinking ConsortiumSTUDENT RESOURCE #4At appropriate times over the ensuing several weeks, ask students to use this strategy in regularclassroom situations, including the following:• asking questions following a presentation;• finding out about a new person they have met;• conducting an interview;• taking part in a conversation where someone is attempting to explain something.Encourage students to refer to the rubric found in Student Resource #4 when self-assessing theiruse of this literacy strategy.• Allow students opportunities to apply the strategy two or three times without evaluation.• Guide students in interpreting and using the rubrics to assess their own responses.• Encourage students to use the rubric whenever they use this strategy.To use the rubric for teacher evaluation of student work, remove the first person (student) reference.PurposeThis strategy helps meask questions that expandmy understanding andcontribute to a discussion.For a sample use of thestrategy, see the nextpageAPPLYthe strategy• Think about the topic and write down relevant information you have.• Listen deeply and carefully to the speaker and to questions asked by others.• Record ideas that are connected with things you already know and note newideas that are presented.• Suspend any responses that attack, defend, or explain your own point ofview.• Focus on finding out more about the topic presented and uncovering whatthe speaker thinks. What are you curious about? What is unclear? Brainstormpossible questions that extend your understanding and perhaps create newunderstanding.• Consider which questions build on previous information, seek new understanding,and require thought to answer as you select the best questions to ask.Assessing my ability to use “Responsive questioning”Accomplished Good Basic StrugglingConnecting with the speaker:I listen intently and I listen carefully to the I listen carefully to the I make very fewgenuinely want to presentation and can speaker but sometimes connections with the topicounderstand theidentify some important my mind wanders or presented. It is usually hardspeaker. I can identify points that connect with I just react instead of for me to focus on themany relevant points things I know.wanting to understand the speaker and most of thein a presentation orspeaker. I can make some time I find it hard to figureconversation that connectconnections and think of out what is important.to things I already knowquestions to ask but I amand make me curious tonot sure I always focus onlearn more.what is important.The questions I ask add to Most of my questions I can think of questions to The questions I ask arethe information I already build on the ideas ask but they do not always usually not connected tohave and extend the presented and often new lead to the development what has come beforespeaker’s ideas and other ideas emerge.of new ideas.and do not lead to furtherpeople’s comments. Theconversation or ideas.questions I ask contributeto developing new ideas.Creating responsive questions:References➤ ➤ Mortenson Greg, & Relin, David Oliver. 2006. Three Cups of Tea. New York: Penguin.➤➤➤ ➤Mortenson Greg, & Relin, David Oliver. 2009. Three Cups of Tea: The Young Readers Edition.New York: Penguin.Mortenson Greg, & Roth, Susan. 2009. “Listen to the Wind” The Story of Dr Greg & Three Cupsof Tea. New York: Penguin.Tools for Thought 2008–09:3 33 © The Critical Thinking Consortium

ACTIVITY SHEET #4AConversation scriptsConversation #1Speaker #1:Speaker #2:Speaker #1:Speaker #2:Speaker #1:Speaker #2:Speaker #1:Speaker #2:Conversation #2Speaker #1:Speaker #2:Speaker #1:Speaker #2:Speaker #1:Speaker #2:Speaker #1:Conversation #3Speaker #1:Speaker #2:Speaker #1:Speaker #2:Speaker #1:Speaker #2:Speaker #1:Speaker #2:Yesterday we went to the hockey game and had a great time.How did you get there?On the bus.What time did you get home?9 o’clock.Oh!Do you like hockey?Not much.Yesterday we went to the hockey game and had a great time.What made it so great?We had terrific seats and it was a fast game that went into overtime. The winning goal wassuch a cool play. (pretend to shoot)You must really like hockey. What makes it so interesting?Hockey is really demanding. You have to be really fit, it takes a lot of skill, and it is also agame of strategy and thinking. Like how Gretzky always knew where the puck would be.So who do you think is the best player in the NHL now?Well, some people think …Yesterday we went to the hockey game and had a great time.I don’t like hockey much.We had super seats and you could hear every crash on the boards.Only an idiot would like that!So what’s wrong with hockey?It’s a stupid, violent game.Ever watched a game? Ever played?No.Tools for Thought 2008-09:3 34 © The Critical Thinking Consortium

Are these responsive questions?ACTIVITY SHEET #4BWhat war did you fight in?You talked about how terrifyingwar is. Where was your safe placeduring the war?I can see it makes you sad to talkabout the war, so why do you givetalks in schools?How many children do you have?Were there any women in the warand what did they do?What started the war?My great-grandpa was in the warand my dad says he would nevertalk about it.Do you think there will ever be atime when there isn’t war?How old were you when you wentto war?I agree that it is hard for youngpeople to understand about war.What do you think can be doneabout this?What kind of food did you eatduring the war?What do you think is the mostimportant step that we can takenow to prevent future wars?Tools for Thought 2008-09:3 35 © The Critical Thinking Consortium

ACTIVITY SHEET #4CGreg MortensonGreg Mortenson was an avid mountain climber and a nurse whose life changed becauseof kindness and an impulsive promise. In 1993, Greg set out to climb Pakistan’sK2, the world’s second-highest mountain. Greg failed in his attempt to reach the summitand he found himself recovering in the remote village of Korphe. While he was livingin the village, Greg met a group of children sitting in the dirt, writing with sticks in thesand. He promised to build them a school.The school at Korphe was the first school that Greg built. Over the years, he learnedmany things about helping a village to help itself. The wise people of the village werehis teachers.Since that time, Greg has built more than 70 schools in remote areas of Pakistanand Afghanistan. Because of his work, he has been threatened, shot at, kidnapped, andbullied, but he has earned the respect and trust of Islamic leaders, military commanders,government officials, and tribal chiefs.Bringing education to those who have been denied it has become Greg’s life work.He established a foundation and has started many fundraising programs. He believes thateducation, particularly the education of girls, will change the world.The story of Greg’s work, learning, and message is recorded in Three Cups of Tea.Tools for Thought 2008-09:3 36 © The Critical Thinking Consortium

