1. Discovering Debatable Issues within Primary Source Documents

2. RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RL.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his/her position from that of others. RL.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

3. W.7.1: Write arguments to support claims with clear reasons and relevant evidence. W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

4. ASSUMPTION: A thing that is accepted as true or is certain to happen, without proof. (ex: I assume you know your multiplication tables.) EVIDENCE: The available body of facts or information indicating whether a belief or proposition is true or valid. (Ex: The smoking gun served as evidence that the man was shot.) RELEVANT: Closely connected to or appropriate to the matter at hand (Ex: The smoking gun is relevant to the case.)

5. BIAS: Prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. How do we recognize BIAS? Let’s pause from note taking for a brief class activity.activity

6. Check out this TED talk that highlights how technology is filtering what we learn.TED talk

7. REASON: A cause, explanation, or justification for an action (Ex: She hit her little brother; she had a REASON for punching him!) INFERENCE: A probable, logical conclusion (Ex: After reading Rosa Parks’ story, we can make an INFERENCE that Rosa was a brave lady.) CONCLUSION: a reasoned deduction or inference (Ex: From looking at the evidence, the jury has come to the CONCLUSION that the man is guilty.)

8. CLAIM: To state or assert that something is the case, typically without providing evidence or proof (Ex: She claims that she did not steal the jewels.) FACT vs. OPINION: fact: a truth, known by actual experience or observation; something known to be true (Ex: Mrs. Flanagan teaches ELA.) opinion: a belief or judgment that rests on grounds insufficient to produce complete certainty. (Ex: Mrs. Flanagan is the best teacher on the planet.)

9. PARAPHRASE: The process of restating or rewording QUOTE: To cite, offer, or bring forward as evidence or support. SOURCE: A book, statement, person, etc., supplying information. CITATION: The act of citing or quoting a reference

10. PLAGIARISM: An act or instance of using or closely imitating the language and thoughts of another author without authorization and the representation of that author's work as one's own, as by not crediting the original author. Often results in legal action.

11. When it comes to creating an argument, it’s important to figure out the SIDES of the argument. What does it mean to be FOR this idea? What does it mean to be AGAINST this idea?

12. Primary source documents include information collected firsthand from such sources as historical documents, literary texts, artistic works, experiments, surveys, and interviews. By analyzing primary source documents, we can often find the roots of the most heated debates in history.

13. Amendment II of the U.S. Constitution: A well regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.

14. What is the history of this topic or issue?

15. What role, if any, does government play?

16. What is the law regarding this issue? (Click here to learn more)here

17. What are the politics of this issue?

18. What ethical questions arise? (Has this issue been controversial, and if so, why?)

19. By analyzing that ONE amendment to our constitution, you drew out the roots of one of the most heated debates of our time. What did you LEARN from this process?

20. If you are on the LEFT side of this screen, you are AGAINST government-regulated gun control. Write down three reasons supporting your side’s claim. If you are on the RIGHT side of this screen, you are FOR government-regulated gun control. Write down three reasons supporting your side’s claim.

21. In this group activity, we will take a look at some debates within the UPFRONT magazines. Each group of 3 will receive three debates to analyze. Follow the directions in the packet I will now hand you and complete the activity for 100 points!

22. GMOs: Good or bad? Is there such a thing as “Just War”? Should the US send troops overseas to combat Ebola? Fracking: Should it be legal? Should we embrace the idea of “test tube meat”? Is embryonic stem cell research something we should invest in? Should schools promote saying the Pledge of Allegiance? Should vaccinations be mandatory?

23. What are some other debatable topics? Let’s brainstorm….

24. Choose ONE debatable issue and fill out the chart: Problem Statement/Issue: SMOD-Do we need it? Why does SMOD exist? Brainstorm….

25. Choose ONE of the “why” statements from the previous slide. Brainstorm further. SECOND Problem Statement: WHY did this happen?

26. Repeat this process at least FIVE TIMES – or until everyone agrees that you cannot go any further. (You can do this for every debatable point!)

27. You will be split into groups of four. Each group will choose OR be assigned a topic. You and your group members will investigate your topic and draw out the key issue(s) revealed through your analysis. You and your group members will “dig deeper” as you break down the issue using the “5 Why’s Protocol.” YOUR GOAL: Come up with THREE RESEARCHABLE POINTS that parties on BOTH sides of the debate will focus on throughout the debate/argumentative writing assignment.