DOCUMENT RESUME ED 325 804 CS 010 291 AUTHOR Paul, Richard; And Others TITLE Critical Thinking Handbook: 4th-6th Grades. AGuide for Remodelling Lesson Plans in Language Arts,Social Studies, and Science. INSTITUTION, Sonorna_State Uniy., Rohnert Park, CA. Center for Critical Thinking and Moral Critique. REPORT NO ISBN-0-944583-01-6 PUB DATE 90 NOTE 442p.; For handbooks for other grades, K through high school, see CS 010 290-292 and ED 308 481. AVAILABLE FROM Center for Critical Thinking andMoral Critique, Sonoma State University, Rohnert Park, CA 94928 ($18.00; 10-19 copies, $16.00 each; 20-49 copies, $14.00 each; 50+ copies, $9.00 each). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Class Activities; *Critical Thinking; Instructional Improvement; Instructional Innovation; Intermediate Grades; *Language Arts; Learning Strategies; *Lesson Plans; *Science Instruction; *Social Studies; Teaching Methods ABSTRACT This handbook, designed to help teachers of fourth through sixth grades remodel their own lesson plans,has one basic objective: to demonstrate that it is possible and practicalto integrate instruction for critical thinking into theteaching of all subjects. The handbook thoroughly discusses the concept ofcritical thinking and the principles that underlie it and showshow critical thinking can be taught in language arts, social studies,and science. The book's first section contains eight chapters which:(1) provide an introduction to critical thinking and itsimportance for education as well as an introduction to lessonremodeling; (2) discuss making critical thinking intuitive by using drama, examples,and images; (3) go deeply into the question of whateducation for critical thinking requires of teachers; (4) explain the 35 remodelingstrategies and their importance, with suggestions on how to teachfor them; and (5) present 52 remodeled lessons for language arts, socialstudies, and science, and describe some frequently encountered flawsin textbook approaches. The handbock's second section, whichcontains seven chapters, compares didactic and critical views oneducation (including a description of common features of texts that impede critical thought), outlines the changes in curriculumrequired by a shift toward education for critical thought, providespractical ideas for facilitating staff development in criticalthinking, presents short writings on critical thinking by teachers after aworkshop on the subject, and considers the problem of definingcritical thinking. The seventh chapter is an analytic glossary of keywords and phrases relevant to critical thinking and education. A list ofrecommended readings and critical thinking resources is appended.(SR) 0 ' "00V o 4.1 ' About the Center for Critical Thinking The Center conducts advanced research and disseminates information incritical thinking and moral critique. It has been working closely with the California State Department ofEducation, the College Board, numerous school districts, the Association for Supervision and Curriculum Development,the National Education Association, and the American Federation of Teachers to facilitate implementationof high standards of critical thinking_ instruction from kindergarten through the university. Its major work involves: International Conferences on Critical Thinking Each summer, in early August, the Center hosts the oldest and largestcritical thinking conference with registrants from virtually every state of the union and numerous foreigncountries. Over 100 of the Most distinguished experts in the field present nearly 300 sessions over four days oncritical thinking and critical thinking instruction. These sessions are designed to meet the needs of thewidest variety of educational levels and concerns from kindergarten through graduate school. A variety ofsubject matters and subject fields are used as examples for critical thinking infusion. The two dayspreceeding the conference are used for intensive sessions that lay a foundation for the conference and for criticalthinking instruction. Resources For Instruction The Center is publishing a series of critical thinking handbooks designed to empowerteachers to remodel their own lessons in language arts, social studies, and science. Three of thehandbooks are now available; they are: Critical Thinking Handbook: K-3, A Guide for Remodelling LessonsPlans in Language Arts, Social Studies, and Science; Critical Thinking Handbook: 4th-6th Grades, AGuide for Remodelling Lesson Plans in Language Arts, Social Studies, and Science; Critical ThinkingHandbook: 6th-9th Grades, A Guide for Remodelling Lesson Plans in Language Arts, Social Studies, and Science; andCritical Thinking Hand- book: High School, A Guide for Redesigning Instruction. The Center