ACTIVITY SHEET #4DTopicDeveloping responsive questionsWhat am I curious aboutNew information and ideasWhat I already knowCriteria for identifying a responsive question:• builds on previous information• seeks new understanding• requires thought to answerPossibleresponsive questionsTools for Thought 2008-09:3 37 © The Critical Thinking Consortium

Responsivequestioningasking questions that build on the ideas of othersSTUDENT RESOURCE #4PurposeThis strategy helps meask questions that expandmy understanding andcontribute to a discussion.For a sample use of thestrategy, see the nextpageAPPLYthe strategy• Think about the topic and write down relevant information you have.• Listen deeply and carefully to the speaker and to questions asked by others.• Record ideas that are connected with things you already know and note newideas that are presented.• Suspend any responses that attack, defend, or explain your own point ofview.• Focus on finding out more about the topic presented and uncovering whatthe speaker thinks. What are you curious about? What is unclear? Brainstormpossible questions that extend your understanding and perhaps create newunderstanding.• Consider which questions build on previous information, seek new understanding,and require thought to answer as you select the best questions to ask.Assessing my ability to use “Responsive questioning”Accomplished Good Basic StrugglingConnecting with the speaker:I listen intently andgenuinely want toounderstand thespeaker. I can identifymany relevant pointsin a presentation orconversation that connectto things I already knowand make me curious tolearn more.I listen carefully to thepresentation and canidentify some importantpoints that connect withthings I know.I listen carefully to thespeaker but sometimesmy mind wanders orI just react instead ofwanting to understand thespeaker. I can make someconnections and think ofquestions to ask but I amnot sure I always focus onwhat is important.I make very fewconnections with the topicpresented. It is usually hardfor me to focus on thespeaker and most of thetime I find it hard to figureout what is important.Creating responsive questions:The questions I ask add tothe information I alreadyhave and extend thespeaker’s ideas and otherpeople’s comments. Thequestions I ask contributeto developing new ideas.Most of my questionsbuild on the ideaspresented and often newideas emerge.I can think of questions toask but they do not alwayslead to the developmentof new ideas.The questions I ask areusually not connected towhat has come beforeand do not lead to furtherconversation or ideas.Tools for Thought 2008-09:3 38 © The Critical Thinking Consortium

STUDENT RESOURCE #4TopicSchools forgirls inPakistanDeveloping responsive questionsWhat am I curious aboutWhat I already knowGirls aren’tallowed to go toschool.There is a lotof fighting inPakistan.New information and ideasBuilt 70 schoolsWrote Three Cups ofTeaMet with resistanceSchools are stillbeing destroyedthe dangerinvolving thecommunityfocus on girlsconfidence/self doubtThere is lots ofpoverty.Girls spread learningPennies for peacesmall ideagetting biginspirationCriteria for identifying a responsive question:• builds on previous information• seeks new understanding• requires thought to answerPossibleresponsive questionsDid you ever feel likegiving up?Do you think you have beensuccessful?It seems you believe in thepower of women. How havewomen influenced you?What has been the mostpowerful thing you havelearned?Tools for Thought 2008-09:3 39 © The Critical Thinking Consortium

RESEARCHSTRATEGYTEACHER RESOURCE #5Credibility of sourcesassessing whether or not sources of information are reliableObjectives: • Learn to identify the most credible sources of information for a research topicor question;• Understand the importance of assessing the credibility of research sources.Use the following activities to systematically introduce the featured research strategy.Introducethe strategy➤➤Invite students to imagine that they have been given the taskof investigating the theft of a world famous painting worthmillions of dollars from a museum. While the thieves wereable to disarm the alarm systems, security cameras recordedthe theft. Unfortunately, the security footage did not clearlycapture the faces of the culprits. Inform students thattheir task is to interview three potential witnesses to thecrime and determine whose account of the heist is themost reliable. Provide students with a copy of Witnessprofiles (Activity Sheet #5A) and give them time toread the profiles.Witness profilesACTIVITY SHEET #5A➤➤➤➤➤➤Ask students to identify which of the three witnessesthey believe provides the most reliable or accurateaccount of the theft. Encourage students to explainwhy some accounts of the theft may be more or less reliable thanothers (for example, a witness may have a poor reputation or offer an accountthat is verified by other sources).Tools for Thought 2008-09:3 43 © The Critical Thinking ConsortiumInvite students to consider when it would be important to consider the credibility of a source (examplesof sources: oral accounts, written sources, websites). Invite students to suggest criteria fordetermining whether or not a source is credible. Use student responses to develop the followingcriteria for assessing credibility:• expertise: Was the source created by a qualified individual or group? For example, a sourceon cooking created by a trained professional chef may be more credible than one created bysomeone with no culinary training.• reputation: Was the source created by an individual or group with a reputation for qualitywork? For example, an article written by a scientist who has written more than 30 articles maybe more credible than an information from a website known for questionable research.• corroborated: Does the source include information from other sources that matches the detailsin the source? For example, a story in a tabloid newspaper that does not have any sourcesthat support the story would be less credible than an account that is supported by several eyewitnesses’accounts.Using the three criteria for credibility as categories, prompt students to think of questions thatcould be asked to discover more about the source. For example:• expertise: What are the qualifications of the author? Has the publisher developed other similarresources?• reputation: How do other writers or researchers think of this author? Is the work of the publisherconsidered reliable and accurate?Tools for Thought 2008–09:3 40 © The Critical Thinking Consortium

TEACHER RESOURCE #5• corroborated: Do other sources agree with or support this author? Is there additional researchthat verifies the ideas and information from this source?Practise the strategy➤➤➤➤➤➤➤➤➤➤Inform students that the criteria for assessing credibility can help determine the credibility of asource even before the source is viewed or listened to. Ask students to think of where this informationcould be found. Student response could include:• the front and back covers of a book or resource• the front and back pages of a book or resource• on-line bookstore reviews of books and other sources• descriptions of websites and blogsAsk SECONDARY STUDENTS what other criteria might be important for verifying the credibilityof sources. Possible suggestions might be diversity and evidence of bias. Discuss withstudents whether or not these criteria are included within the three main criteria or whether thatlist should be expanded.Remind students that one of the first challenges in completing a research assignment is to identifyinformation sources that are relevant to the research question (see Relevant sources, Tools forThought, January 2009). Explain that the next step is to determine which of the relevant sourcesare the most reliable or credible. The following activity will help students determine the credibilityof information sources.Ask students to imagine that they have been given the following research question: “What was themost significant contribution that First Nations peoples made to the development of Canada?”Provide each student with a copy of Sample sources(Activity Sheet #5B) and Assessing the credibilityof sources (Activity Sheet #5C). Instruct studentsto carefully examine the description of eachsource and to underline any details thatprovide evidence about its credibility. ForELEMENTARY STUDENTS completeone example as a class.Source #1Title: Canada’s First Nations: A History of theFounding Peoples from the Earliest TimesDescription: Dr. Dickason is a retired professor,University of Alberta, and professor of history,University of Ottawa. She is the author ofseveral books, including The Laws of Nationsand the New World. Dr. Dickason was named amember of the Order of Canada, received theAboriginal Life Achievement Award, and hasPurpose of the won research the Canadian assignment: Historical Association’s bookprize. Throughout her distinguished career, sheSample sourcesSource #2Assessing the credibility of sourcesTitle: “My Grade 7 History Project” (website)Description: This website was produced bya student from Alberta for a grade 7 socialstudies project. His website includes a timelineof First Nations history and research he did forthe project. He has not included footnotes or abibliography.ACTIVITY SHEET #5CACTIVITY SHEET #5BSource Criteria and evidence Credibility gauge➤➤Instruct students to indicate the credibilityof each sample source in theappropriate place on the Assessing thecredibility of sources chart. Remindstudents to consider the criteria forassessing credibility when makingtheir decision.has remained proud of her Métis heritage. Thisbook was published in 2002 in Canada by OxfordUniversity Press.Criteria:Source #3❏ expertise (knowledge)❏ reputationTitle: A History of Canadian First Nations❏ corroboratedDescription: Evidence: C: Mr. McRoberts is an Americanbusiness owner and amateur history buff.Although this is his first book, it includesextensive endnotes and a list of sources thatsupport his writing. This book was self-publishedin 1970.Criteria:❏ expertise (knowledge)❏ reputation❏ corroboratedEvidence:Criteria:Source #4somewhatcredibleTitle: “First Nations” (Wikipedia entry)Description: This on-line encyclopedia entryhas been collaboratively created by hundredsof anonymous users with unknown expertise.Consensus is valued over credentials innotcredibleWikipedia. Every article can be edited butonly registered users can create a new article.verycredibleThe entry includes extensive endnotes and abibliography listing many supporting resources.somewhatcredible➤➤Invite students to share their decisionsabout the sample sources.Prompt students to consider lessobvious clues about the credibilityof sources. For example,students might suggest thatSource 4 is quite crediblebecause multiple users confirm theaccuracy of the information.❏ expertise (knowledge)❏ reputation❏ corroboratedEvidence:Tools for Thought 2008-09:3 44 © The Critical Thinking ConsortiumCriteria:❏ expertise (knowledge)❏ reputation❏ corroboratedEvidence:notcrediblenotcrediblesomewhatcrediblesomewhatcredibleTools for Thought 2008-09:3 45 © The Critical Thinking ConsortiumnotcredibleverycredibleverycredibleverycredibleTools for Thought 2008–09:3 41 © The Critical Thinking Consortium

TEACHER RESOURCE #5Reinforce the strategy➤➤Introduce Credibility of sources (Student Resource#5). Review each of the elements:purpose, strategies, practise sample, and selfassessmentrubric. Encourage students torefer to this chart when using the strategy inthe future.STUDENT RESOURCE #5➤➤Invite students to apply this strategy to atopic or question they are investigatingfor school or to find credible sourcesof information to answer a personalquestion. For a sample use of thestrategy, see the nextpage. Assessing my ability to judge the credibility of sources➤➤If poverty is a topic you wish to investigatewith your students, use thematerial on poverty found in this resource,and ask students to identifycredible sources for investigatingpoverty within their community(Teacher Resource #6).Accomplished Good Basic StrugglingFinds evidence of credibility:I know where to look I find evidence but I can find some obvious It is really hard for me tofor evidence and I find sometimes I miss details evidence but sometimes it find evidence and I amevidence that is obvious that are important. Most is hard for me to connect not good at connectingand not obvious. I of the time I can connect it to the criteria.evidence to the criteria.can easily connect the the evidence to theevidence to the criteria. criteria.Asseses credibility of sources:I can easily identify I can identify credible I can tell when the most It is very hard for me tocredible sources of sources of information obvious sources are decide whether a source isinformation, including most of the time, but I credible but I often forget credible or not.less obvious sources. sometimes misjudge the to consider all the criteria.credibility of a resource.Tools for Thought 2008-09:3 46 © The Critical Thinking ConsortiumApply the strategy ineveryday teachingAssess studentunderstanding➤➤➤➤➤➤Encourage students to consider this strategy ineveryday situations such as:• selecting credible sources for answering a research question;• listening to people predicting future trends (political, economic, fashion);• seeking travel advice;• listening to an account of an event;• researching a product.Encourage students to refer to the rubric found in Student Resource #5 when self-assessing theirunderstanding of the concept.• Allow students to apply the concept two or three times without evaluation.• Guide students in interpreting and using the rubric to evaluate their own responses.• Encourage students to use the rubric whenever they use this concept.To use the rubric for teacher evaluation of student work, remove the phrase “I can” from eachdescriptor.Tools for Thought 2008–09:3 42 © The Critical Thinking Consortium

ACTIVITY SHEET #5AWitness profilesWitness #1: a 14-year-old boy who was visiting the museum withhis parents. Uninterested by the museum exhibits, the boy waswaiting in the lobby sending text messages to his friends whilethe thieves stole the painting. Although he provided descriptionsof the thieves, his account does not match that of the other twowitnesses.Witness #2: a 32-year-old former police detective who was visitingthe museum on her day off. She entered the room where thetheft occurred and saw the thieves just before they ran out of themuseum. Her account matches the events recorded by the securitycameras.Witness #3: a 44-year-old window washer was outside the museumat the time of the crime washing the windows of the very roomin which the crime occurred. While he provided a description ofthe thieves, he has served jail time for lying as a witness duringa court trial.Tools for Thought 2008-09:3 43 © The Critical Thinking Consortium

ACTIVITY SHEET #5BSample sourcesSource #1Title: Canada’s First Nations: A History of theFounding Peoples from the Earliest TimesDescription: Dr. Dickason is a retired professor,University of Alberta, and professor of history,University of Ottawa. She is the author ofseveral books, including The Laws of Nationsand the New World. Dr. Dickason was named amember of the Order of Canada, received theAboriginal Life Achievement Award, and haswon the Canadian Historical Association’s bookprize. Throughout her distinguished career, shehas remained proud of her Métis heritage. Thisbook was published in 2002 in Canada by OxfordUniversity Press.Source #2Title: “My Grade 7 History Project” (website)Description: This website was produced bya student from Alberta for a grade 7 socialstudies project. His website includes a timelineof First Nations history and research he did forthe project. He has not included footnotes or abibliography.Source #3Title: A History of Canadian First NationsDescription: C: Mr. McRoberts is an Americanbusiness owner and amateur history buff.Although this is his first book, it includesextensive endnotes and a list of sources thatsupport his writing. This book was self-publishedin 1970.Source #4Title: “First Nations” (Wikipedia entry)Description: This on-line encyclopedia entryhas been collaboratively created by hundredsof anonymous users with unknown expertise.Consensus is valued over credentials inWikipedia. Every article can be edited butonly registered users can create a new article.The entry includes extensive endnotes and abibliography listing many supporting resources.Tools for Thought 2008-09:3 44 © The Critical Thinking Consortium

Purpose of the research assignment:Assessing the credibility of sourcesACTIVITY SHEET #5CSource Criteria and evidence Credibility gaugeCriteria:o expertise (knowledge)o reputationo corroboratedsomewhatcredibleEvidence:notcredibleverycredibleCriteria:o expertise (knowledge)o reputationo corroboratedsomewhatcredibleEvidence:notcredibleverycredibleCriteria:o expertise (knowledge)o reputationo corroboratedsomewhatcredibleEvidence:notcredibleverycredibleCriteria:o expertise (knowledge)o reputationo corroboratedsomewhatcredibleEvidence:notcredibleverycredibleTools for Thought 2008-09:3 45 © The Critical Thinking Consortium

Credibility of sourcesassessing whether or not sources ofinformation are reliableSTUDENT RESOURCE #5PurposeThis strategy helps meselect the most reliableor trustworthy sources ofinformation when I amresearching a topic orlistening to accounts ofevents.For a sample use of thestrategy, see the nextpage.APPLYthe strategy• Identify the purpose of the research topic or question.• Identify clues that can be used to assess the credibility of the source. Beforestarting to view or listen to the source, examine the following aspects ofthe source:−− title−− publisher−− profession of authors−− summaries of sources−− end notes or bibliographyRemember that on-line reviews and bookstores can provide additional cluesabout the credibility of sources.• Use the criteria to assess the credibility of the source:− − expertise: Was the source created by an individual or group with recognized expertise or credentials?− − reputation: Was the source created by an individual or group with a reputation for high quality work?− − corroborated: Does the source include information from other sources that confirm the details in thesource?Assessing my ability to judge the credibility of sourcesAccomplished Good Basic StrugglingFinds evidence of credibility:I know where to lookfor evidence and I findevidence that is obviousand not obvious. Ican easily connect theevidence to the criteria.I find evidence butsometimes I miss detailsthat are important. Mostof the time I can connectthe evidence to thecriteria.I can find some obviousevidence but sometimes itis hard for me to connectit to the criteria.It is really hard for me tofind evidence and I amnot good at connectingevidence to the criteria.Asseses credibility of sources:I can easily identifycredible sources ofinformation, includingless obvious sources.I can identify crediblesources of informationmost of the time, but Isometimes misjudge thecredibility of a resource.I can tell when the mostobvious sources arecredible but I often forgetto consider all the criteria.It is very hard for me todecide whether a source iscredible or not.Tools for Thought 2008-09:3 46 © The Critical Thinking Consortium

