DeAnza College

Collaborative OER group for DeAnza College
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All resources in DeAnza College

The Medicinal Use of Marijuana: An Intimate Debate Case

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Whether marijuana should be legalized for medicinal purposes has been contested for decades. The claims, counter-claims, issues, and judgments in this high profile controversy make it an excellent candidate for "intimate debate." While similar to traditional debating formats and ground-rules, the method of intimate debate has important differences. There is no audience, each student argues each side of the issue seated across from their opponents in pairs, and the session concludes with opposing teams reaching consensus. The case is suitable for any course where medical issues and social issues of science are discussed and in any classroom setting, from high school to professional school programs such as nursing and pharmacy.

Material Type: Case Study

Authors: Clyde Freeman Herreid, Kristie DuRei

To Spray or Not to Spray: A Debate Over Malaria and DDT

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In this case study, students grapple with the complex issues surrounding the use of DDT to control malaria in the developing world. In their examination of the issue, students consider risk/benefit analysis and the precautionary principle, two techniques used when making policy decisions involving the impact of science and technology on society. The case has been used in a senior honors seminar for both majors and non-majors dealing with the nature and impact of science and technology on society as well as in an organic chemistry course for science majors.

Material Type: Case Study

Authors: Frank J. Dinan, Joseph Bieron

Global Nomads Group: Global Citizens in Action: Civic Engagement Curriculum (Semester-Long Program)

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Global Citizens in Action is a civic engagement curriculum that focuses on cultural exchange, media literacy, and global citizenship. Through exploring the driving question, “How do we, as youth, engage our communities to create positive social change?”

Material Type: Activity/Lab, Case Study, Full Course, Interactive, Lecture, Lesson Plan, Student Guide

Author: Global Nomads Group (GNG)

Golden Rice: An Intimate Debate Case

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In this intimate debate case, students consider whether to support the development and use of Golden Rice as a means to alleviate vitamin A deficiency in the developing world. Since many of the arguments typically raised against genetically modified organisms (GMOs) do not apply to this particular GM crop, students are forced to analyze the facts rather than rely on what they have heard in the media. Developed for an introductory molecular biology undergraduate course, the case could also be used at more senior levels.

Material Type: Case Study

Author: Annie PrudĽË_homme Genereux

Equal Time for Intelligent Design?: An Intimate Debate Case

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Whether Intelligent Design should be taught in a science classroom is a serious problem. This case study tackles the issue head-on by using intimate debate, a pedagogical structure in which small student groups are subdivided into opposing student pairs that take turns arguing each side of the issue. There is no audience for these concurrent mini-debates, and the session concludes with groups reaching consensus. This case study would be appropriate in general biology or advanced courses where the focus is on evolution.

Material Type: Case Study

Author: Clyde Freeman Herreid

Developing Questions for Gallery Walk to Engage Higher Order Thinking

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This site from SERC's Starting Point explains best practices for developing Gallery Walk questions which involves preparing questions based on a lecture's central concept, issue, or debate. A variety of questions can be used but the technique seems to work best with higher order questions relating to analysis, evaluation, and synthesis; using Bloom's Hierarchy provides a guide for wording questions at various levels of abstraction. Examples of various types of questions including comprehension, application, analysis, synthesis, and evaluation are also included.

Material Type: Reading

Author: Cathy Manduca

The Argument Guide

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This site provides a field guide for the identification and critical evaluation of all kinds of arguments and commonly recurring types of problems or questions.

Material Type: Activity/Lab, Student Guide

Argumentative Essay

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Indiana Standard: 9-10.W.3.1 Write arguments in a variety of forms that – ● Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. ● Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. ● Use effective transitions to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. ● Establish and maintain a consistent style and tone appropriate to purpose and audience. ● Provide a concluding statement or section that follows from and supports the argument presented.

Material Type: Assessment, Lesson Plan

Author: Lindsay Nunan

The (In)Credible Argument: Crafting and Analyzing Arguments in College

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Emphasizes the logical means of supporting claims in argumentative essays, thesis statements and reasoning. Includes logic, style and research. This project was funded by a grant from the Higher Education Coordinating Commission in Oregon, a grant that ran from July 1, 2016 to June 30, 2017. The text of the book is complete (though, in the way of these things, still evolving), but moving it online is still in progress. The chapters available here are ready to be used or copied; additional chapters will be added during July as the conversion and final copyedits are completed.

Material Type: Textbook

Author: Jenn Kepka

Argument & Critical Thinking

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In this learning area, you will learn how to develop an argumentative essay and stronger critical thinking skills. This learning area will help you develop your arguments, understand your audience, evaluate source material, approach arguments rhetorically, and avoid logical fallacies. Here, you’ll also learn about evaluating other arguments and creating digital writing projects related to your argument.

Material Type: Module

Argument: Build It With Care Published

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Argument is a familiar concept to most people; however, to win an argument, or at least, to argue points effectively is not so easy. In this seminar, you will learn the basic concepts surrounding argument and, in turn, develop an argument utilizing components that set you up for success. Remember, argument does not mean yelling at someone because you think you’re right; argument refers to logical thinking with clear points, building toward a specific outcome.StandardsCC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.CC.1.4.9-10.C: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.CC.1.4.9-10.G: Write arguments to support claims in an analysis of substantive topics.

Material Type: Lesson Plan

Authors: Deanna Mayers, Bonnie Waltz, Tracy Rains

Argumentative Writing/Religions of the World Unit

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This 14 day Unit Plan integrates the Utah Core Standards for Language Arts and for Reading and Writing in History/Social Studies with the existing Utah Social Studies Standards. The students read, research, draw conclusions, and write beginning level argumentative essays comparing/contrasting major world religions. For a more thorough summary see the Background For Teachers section.

Material Type: Lesson Plan, Unit of Study

Argumentative Writing/WWI & WWII Unit

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In this 28 day unit, students will gain background information on historic wars, compare different genres presentations of events, recognize different points of view, research an essential question, compile evidence, create warrants that lead to a claim which answers the essential question, and write an argumentative essay.

Material Type: Lesson Plan, Unit of Study