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Solving Global IssuesUsing Argumentation as a Problem-Solving Tool

AP Language and CompositionMs. Schongalla

Sunday, August 11, 2013


2/23

What makes global

controversies so complex?1.How should global issues, like hydraulic fracturing, beaddressed?

2.When faced with complex problems, what values are inconflict and how are these values apparent in thepositions of each stakeholder involved?

3.What methods of reasoning best address the needs ofall parties involved in this issue and how could these

methods be used to determine solutions for other globalissues?

4.How should the needs of each stakeholder involved inthe debate be prioritized and why?



3/23

CCSS English/Language

Arts Standards (Reading-CCSS.ELA-Literacy.RI.11-12.5) Integrate and evaluate multiple sources of information

presented in different media or formats (e.g., visually, quantitatively) as well as in words in orderto address a question or solve a problem.

(Reading-CCSS.ELA-Literacy.RI.11-12.5) Determine an authors point of view or purpose in a text in

which the rhetoric is particularly effective, analyzing how style and content contribute to thepower, persuasiveness, or beauty of the text.

(Writing-CCSS.ELA-Literacy.W.11-12.5) Write arguments to support claims in an analysis ofsubstantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),distinguish the claim(s) from alternate or opposing claims, and create an organizationthat logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in amanner that anticipates the audiences knowledge level, concerns, value, and possiblebiases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sectionsof the text, create cohesion, and clarify the relationships between claim(s) andreasons, between reasons and evidence, and between claim(s) and counterclaims.



4/23

CCSS Science and Social

Studies Standards

(CCSS.ELA-Literacy.RST.11-12.8)Evaluate the hypotheses, data, analysis, and conclusionsin a science or technical text, verifying the data when possible and corroborating or

challenging conclusions with other sources of information. (CCSS.ELA-Literacy.RST.11-12.9) Synthesize information from a range of sources (e.g.,

texts, experiments, simulations) into a coherent understanding of a process, phenomenon,or concept, resolving conflicting information when possible.



5/23

College Board Goals for APLanguage and Composition

Produce expository, analytical and argumentative compositions that

introduce a complex central idea and develop it with appropriateevidence drawn from primary and/or secondary sources, cogentexplanations and clear transitions;

Analyze image as text;



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Analyzing a global

concern:Through an analysisof Hydraulic

Fracturing, we willpractice usingargument to findpossible solutions to

complex issues.



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We will:1) Evaluate the conflicting concerns of all stakeholders and identifythe reasons why agreeing on solutions is so complex,

2) Apply methods of reason (learned earlier in the year) todetermine best possible solutions to the issue and,

3) Defend the criteria used to determine if a solution is the bestone using specific and appropriate language, evidence, and reasoning



8/23

Diagnostic Assessments

What do we already know?

What do we base our current assumptionsabout world issues upon?

Do we already know some ways we canaddress global concerns?



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Objective: To connect prior knowledge to new skills and reflect on personal growth

Directions: Respond to the following questions with an example that illustrates your ideain preparation for the class discussion.

1. What is one problem that you would consider to be a global issue and what makes thisproblem large enough to impact the planet?2. Who are the people, or stakeholders involved in this issue and what are their goals?3. What values are in conflict and how are these values apparent in the positions of each

stakeholder?4. What methods of reasoning do you think would best address the needs of all partiesinvolved in this issue?5. How should people respond to the issue you have identified as a global issue and why?

Remember: Pre-Assessments will NOT affect your grade!

Pre-Assessment Questionnaire:

Using Argument as a Method ofProblem-Solving



10/23

We will also review:

Our learning styles inventory; how do ourlearning styles compare to the assessmentswe are about to perform?

What does this information tell us?



11/23

Co-Creation of ScoringRubric

What needs to be added to the argumentrubric to reflect our best work when itcomes to using argument to analyze and

solve global issues?