STUDENT RESOURCE #5SAMPLEuse of the strategyPurpose of the research assignment: “What was the most significant contribution that FirstNations peoples made to the development of Canada?”Source Criteria and evidence Credibility gaugeCanada’s FirstNations: A Historyof the FoundingPeoples from theEarliest Times, byDr. DickasonCriteria:o 4 expertise (knowledge)o 4 reputationo corroboratedEvidence:• the author has won several prizes and awardsfor her work (reputation)• the author is of Metis heritage (expertise)notcrediblesomewhatcredibleverycredibleA History ofCanadian FirstNations, by Mr.McRobertsCriteria:o expertise (knowledge)o 4 reputationo 4 corroboratedEvidence:• this is his first book (reputation)• it does include extensive endnotes and a listof sources that support his writing (provable)notcrediblesomewhatcredibleverycredibleCriteria for assessing credibility:expertise: Was the source created by a qualified individual?reputation: Was the source created by an individual or group with a reputation for high quality work?corroborated: Does the source include information from other sources that confirm the details in thesource?Tools for Thought 2008-09:3 47 © The Critical Thinking Consortium

INVESTIGATINGPOVERTYTEACHER RESOURCE #6Investigating povertyObjectives: • sensitize students to issues concerning and consequences of poverty;• increase understanding of and empathy for people living in poverty;• introduce and apply the concept and literacy strategies featured in thisresource.CAUTION: Students in your class may live in poverty or consider themselves to be poor.Ensure that classroom discussions of this sensitive issues are respectful and avoid sweepinggeneralizations and stereotyping.Introduce the topic➤➤➤➤➤➤➤➤➤➤➤➤➤➤➤➤Print the following quote on the board and invite students to discuss its meaning and implications.To those who have hunger,give bread;To those who have bread,give a hungerfor justice.Latin American table prayerWithout explaining why, invite students to select a piece of paper from a jar (80% of the papersshould say “poor” and 20% should say “rich”).Ask students who are now “poor” to stand at the back of the room. Designate a small section ofthe classroom for the “poor.” The rich students can occupy the rest of the classroom. Explain tostudents that they must remain in their designated space.Give the “rich” group a large bowl of jelly beans (at least 3 jelly beans per student). Give the“poor” group a small bowl of jelly beans (not enough for one per student).Explain that student’s task is to share the jelly beans in their bowl among the students in theirdesignated space. Allow students time to solve this problem and eat the jelly beans.Invite students to share how they felt during this activity and then discuss their experience byposing questions such as:• How did you feel about the unequal distribution of space? Why was this part of the activity?How did the poor feel? How did the rich feel? Did the rich think about the poor?• What challenges did your group face when distributing the jelly beans? What did the jellybeans represent (for example, money, world food)?• Did the rich group share with the poor? If so, how did you decide how much to share? If not,why not?• What did you learn from this activity?• What questions have been raised?With ELEMENTARY students, you my want to provide additional jelly beans to students in the“poor” group before the end of the class.Explain to students that they will investigate the topic of “poverty” and point out that the waythey approach an investigation influences what they learn. Introduce the attitude of curiosityor inquiry-mindedness using materials from Teacher Resource #1. Based on the attributes ofinquiry-mindedness, invite students to assess the extent to which they demonstrated this habit ofTools for Thought 2008–09:3 48 © The Critical Thinking Consortium

understand a topic.obvious solutions.TEACHER RESOURCE #6mind during the previous simulation. Provide students witha copy of How curious am I? (Activity Sheet #6A) and askstudents to rate their general level of curiosity and set areasonable goal for being more inquiry-minded duringthis investigation.How curious am I?Inquiry-minded attributes How often do I do this?ExampleI am sincerely interested • oftenin learning more about • sometimesthings and people. • not very often• neverACTIVITY SHEET #6AI pose questions that • oftenseek more information • sometimesor look for explanations • not very oftenin order to better • neverWhen presented with a • oftenproblem, I persist in • sometimeslooking deeply to seek • not very oftenimaginative and non- • neverDefine poverty➤➤Ask students to write down words that come to mindwhen they think of the term “poverty.” Record thewords on the board as students share their thoughtswith the class. Discuss the similarities among thesuggested words.Reasonable goal for demonstrating a more inquiry-minded attitude.Tools for Thought 2008-09:3 55 © The Critical Thinking Consortium➤➤Print the following words on the board. Explain to students that someof these words are connected to poverty and some may not be.Povertyspiritual situational culturalintellectual generational emotionalopportunity global financialsocial physical hungerpower/voice resources space➤➤➤➤Organize students in pairs. Invite students to decide how poverty might be connected to each ofthese terms. Invite students to explore what each connection might look like and what differenttypes of poverty might look like. Encourage students to look up any unfamiliar words.After students have shared their ideas, pose the question: What is poverty? Challenge students toconstruct a definition of poverty through the following activities:• Instruct students to record their own thinking about poverty by creating a web or completingthe sentence stem “Poverty is …” in a variety of ways.• Invite students to identify their own perspectives by takingand marking the “poverty quiz” found at the following BBCwebsite that explores poverty: http://www.bbc.co.uk/scotland/education/int/ms/health/wealth/def_of_poverty/index.shtml. Point out that the quiz refers to poverty in Scotland,but could easily refer to poverty in Canada.• Provide pairs of students with a copy Definitions of poverty(Activity Sheet #6B). Invite students to highlightkey words and to discuss the meaning of the definitions.• Finally, instruct students to construct a definition ofpoverty that is clear, meaningful, and widely applicableto the various types of poverty.Definitions of povertyACTIVITY SHEET #6BTools for Thought 2008-09:3 56 © The Critical Thinking ConsortiumTools for Thought 2008–09:3 49 © The Critical Thinking Consortium

