Lesson 7

We will continue to address the ethical issues surrounding vaccination by reviewing and discussing the positions taken in the four pro- and anti-vaccination arguments we have read and delineated. We will learn how to move from delineating to evaluating an argument, and will evaluate one of the four texts individually. From this base, we will begin to identify our own perspectives and positions, and practice arguing for those positions in a speed debate.

Lesson Goals

Can I evaluate the relevance and credibility of information, ideas, evidence, and reasoning in arguments for and against mandatory vaccinations?
Can I gather and organize relevant and sufficient evidence to demonstrate an understanding of arguments for and against mandatory vaccinations?
Can I generate and develop ideas, positions, and solutions to public health issues and present and argue these perspectives with my peers?
Can I pay attention to and acknowledge others’ points of view, thoughtfully considering their ideas?

Texts

Core

- “The Public Good Versus Individual Freedom,” Michael Gerson, Real Clear Politics, 2015

- “2015 Testimony Submitted to the Oregon Legislature RE: SB-442,” Jennifer Margulis, Public Domain, 2015
- “Measles: A Dangerous Illness,” Roald Dahl, Roald Dahl Foundation, 1986
- “The Ethics of Opting Out of Vaccination,” Janet Stemwedel, Nature America, Inc., 2013
- “Vaccination and Free Will,” Jeffrey A. Singer, Reason Foundation, 2014

Materials

Tools

Question Sets

Editable Google Docs

Activity 1: Discuss – Write

We will participate in a class discussion about the four arguments we have recently read, comparing the central claims presented.

As a class, or in small groups, discuss the four arguments we have read and delineated:

"The Ethics of Opting Out of Vaccination"
"Measles: A Dangerous Illness"
"Vaccination and Free Will"
"Testimony Submitted to the Oregon Legislature RE: SB-442"

Some guiding questions for the discussion are below:

What are some of the central claims that each author makes? In what ways do they use evidence to back up these claims?
How do you think each author would respond to a claim presented in another of the four texts? Would they agree or disagree? Why do you think this?
What are the main issues and challenges that each author brings up? Are they similar or different? Are these in line with some of the other issues brought up in this section or unit so far?
What perspective or approach to ethical decision-making do you think is missing from each text?

This class discussion will prepare you for an activity at the end of this lesson in which you will need to argue in favor of or against some of the claims made in others’ arguments. You are encouraged to take notes during this discussion, especially on perspectives your classmates bring up that you had not initially thought about.

Activity 2: Discuss

We will learn how to use the Evaluating Arguments Tool and its guiding questions to decide whether an argument is convincing.

Step 1

As a class, discuss the purpose and organization of the Evaluating Arguments Tool. Note the following:

Purpose: The tool and its questions are used to evaluate, or make judgments about, the elements of an argument and how convincing it is overall.
Questions: The guiding questions for each element are all written in a way to make you think about how well the element is presented or evidenced in the argument.
Evaluation Scale: The tool has a scale on the right side to help you make a judgment about each element as "questionable" (-), "reasonable or acceptable" (✓), or "strong" (+).
Supporting Notes: As you make judgments, you can write down notes about text-based observations that lead to or support your judgments.
Overall Judgment: Taken together, your evaluations of the argument’s elements can add up to a final judgment about whether, for you, it is a convincing argument, using the questions:
1. Does the argument make sense to me?
2. To what extent do I agree with its positions and claims?
3. Am I convinced?

Ask clarifying questions about the tool, its purpose, and its organization so that you are prepared to use it.

Step 2

Follow along as your teacher models how to use the Evaluating Arguments Tool with an argument you have read. Use the tool to write down information and ideas that come up during a class discussion.

Begin by identifying, analyzing, and evaluating the argument’s issue, perspective, and position. For each element analyzed, use the guiding questions to determine as a class if that element is "questionable" (-), "reasonable or acceptable" (✓), or "strong" (+). Make notes about what in the text leads you to or supports the judgment.
Identify, analyze, and evaluate the claims and evidence presented in the argument. Make notes about these key elements.
Discuss what you know about the author and source of the argument, and any evidence related to its credibility or bias.
To move to a final judgment about the argument, analyze and evaluate its reasoning and the conclusions it reaches. Make any relevant notes.
Look at the pattern of evaluations you have made as a class or group. Individually, make a final judgment about whether the text presents a convincing argument. Make notes about how and why you reached your final judgment.