12/23

Evaluating Argumentation - Cross-curricular Argumentation RubricInterdisciplinary Goals:

! Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence (English-Language Arts)

! Write arguments focused on discipline-specific content (Science, History, Social Studies)

! Reason abstractly and quantitatively and construct viable arguments and critique thereasoning of others (Mathematics)

AExceeds Standards

BDemonstrates

Proficiency

CMeets Standards

FDoes Not Meet

Standards

Thesis and supporting

claims are

! deliberately chosen

and include an

explanation of the

criteria used in making

these assertions

!important evidence is

selected over other

evidence for stronger

support

! and arguments are

well-organized, using a

method of organization

that fits the intent of the

argument


claims are

! deliberately

chosen,

! important evidence

is selected over

other evidence for

stronger support,and

! arguments are

well-organized and

convincing


claims are precise,

significant, and

organized


claims are vague,

irrelevant, or

disorganized

Student anticipates the

audiences knowledge

level, concerns, values,

and possible biases

Argument is objectively

developed and logically

balanced, and well-

supported using

evidence from multiple

sources to establish

credibility of conclusionbeing made; a

preponderance of

evidence from

opposing viewpoints

are considered and

counter-arguments are

offered in support the

argument


developed and

balanced, and well-

supported using

evidence from multiple

sources to establish

credibility of conclusion

being made


developed and

supported

Argument is subjective

or unsupported

AExceeds Standards

BDemonstrates

Proficiency

CMeets Standards

FDoes Not Meet

Standards

All elements of

argument logically

transition between

ideas based on the

kinds of transitions that

are most convincing for

the kind of argument

being constructed;

opposing views are

introduced clearly with

clear refutations

All elements of

argument logically

transition between

ideas based on the

best on the kinds of

transitions that are

most convincing for the

kind of argument being

constructed

All elements of

argument logically

transition between

ideas

Transitions are weak or

missing

Common Core State Standards Initiative, (2012). Implementing the common core state

standards. Retrieved from website: http://www.corestandards.org/ELA-Literacy

This is the rubric we will add ourideas to:



13/23

Multiple Perspectives of

a Problem- Analyze film PromisedLand by director Gus

Van Sant;- get parent permissionforms signed

- Conduct SocraticSeminar about issue

and ways of arrivingat and evaluatingsolutions



14/23

Family Connection

-

Do your familymembers agreewith your view ofthis issue? Why/

why not?



15/23

Character Profile

- Conduct research about the issuefrom perspective of stakeholder andwrite character profiles assigned byteacher based on the views that

particular stakeholder would haveabout fracking. Post yourcharacter profile, including fakename, motivation, and rationale forhis/her response to the issue to theclass online discussion board. Readthrough the other profiles to get asense of who will be participating in

the Town Hall meeting and how yourcharacter would react to theseother stakeholders.



16/23

Samples of Student

Work: Here are a few

samples of character

profiles from previousyears. What scorewould you give eachof them and why?



17/23

Peer-Assessment andSelf-Assessment

Post your character profile to our class online forum to solicitfeedback from your peers and prepare for the debate!

Use the rubric we created to judge your work on the characterprofile; submit the rubric with a written explanation of yourprogress.

How might this be the same process your teacher will take whengrading your arguments in the future?



18/23

Review!

Because we will be using the Toulmin Modelwe may need to review it.

We will also review the methods ofreasoning we learned, as well as the valuesthey are based upon.



19/23

Play your character in thetown hall debate



20/23

Conduct Town Hall- Conduct Town Hall meeting,

write letters to theeditor and vote; letters tothe editor will be scoredusing building-wide commonscoring rubric forargumentation based on

Common Core StateStandards that we haveadded our ideas to.



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22/23

Debrief- Determine solution methods proposed

during Town Hall and criteria thatled to the communitys final decision.

- What conditions must be present forthe problem-solving methodsproposed to be successful in a real-world situation?

- Re-visit how these methods andexplain how these methods could beused to determine solutions forother global issues.



23/23

Questions or Concerns? How will the planned

assessments allow usto gather data thatreflects our skill levelon the unitsstandards?

Is there something

that should be addedor removed from thisplan?

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