TEACHER RESOURCE #6Understandingpoverty➤➤➤➤Invite students to share their definitions. Look for similarities and differences among the definitions.Post them in the room for future reference.Resources for this activity have been adapted from the website http://homepages.wmich.edu/~ljohnson/Payne.pdf entitled Understanding and Working with Students and Adults fromPoverty. This website provides background information about poverty and reflects the work ofDr. Ruby Payne, teacher, principal, consultant, administrator, and author of A Framework forUnderstanding Poverty.➤➤Provide students with copies of the Poverty: Key points (ActivitySheet #6C). Assign each pair of students one key point to respondto in the following manner:• What surprised you?• What made sense?• What didn’t you understand?• What did you wonder about?Poverty: key points ACTIVITY SHEET #6C ➤➤Divide students into groups according to the key point theywere assigned. Invite students to share their responses,clarify together the significance of the statement, andcreate an example that would illustrate the key point. Tools for Thought 2008-09:3 57 © The Critical Thinking Consortium➤➤➤➤➤➤Reorganize the class in groups of six, with one representative for each keypoint. Invite each person to explain their statement to the rest of the group.Explain to students that the key points discussed above came from the research of Dr. Ruby Payne.Dr. Payne has written many books to help people understand the impact of poverty. Her researchhas been focussed on large groups of people who lived in poverty, people who were “middle class,”and people who were wealthy. From her research, she identified common behaviours, beliefs, andattitudes she calls the “rules” of each group. These are generalizations so the statements do notapply to all individuals but they do help us better understand the reality of poverty.Provide each pair of students with a set of cards created fromHidden rules of poverty (Activity Sheet #6D). For ELEMEN-TARY students, select the most appropriate rule cards for useas a whole class or a group activity. Instruct students to readeach rule card and determine whether each rule would applyto people living in generational poverty, middle class,or wealth. Remind students that these are generalizationsbased on large populations, so they will not apply to allindividuals.The “world” is thelocal neighbourhood orcommunity.Physical fighting is howconflict is often resolved.People who can physicallydefend themselves arerespected.How much food you have isimportant.Hidden rules of povertyGenerational poverty Middle class WealthyDecisions are based on Decisions are based on work Decisions are based onsurvival, relationships, and and achievement.social, financial, andentertainment.political connections.The “world” is national.Travel is within the country.Fighting is done verbally.Physical fighting is viewedwith distaste.The “world” isinternational.Conflicts are solved throughlawyers and including orexcluding people socially.ACTIVITY SHEET #6D➤➤Discuss student responses. Invite SECONDARYstudents to speculate on the impact of these rules ineach category.Choices are not part of life.Too much education isfeared because the personmight leave.The quality of the food youhave is important.Choice is a key concept inthe lifestyle. Sometimeschoices need to beconsidered.Formal education is seen askey to future success.How the food you havelooks (presentation) isimportant.Choice is always a part oflifestyle. Generally nothinginterferes with choices.Education is for the purposeAdapted from the work of Ruby Payne: http://homepages.wmich.edu/-ljohnson/payne.pdf➤➤Invite students to talk about or write a reflectionabout what they have learned about poverty.of social, political, andfinancial connections andto enhance artistic andaesthetic appreciation.Tools for Thought 2008-09:3 58 © The Critical Thinking ConsortiumTools for Thought 2008–09:3 50 © The Critical Thinking Consortium

TEACHER RESOURCE #6Explore poverty further using some or allof the following critical challengesCritical challenge #1Create an accurate, sensitive, and revealing representation that illustrates “the face ofpoverty” in the community.➤➤➤➤➤➤➤➤➤➤➤➤➤➤➤➤Discuss whether or not homelessness might exist in your students’ own community. Discuss otherindicators of poverty and whether or not they may be present in the local community. Introducethe question: What does poverty look like in our community? Explain to students that their task isto create an accurate, sensitive, and revealing representation that illustrates “the face of poverty”in the community. Point out that poverty is often hidden in a community and discuss why thismight be the case. Clarify that “face” does not mean identifying specific people who are poor butrather it means making the issue of poverty more public (for example, showing homes that arein disrepair).As an example of one aspect of poverty show students the stories of two young people living inpoverty from the following website. The UN Works for People and the Planet website is hostedby actor Tim Robbins and focuses on the plight of homelessness in America. Click on the faces ofthe two young people in the smaller squares in the centre of the page to hear their stories: http://www.un.org/works/sub3.asp?lang=en&id=111.Brainstorm with students possible sources of information about local poverty. Suggestions couldinclude the food bank, anti-poverty groups, Statistics Canada, city hall, church organizations (suchas the Salvation Army), homeless shelters, local police, newspaper, library, school board. Includeother agencies in the community that support those living in poverty.Introduce the Credibility of sources strategy using materials from Teacher Resource #1. Invitestudents to identify the most credible sources for finding information about poverty in their community.Divide students into groups to conduct their research and create their representation. Suggest tostudents that interviewing is one way to collect information. Introduce the Responsive questioningstrategy using materials from Teacher Resource #4. Support students in developing initial interviewquestions and encourage them to use responsive questions during their interview.Discuss with students various ways to organize their research information. Develop an appropriatechart or graphic organizer.Remind students of the criteria for their representation: accurate, sensitive, and revealing. Brainstormvarious forms of representation (examples include posters, songs, collages, videos, computerpresentations).Invite students to share their representations. Encourage students to ask responsive questionsfollowing each presentation.Tools for Thought 2008–09:3 51 © The Critical Thinking Consortium

TEACHER RESOURCE #6Critical challenge #2Redesign “Hungry Decisions” to reflects the decisions, options, and consequences thata person living in poverty might confront in your community.➤➤➤➤➤➤➤➤➤➤➤➤➤➤Ask students to imagine what it would be like to live in poverty. What would they have to giveup? Suggestions might include a home, new clothes, cell phone, MP3 player, bank account, job,money, organized sports, movies, food, warm clothes, education, movies, going to restaurants.Suggest to students the idea that making decisions may look different to people who are poor andpeople who are not poor. Refer back to the initial activities with the jelly beans. Deciding how todivide the beans was different for the rich and poor groups.Explain to students that they are going to participate in an activity that puts them in the role of aperson in poverty who must make decisions that affect their family’s life. They will be either aman or a woman from a developing country. Have students work with a partner and instruct onemember of each pair to take the role of the man and the other, the woman.Show the students the Hungry Decisions activity on the following website: http://www.churchworldservice.org/decisions/index.htm.Explain that for each decision they make, there will be aconsequence will (for example, whether to have a child or to sell grain).For ELEMENTARY students, read the first page together and then allow students to proceedindependently with the activity. Encourage students to create a storyboard that records the eventsand consequences they experience.Following the activity, discuss with students the decisions they had to make. What were the mostdifficult decisions? What influenced the limited choices they had?Brainstorm with students the kinds of decisions people living in poverty in their local communitymight have to make. Guide students in developing a list of decisions that might face a personliving in poverty in their community.➤➤Provide pairs of students with a copy Hungry decisions in ourcommunity (Activity Sheet #6E) and instruct them to identifytwo decisions and the respective options and consequencesfor a local person in poverty. Remind students that theirchoice of options and consequences must be realistic andrespectful. Develop one example with the class.Hungry decisions in our communityOptions ConsequencesDilemma/decisionACTIVITY SHEET #6E➤➤Invite students to share their completed activity withanother group of students. Have the groups discusswhether the choices are realistic and respectful, andwhat it might feel like to have to face these harshrealities.Dilemma/decisionOptions ConsequencesTools for Thought 2008-09:3 59 © The Critical Thinking ConsortiumTools for Thought 2008–09:3 52 © The Critical Thinking Consortium

TEACHER RESOURCE #6Critical challenge #3Develop the criteria or core features of those actions that can break the cycle ofpoverty.➤➤➤➤➤➤➤➤➤➤➤➤Introduce the term “cycle of poverty” and brainstorm possible meanings with students. Explainthat the cycle of poverty generally refers to recurring factors that keep families in poverty for twogenerations or more.Show the students a representation of the cycle of poverty in a developing country from the followingwebsite: http://www.crcna.org/pages/sea_cycleofpoverty.cfm.Suggest to students that many individuals and organizations work to help people break the cycleof poverty. Invite students to brainstorm in groups the challenges of breaking the cycle. Pointout that breaking the cycle of poverty does not suggest that everyone should be wealthy, but thateveryone has a right to basic needs and human dignity.Pose the question: What would be the criteria or core features for an action that could break thecycle of poverty? Invite students to conduct an internet search for information about what othershave done to break the cycle. Key words for the search might be: breaking the cycle of poverty,One Hen, Ryan’s Well, Greg Mortenson, Pennies for Peace, UNICEF, International Red Cross.Introduce the Previewing strategy using materials from Teacher Resource #2 and invite studentsto preview the websites prior to exploring the details.Encourage students to research at least one project that successfully contributed to breaking thecycle of poverty and to use the 5Ws to record their findings. Invite students to share their findingsin groups of four, and to discuss the common qualities of each successful action. Instruct studentsto identify the criteria for identifying an action that can break the cycle of poverty and to list threeactions that would meet these criteria and three actions that would not.Critical challenge #4Write a persuasive letter to the editor of your local paper raising the issue of povertyin your community.➤➤➤➤➤➤Ask students what they have learned about poverty in their community. Brainstorm the issues thatexist in the community. Ask students to select a viewpoint on some aspect of local poverty thatthey think is not adequately addressed or understood (such as attitudes towards homeless people,willingness to help those in need, discrimination against poor people).Invite students to write a letter to the local paper, the school board, or the school newsletter arguingon behalf of their selected viewpoint on poverty in the community. Introduce the Persuasivewriting strategy using the materials from Teacher Resource #3. Encourage students to use Planningfor persuasive writing (Activity Sheet #3C) to plan their writing.Direct students to self- and peer-assess their work before submitting it to their intended audience.Tools for Thought 2008–09:3 53 © The Critical Thinking Consortium

understand a topic.obvious solutions.TEACHER RESOURCE #6➤➤FINAL REFLECTION: Ask students to take a moment to consider how inquiry-minded theywere during their investigation of poverty? Invite students to revisit their initial answers to theself-assessment on How curious am I? (Activity Sheet #6A). Were students more aware of thevalue of being inquiry-minded as they explored the topic of poverty? What benefits did or mightarise from greater curosity?Inquiry-minded attributes How often do I do this?ExampleI am sincerely interested • oftenHow curious am I?ACTIVITY SHEET #6Ain learning more about • sometimesthings and people. • not very often• neverI pose questions that • oftenseek more information • sometimesor look for explanations • not very oftenin order to better • neverWhen presented with a • oftenproblem, I persist in • sometimeslooking deeply to seek • not very oftenimaginative and non- • neverReasonable goal for demonstrating a more inquiry-minded attitude.Tools for Thought 2008-09:3 55 © The Critical Thinking ConsortiumTools for Thought 2008–09:3 54 © The Critical Thinking Consortium

ACTIVITY SHEET #6AHow curious am I?Inquiry-minded attributes How often do ExampleI do this?I am sincerely interestedin learning more aboutthings and people.o ofteno sometimeso not very ofteno neverI pose questions thatseek more informationor look for explanationsin order to betterunderstand a topic.o ofteno sometimeso not very ofteno neverWhen presented with aproblem, I persist inlooking deeply to seekimaginative and nonobvioussolutions.o ofteno sometimeso not very ofteno neverReasonable goal for demonstrating a more inquiry-minded attitude.Tools for Thought 2008-09:3 55 © The Critical Thinking Consortium

ACTIVITY SHEET #6BDefinitions of poverty“Poverty: a human condition characterized by the ongoing lack of the resources, capabilities,choices, security, and power necessary for the enjoyment of an adequate standard of living andother civil, cultural, economic, political and social rights.”—United Nations Committee on Economic, Social, and Cultural Rights“The most standard feature of most definitions of poverty is economic deprivation—lack ofincome. But this does not consider the many social, cultural, and political aspects of poverty.Poverty is not only the lack of economic or material resources but is also a violation of humandignity.”—The United Nations High Commission on Human Rights“The lack of basic security leads to ongoing poverty when it affects several aspects of people’slives at the same time, when it goes on for a long time, and when it severely affects people’schances of getting back their rights and of taking on their responsibilities in the near future.”—The United Nations High Commission on Human Rights“Poverty is a denial of choices and opportunities and a violation of human dignity. It means lackof basic ability to participate effectively in society. It means not having enough to feed and clothea family, not having a school or clinic to go to, not having the land on which to grow one’s foodor a job to earn one’s living, not having access to credit. It means insecurity, powerlessness,and exclusion of individuals, households, and communities. It means more risk of violence, andit often implies living on marginal or fragile environments, without access to clean water orsanitation.”—UN Statement, June 1998, signed by the heads of all UN agencies“Poverty is defined in relation to the standards of living in a society at a specific time. People livein poverty when they don’t have enough money for their material needs and when this preventsthem from taking part in activities which are an accepted part of daily life in that society.”—Scottish Poverty Information Unit“The most common way to measure poverty is based on incomes. A person is considered poorif his or her income level falls below some minimum level necessary to meet basic needs. Thisminimum level is usually called the ‘poverty line.’ What is necessary to satisfy basic needs variesacross time and societies. Therefore, poverty lines vary in time and place, and each country useslines which are appropriate to its level of development, societal norms and values.”—The World Bank OrganizationDefinitions are adapted from the following websites:http://www.bbc.co.uk/scotland/education/int/ms/health/wealth/def_of_poverty/definitions.shtmlhttp://www.un.org/esa/socdev/unyin/documents/ydiDavidGordon_poverty.pdfTools for Thought 2008-09:3 56 © The Critical Thinking Consortium

ACTIVITY SHEET #6CPoverty: key points1. Poverty is relative.If everyone around you lives the same way you do, it is hard to understand the notion ofpoverty and wealth.2. Poverty occurs in all races and in all countries.There has not always been a middle class. Poverty can be defined in relation to the standardof living in a specific society. Poverty looks different in different environments.3. Generational poverty and situational poverty are different.Generational poverty is defined as being in poverty for two generations or longer. Ageneration is the age difference between parents and children, about 30 years. Situationalpoverty is defined as being in poverty for a shorter time and is caused because somethinghappened like an illness, divorce, or death.4. Everyone has certain rules, beliefs, or attitudesthat come from how/where they grew up.Even when people make more money, they may not change their social behaviour, theirvalues, or the way they think, solve problems, and make decisions.5. Schools and businesses operate from middle-class beliefs, values, and rules.The commonly held beliefs of schools and businesses are never directly taught in school. Tochange their way of life, people must understand these rules.6. There may be a cost to moving from poverty.Sometimes people must give up relationships or friends when they move out of povertyTools for Thought 2008-09:3 57 © The Critical Thinking Consortium

ACTIVITY SHEET #6DHidden rules of povertyGenerational poverty Middle class WealthyDecisions are based onsurvival, relationships, andentertainment.Decisions are based on workand achievement.Decisions are based onsocial, financial, andpolitical connections.The “world” is thelocal neighbourhood orcommunity.The “world” is national.Travel is within the country.The “world” isinternational.Physical fighting is howconflict is often resolved.People who can physicallydefend themselves arerespected.Fighting is done verbally.Physical fighting is viewedwith distaste.Conflicts are solved throughlawyers and including orexcluding people socially.How much food you have isimportant.The quality of the food youhave is important.How the food you havelooks (presentation) isimportant.Choices are not part of life.Choice is a key concept inthe lifestyle. Sometimeschoices need to beconsidered.Choice is always a part oflifestyle. Generally nothinginterferes with choices.Too much education isfeared because the personmight leave.Formal education is seen askey to future success.Education is for the purposeof social, political, andfinancial connections andto enhance artistic andaesthetic appreciation.Adapted from the work of Ruby Payne: http://homepages.wmich.edu/-ljohnson/payne.pdfTools for Thought 2008-09:3 58 © The Critical Thinking Consortium

Hungry decisions in our communityACTIVITY SHEET #6EOptionsConsequencesDilemma/decisionOptionsConsequencesDilemma/decisionTools for Thought 2008-09:3 59 © The Critical Thinking Consortium