houses the largest collection of critical thinking audio and video cassettes extant.Contact the Center for a complete listing of available audio and videotapes. Staff Development Services The Center provides staff development services at every level of educationfrom kindergarten through graduate school. Staff development programs emphasize helping faculty to learnhow to critique and redesign their instruction so as to infuse critical thinking principles into subject matter instruction. TheCenter is in the process of setting up a network of qualified inserviceconsultants in every area of the United States and Canada. Fo- further information, contact: The Center for Critical Thinking and Moral Critique Sonoma State University Rohnert Park, CA 94928 707-664-2940 Critical Thinking Handbook: 4th16th Grades A Guide for Remodelling Lessdn-Plans in Language Arts, Social Studies, & Science by Richard Paul, A. J. A. Binker, KarenJensen, and Heidi Kreklau Foundation for Critical Thinking Sonoma State University Rohnert Park, CA 94928 707-664-2940 © 1990 4 Acknowledgements We wish to acknowledge the many helpful suggestions and criticisms of Marla Charbonneau, Ken Adamson, Roxane Wilkinson, Chris Vetrano. and Trish Taylor. They are, of course, not responsible for any errors, mis- takes, or misconceptions. Copyright 0 1990 by the Foundation for Critical Thinking. Copyright 0 1987 by the Center for Critical Thinking and Moral Critique. All rights reserved. No part of this publication may be reproduced or transmit- ted in any form or by any means, electronic or mechanical, including photo- copy, recording, or any information storage and retrieval system, without permission in writing from the publisher. The contents of this.publication may, however, be reproduced if they are intended solely for nonprofit, edu- cational use. Price: $18.00 ISBN 0-944583-01-6 IAbrary of Congress Catalog Card Number. 87-72838 .-41111111111111111111111, Contents Part I: Putting Critical Thinking into Instruction 1 Introduction Design of the Book 1 Why Critical Thinking Is Essential to Edumtion 2 The Spirit of Critical Thinking 7 Introduction to Remodelling: Components of Remodels and Their ['unctions How to Use This Book 13 Diagrams Three Modes of Mental Organization 16 Lesson Plan Remodelling 17 The Perfections and Imperfections of Thought 18 2 Making Critical Thinking Intuitive: using Drama, Examples,and Images 19 3 Global Strategies: Socratic Questioning & Role-Playing IRole of the Teacher 37 II Socratic Questioning: Wondering Aloud About Meaning and Truth 40 Socratic Transcript 61 III Role-Playing and Reconstructing Opposing Views 54 IV Teaching the Distinction Between Fact. Opinion, and Reasoned Judgment 55 4 Strategies The Strategy List: 35 Dimensions of Critical Thought 56 In troduc tion 57 Have We Left Out Any Important Strategies? 61 35 Dimensions of Critical Thought as Fairminded Fran Might Explain Them 62a Principles and Applications 63 5 Remodelling Language Arts Lessons Introduc tion 103 Mystew Stories 115 Writing Haiku 117 "The Quest for the North Pole" 120 Parts of Speech 122 Myths 124 Subject and Predicate 127 Harriet Tubman 130 "The Fun They Had" 133 "The Great Storm" 136 "The Cave" 139 "The Lonely Silence" 143 "The Scapegoat" 147 The Logic of Questions 151 "The Fountain of Youth" 155 "Do Me a Favor" 160 Viewpoints 165 6 Remodelling Social Studies Lessons Introduction 171 Rosa Parks 183 Schools in China 185 Maps and Globes 187 Consumer Concerns: Television Advertising 190 The Rise of Nations 193 Primary Sources and Perspectives 196 Gandhi 199 Countries of Eastern Europe 202 Sojourner Truth 205 Columbus 209 People and the Environment 213 Population Distribution 218 The Soviet Union 223 The Spanish-American War 228 Beliefs 234 Language 240 The Constitution 246 Economic Systems 252 Looking Forward 259 Spanish California 266 The Middle Ages 273 7 Remodelling Science Lessons Introduction 283 What Biome Do you Live In 287 The Human Skeleton 289 Hair Keeps Animals Warm 291 Magnets 293 Polar Ice Caps Melt 295 Making Models: The Atom 297 The Sun Heats the Earth 299 Animal Architects 301 Parachutes and Other Falling Objects 303 Animals With Backbones 306 Measuring Calories qog Insulation 312 Rubber Bands 315 8 Remodelling Lessons in Other Subjects Introduction 319 Pre-Algebra 320 "Father and Son" 322 Part II: Achieving the Deeper Understandings 9 Thinking Critically About Teaching: From Didactic to Critical Teaching Thinking Critically About Teaching: From Didactic to Critical Teaching. 325 Two Conflicting Theories of Knowledge, Learning, and Literacy 328 Common Problems With Texts 333 Standard Treatment of Critical Thinking, Reasoning, and Argumentation 334 10Remodelling Curriculum 339 11Remodelling: