Today I came up with what I think is an engaging, fun, thought-provoking activity for an argumentation class. I did this activity in class today as a bridge between evaluating & creating syllogisms & enthymemes, and identifying arguments in a passage. I call it "Argument Boggle".
Supplies needed:
1. Monty Python's Holy Grail (you'll want the "witch" clip, available on youtube or here).
2. Permanent markers (4-6)
3. 1 self-stick easel pad (the Office Depot ones are cheaper than those made by Post-it)
Instructions:
1. Get the "witch" clip from Monty Python's Holy Grail and have the students watch it once (to get the giggles out).
2. Divide the class into teams of three, and give each team a poster and marker.
3. Have the class watch the clip again, but this time have them watch for arguments that take place during the passage. Instruct the teams to write down the arguments as they see them occur. Encourage each team to write down as many arguments as possible.
4. Once the clip has ended, give the groups a couple of minutes to complete the arguments they have written down.
5. Have each group share the arguments they saw, and encourage the class to make a fuss if the group lists isolated claims or things instead of arguments. The goal here is to get the students to separate actual arguments from assertions.
6. As each group shares the arguments they saw, have the other groups identify whether they wrote down the same argument (similar to Boggle, where you cross out words that the other players also wrote down). If any other group has the same argument, everyone crosses it off of their list.
7. The group with the most remaining "unique" arguments is the winner. You can choose to give them a "prize" or not (my class is somewhat extrinsically motivated, so this works for them, whereas it would not work with other classes I teach).
1. Monty Python's Holy Grail (you'll want the "witch" clip, available on youtube or here).
2. Permanent markers (4-6)
3. 1 self-stick easel pad (the Office Depot ones are cheaper than those made by Post-it)
Instructions:
1. Get the "witch" clip from Monty Python's Holy Grail and have the students watch it once (to get the giggles out).
2. Divide the class into teams of three, and give each team a poster and marker.
3. Have the class watch the clip again, but this time have them watch for arguments that take place during the passage. Instruct the teams to write down the arguments as they see them occur. Encourage each team to write down as many arguments as possible.
4. Once the clip has ended, give the groups a couple of minutes to complete the arguments they have written down.
5. Have each group share the arguments they saw, and encourage the class to make a fuss if the group lists isolated claims or things instead of arguments. The goal here is to get the students to separate actual arguments from assertions.
6. As each group shares the arguments they saw, have the other groups identify whether they wrote down the same argument (similar to Boggle, where you cross out words that the other players also wrote down). If any other group has the same argument, everyone crosses it off of their list.
7. The group with the most remaining "unique" arguments is the winner. You can choose to give them a "prize" or not (my class is somewhat extrinsically motivated, so this works for them, whereas it would not work with other classes I teach).
Questions for consideration:- What kinds of syllogisms did you notice in the clip?
- If you were to reconstruct a syllogism from one of your arguments, where would you start? Would it be valid? Sound?
**This presents a great transition point to discuss the importance of soundness to an argument, since many of the arguments made in the clip could be logically valid but are completely nonsensical.
- What was the quality of the arguments that you saw? Good? Bad? Why?
- How could you make one of these arguments stronger?
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