Fallacies Role-Playing (Homework + 30-35 minutes)
Objective: To identify logical fallacies amid valid arguments, as well as to consider multiple perspectives in analyzing a given issue.
Materials: Completed homework assignments (2 copies), optional contextual reading regarding the topic
1.)For homework, assign students randomly into 4-5 different roles, whereby they are arguing different positions on a complex issue. This should be tied, in terms of content, to something students already know or have discussed in class. For example, if you’ve assigned the opposing op-eds in Reading Culture regarding the Wisconsin teachers unions, unionizing could be a topic you employ for this activity. For example, one set of students could be assigned “teachers.” Another could be assigned “Governor Walker.” A third could be “students.” A fourth “tax payers.” This could be achieved using any complex policy issue students have discussed. Immigration, minimum wage, and language acceptance are additional examples of potential topics from Reading Culture. Another fantastic resource, which publishes a weekly collection of short op-ed responses to one common, newsworthy question, is the New York Times “Room For Debate” blog:
2.)Direct students to look up (and optionally: handwrite) the definitions of a select number of logical fallacies.
3.)Direct students to embody the role they were assigned and come up with an example of each logical fallacy in arguing from that position. Additionally, have students come up with 4-5 valid arguments in favor of the position. Have them type all of these examples and print out two versions. The first should just include their name and the position from which they are arguing, in addition to a numbered list of examples. However, it should not identify the quotes as a particular logical fallacy (or non-fallacy). The second sheet should include the names of the logical fallacies next to the examples.
4.)In class, trade the unidentified examples from one group to another. It’s easiest if you ask each position/group to make its own pile, and then collect and redistribute the piles to different groups.
5.)Individually, have each group member write on their newly received sheets and try to guess which examples are logical fallacies, as well as which logical fallacy each is. Have them mark directly on the paper (10 minutes).
6.)Have each group discuss and select their strongest 4-5 logical fallacies (correctly identified) and 4-5 genuine arguments (10).
7.)Every group should choose a representative, identify their position on the issue, and present their choices to the class (10).