Inquiry-mindedness - The Critical Thinking Consortium

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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
Page 1 and 2: MARCH 2009 • #3tools forT 4T thou
Page 3 and 4: ContentsTeacher Activity sheets Stu
Page 5 and 6: TEACHER RESOURCE #1• Invite stude
Page 7: TEACHER RESOURCE #1➤➤If poverty
Page 11 and 12: ACTIVITY SHEET #1DWhat really happe
Page 14 and 15: STUDENT RESOURCE #1What other terms
Page 16 and 17: TEACHER RESOURCE #2➤➤Remind stu
Page 18 and 19: ACTIVITY SHEET #2A SECONDARYText sa
Page 21 and 22: STUDENT RESOURCE #2SAMPLEuse of the
Page 23 and 24: WRITINGSTRATEGYTEACHER RESOURCE #3P
Page 25 and 26: TEACHER RESOURCE #3“after” writ
Page 27 and 28: Persuasive devices: a starting list
Page 29 and 30: ACTIVITY SHEET #3D-1Convince me!You
Page 31 and 32: ACTIVITY SHEET #3D-3Convince me!You
Page 33 and 34: STUDENT RESOURCE #3SAMPLEuse of the
Page 35 and 36: TEACHER RESOURCE #4Practisethe stra
Page 37 and 38: ACTIVITY SHEET #4AConversation scri
Page 39 and 40: ACTIVITY SHEET #4CGreg MortensonGre
Page 41 and 42: Responsivequestioningasking questio
Page 43 and 44: RESEARCHSTRATEGYTEACHER RESOURCE #5
Page 45 and 46: TEACHER RESOURCE #5Reinforce the st
Page 47 and 48: ACTIVITY SHEET #5BSample sourcesSou
Page 49: Credibility of sourcesassessing whe
Page 53 and 54: TEACHER RESOURCE #6Understandingpov
Page 55 and 56: TEACHER RESOURCE #6Critical challen
Page 57 and 58: understand a topic.obvious solution
Page 59 and 60: ACTIVITY SHEET #6BDefinitions of po
Page 61 and 62: ACTIVITY SHEET #6DHidden rules of p

Inquiry-mindedness - The Critical Thinking Consortium

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