Teach children to argue because they really do not know how. Sounds ludicrous! Not so much.
Children know how to talk. They think that talking louder and longer and saying the same things over and over again is arguing. Standing nose to nose is arguing. Letting a little anger grow is arguing. Shouting is arguing. Getting a little mean and demeaning is arguing. Making the other person cry or run off near tears is winning an argument. They observe their friends, family and people on television do this every day. This is what arguing looks and sounds like to a child. Not really.
It may be that argument is too difficult and verbal lambasting is too easy. Once we explain to children that a real argument is the presentation of information in support of a point of view or an interpretation of an event or of the truth of an idea, arguing quickly can lose its allure. However, teaching all children to argue is one of the most essential skills they can develop. We want all children to argue well.
What an interesting assignment it would be if a teacher told her students, “let’s argue!” After an initial “yea”, the lesson could be quite fun.
Objective: Each child will explain the purpose of an argument and demonstrate a strategy for constructing a proactive argument.
Anticipatory Set: Already accomplished. “Let’s argue” got student attention and caused them to think about their experiences in arguing.
Explanation/Demonstration:
Think of the last time you were in an argument. Pair/Share and tell another child at your table about your last argument.
- Please raise your hand if you believe you won your argument.
- Pair/Share and tell your paired classmate what made you think that you won your argument.
- Teacher talk
An argument is …
- In order to have an argument, you must have a point of view or an interpretation of an event or an idea that you want …
- In order to build your argument, you must find information that supports your …
- In order create an argument, you must learn this information and organize it in such a way that …
- In order to win an argument, the other person must …
An argument is not …
Modeling: We will model an argument by reading this section of script from … Notice the point of view, the supporting information used to support the point of view, how the information is organized and presented, and whether or not the other person’s thinking about this point of view is changed as a result of the argument. Then we will read an argument for the other point of view.
Practice: Look at these five examples of a point of view.
- Select one and reword it into this beginning of a sentence – “I think that ….”
- Consider three ideas that you could use to finish the sentence – “I think that …., because of these three reasons.
- Use our classroom resources to verify and strengthen your three reasons. Or, to find better reasons that support your point of view.
Let’s practice. Pair/Share and make your argument and then listen to your paired classmate’s argument. Did your thinking about the point of view change as a result of the argument you heard? Explain your thinking to the classmate who made the argument.
Checking for understanding; The teacher must hear or read each child’s argument and provide feedback as to the clarity of the “I think” and the “because” reasons.
Independent Practice: For tomorrow, please consider something in your world that you feel strongly about and create your point of view sentence. Tomorrow, we will work on your argument.
The case for making an argument is not age, gender or ability limited. Children of all ages need to learn to make an argument and then to present their argument orally and in writing. With age, children should find more complex topics and make more sophisticated arguments.
Making an argument is both an age-old and truly 21st century skill. Making a good and valid argument is a higher order problem solving skill. Understanding the role of argument is an increasingly mature social, political, and economic skill that will serve children well in their continuing education, career and personal lives.