CSI Detectives: Gathering Evidence Catherine Foley Based on AP Conference

The Crimes Grand Theft Confidence: Students are afraid to think for themselves. They choose to “research” the Internet to plagiarize ideas that they value more than they trust their own capacity for critical thinking Homicide: This lack of confidence and need for immediate gratification (grades v learning) has led to the death of creative thinking, evaluating and synthesizing information, and critical analysis Involuntary Manslaughter: Lack of interest due to failure to relate school to real world situations

Purpose To serve as introduction to an accessible process of understanding and writing argument through the study and analysis of crime scenes.

Results Students collect, analyze, evaluate, and synthesize data (evidence) in order to form a logical and evidence- based hypothesis. Students collaborate in the assimilation of either new or contradictory evidence. Students apply this evidence to further support or invalidate their hypothesis. Students form a theory based on their hypotheses

Deductive versus Inductive Reasoning Deductive Reasoning is Top Down It starts with a premise that is a generalization  It moves to a premise that is specific  These lead to a certain conclusion Example: All men are mortal Socrates is a man Therefore, Socrates is mortal Monty Python excerpt “She’s a Witch” https://www.youtube.com/watch?v=zrzMhU_4m-g

Inductive Reasoning A repeated set of observations or clues are generalized into a probable conclusion. The more data, the closer it is to certainty. In other words, a number of observations lead to a generalization. A logical process moving from particulars to universals, using specific cases in order to draw a conclusion (generalization) Regular exercise promotes weight loss Exercise lowers stress levels Exercise improves mood and outlook

Therefore Exercise leads to better health.

Logical Fallacies Logical Fallacy – Potential vulnerabilities or weaknesses in argument Red Herring – something, especially a clue, that is -- or is intended to be -- misleading or distracting. It can be either a logical fallacy or a literary device that leads the audience toward a false conclusion Hasty Generalization– A conclusion based on insufficient or biased evidence. So, it is a rush to judgment before all relevant facts are known Ad Hominem – An attack on the character of a person rather than the issue Moral Equivalence – This fallacy compares minor misdeeds to major atrocities

Traditional v CSI Traditional or Toulmin: Make a claim and support that claim with evidence (I should bring my umbrella) Based on Evidence: It is raining With a Warrant: Umbrellas keep you dry Backing: Umbrellas are waterproof Qualifier: Usually, or Unless it has a hole in it

CSI Method Gather and evaluate evidence Generate rules (warrants) that support the evidence Develop a claim (in support of evidence and warrants) Create backing and extended examples supporting warrants Acknowledge counter arguments and qualifications in anticipation of rebuttals

??Slip or Trip?? Murder Mystery Students are presented with visual and textual evidence and work in pairs to compare and contrast the evidence Students determine whether the testimony of the witness is credible This brings a real world connection to the exercise, as students play the role of crime scene detectives. Students evaluate the evidence and come up with a probable theory as to how and why the crime was committed

The Process - Formative Students will use a graphic organizer to construct a chart that extends the evidence into the context of a warrant (rule) Students then apply the warrant to the evidence to form a conclusion of the validity of their evidence. Eventually an accumulation of valid evidence leads to their thesis or claim.

Summative Assignments English class: Write a police report or a newspaper article Math class: Science class: Health class:

Differentiation Give examples of evidence and warrants to initiate the process Pick groups and have a recorder in each group to generate documents Assign different roles with different degrees of complexity: for example: write a letter to the editor, write an editorial; write a society column about the country club event; write a narrative about the “accident” or the “crime”

Common Core Standards Write for a range of discipline-specific tasks, purposes, and audiences Synthesize multiple sources on a subject Integrate and evaluate multiple sources in different media or formats as well as in words to address a question or solve a problem

Elementary Evidence: concrete, observable information personal testimony, written documents, and material objects Procedure: As you watch the pilot episode of Elementary, write down what you think are clues or pieces of evidence Collaboration: Working with a partner, compare you pieces of evidence to create entries for an evidence board. Share out with another pair and start to formulate an evidence board with Post It Notes Revision: As new evidence is gleaned, be willing to revise