Inquiry-mindedness - The Critical Thinking Consortium

More documents

Recommendations

Info

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
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 and 50: Credibility of sourcesassessing whe
Page 51 and 52: INVESTIGATINGPOVERTYTEACHER RESOURC
Page 53 and 54: TEACHER RESOURCE #6Understandingpov
Page 55 and 56: TEACHER RESOURCE #6Critical challen
Page 57: understand a topic.obvious solution
Page 61 and 62: ACTIVITY SHEET #6DHidden rules of p
show all

Inquiry-mindedness - The Critical Thinking Consortium

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?