Compare your overall judgment of the argument with those of other students.

Activity 3: Read – Write – Discuss

We will individually use and practice the process for evaluating an argument, then compare our evidence- and criteria-based judgments with those of other students.

Step 1

Individually, follow the same process for another of the four arguments, one that you initially found to be somewhat convincing. Use the Evaluating Arguments Tool to evaluate this argument.

Make text-based observation notes for each judgment you make in response to the guiding questions:

Identify, analyze, and evaluate the argument’s issue, perspective, and position.
Identify, analyze, and evaluate the claims and evidence presented in the argument.
Discuss what you know about the author and source of the argument, as well as any evidence related to its credibility or bias. If you know enough, evaluate these two elements.
To move to a final judgment about the argument, analyze and evaluate its reasoning and the conclusions.
Individually, make a final judgment about whether the text presents a convincing argument.

Step 2

Work with a partner who has evaluated the same argument as you. Compare how you have used the tool to analyze the elements of the argument, and your summary conclusions about how convincing the argument is and why.

As a class, review the four pro- and anti-vaccination arguments, determining which ones students found to be convincing and why.

Nominate and determine which argument was most and least convincing for the class overall, using evidence from the texts and the Evaluating Arguments Tools to support your opinions.

Activity 4: Discuss

We will participate in a speed debate, which will allow us to engage in short, impromptu discussions with our peers, using claims and evidence from the four arguments we have read.

Participate in a speed debate that connects to subtopic Question 1:

In light of personal beliefs, individual rights, and social justice, how should we address the common good as it relates to mandatory vaccination?

You will make arguments in favor of or against a series of statements related to the arguments you have read and take turns debating one of these statements in pairs. Each pair will get five minutes to debate: two minutes each to argue your positions and the remaining minute to discuss how you might find common ground or a common solution that both sides can agree on.

This activity is fast-paced and is meant to get your thoughts flowing. You will be able to pull from your reading notes and notes from the class discussion on all four texts.

Activity 5: Read – Write

We will examine paragraphs and sentences from arguments we have read, looking for mentor sentences we might use as models when we write our own arguments.

Step 1

In a small group, read the excerpts from the Mentor Sentence Handout3. Your teacher will assign you one of the three paragraphs to read, analyze, and discuss.

Pay attention to how the articles use language and quotations to present an argument.

Respond to the questions on the handout.

Step 2

Choose one of the arguments you have read and delineated in the past two lessons and make note of interesting sentences and paragraphs that could be used as a model for writing your own argument. Use the following questions to guide your process of selecting sentences and paragraphs:

What makes this sentence or paragraph interesting or compelling?
What do you notice about the structure, or syntax, and punctuation of the sentence or paragraph?
What is the effect of the sentence or paragraph’s structure in emphasizing its ideas?
How would the meaning of the sentence or paragraph change if its structure and expression changed?

Make a note of these models in your Mentor Sentence Journal for later reference, as you continue to develop your own claims.

Activity 6: Read – Write

For homework, we will read, annotate, and delineate a 2015 argument that addresses the ethics of opting out of mandatory vaccinations, “The Public Good Versus Individual Freedom.”

For homework, read the article "The Public Good Versus Individual Freedom” by Michael Gerson from RealClearPolitics. Note claims made by the author. Using a copy of the Delineating Arguments Tool, analyze the argument for its issue, perspective, position, major claims, and supporting evidence. As you use this tool, consider two guiding questions from the Analyzing Ethical Issues Question Set:

Philosophical Issues and Approaches

The Common Good: In what ways does the argument reflect consideration of the common good?
Individual Rights and Personal Liberty: In what ways does the argument reflect consideration of individual rights or personal liberty?

Write new or interesting words you encounter in your Vocabulary Journal.

Write down at least one interesting or powerful sentence in your Mentor Sentence Journal.