critical thinking - teachers guide

8/4/2019 Critical Thinking - Teachers Guide

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Encouraging Critical Thinking Online

Teachers Guide

Table of Contents

Overview of course and learning objectives .................................................................. 2

Equipment ...................................................................................................................... 3

Unit 1: Checking facts and gathering opinions: using the Web toassess a range of views. ................................................................................................ 4

Overview ............................................................................................................... 4

Unit objectives ...................................................................................................... 4

Accompanying resources ...................................................................................... 4Preparation ............................................................................................................ 4

Suggested questions .............................................................................................. 5

Suggested session outlineExercise 1 A ............................................................. 6

Discussion pointsGeneral ......................................................................... 7

Discussion points for question A1:

What was William Shakespeares date of birth? ......................................... 8


In which year was the philosopher Plato born? ........................................... 9


On what date did the Second World War start? ......................................... 10


How many Christians are there in the world today? .................................. 11


How many countries are there in the world today? ................................... 12

Suggested session outlineExercise 1 B ........................................................... 13

Discussion points for question B: When and what were

the Burning Times? How many people died as a result? ........................ 14

Unit 2: Using the Web as a tool for gauging and examining popular opinion .... 17

Overview ............................................................................................................. 17

Unit objectives .................................................................................................... 17Accompanying resources .................................................................................... 17

Preparation .......................................................................................................... 17

Suggested topics and questions ........................................................................... 18

Suggested session outlineExercise 2 ............................................................... 20

Discussion pointsGeneral ....................................................................... 21

Example topics with suggested illustrative websites ................................. 23

Abortion ............................................................................................... 23

Guantanamo Bay .................................................................................. 24

Women clergy ...................................................................................... 25

A note about Wikipedia: .............................................................................................. 26


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Encouraging Critical Thinking Online

Teachers Guide

Overview of course and learning objectives

These resources are intended to promote critical thinking and to develop students

analytical abilities, using the Web as source material. A huge variety of material is

available online, offering unparalleled opportunities for comparative study of different

types of writing and argument.

The exercises are designed so that they may be used either consecutively to form a

short course, or individually.

Unit 1: Checking facts and gathering opinions: using the Web to assess a

range of views.

Students use the Internet to explore a question which has multiple possible answers,

and are then invited to share and discuss their findings with the rest of the group.

Unit Objectives

To build students information gathering skills To emphasise the fact that information sources dont always agree To encourage critical thinking about and evaluation of sources

Unit 2: Using the Web as a tool for gauging and examining popular

opinion

This unit focuses on using the Internet to gain an overview of the range of opinions

that are held on a controversial topic, and then invites students to discuss and analyse

the views they encounter.

Unit Objectives

To give students a feel for the range of views that exist about a particular topic To encourage them to engage critically with those views To encourage them to re-examine their own views in the light of what they

discover


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Unit 1: Checking facts and gathering opinions:

using the Web to assess a range of views.

OverviewStudents are asked to use the Internet to find the answer to a question. While

apparently straightforwardly factual, the questions are in fact open to multiple

possible answers, and/or involve some element of interpretation of the question.

Students are then invited to share their findings with the rest of the group, and to

discuss whether it is possible to arrive at a definitive answer.

Six suggested questions are offered. Five of these are intended to form the basis of a

relatively brief exercise, lasting perhaps half an hour. The other is more complex, and

is intended to occupy around an hour.

Unit Objectives

To build students information gathering skills To emphasise the fact that information sources dont always agree To encourage critical thinking about and evaluation of sources

Accompanying Resources

These may be customised as desired.

Student worksheetsthese may be printed and duplicated, or completed onscreen

Slideshows for use in the group discussionPreparation

Select a question for the group to investigate from the list on the next page. Check that the sites you wish to use as examples are working. (If a key site has

vanished or changed significantly, you may be able find an archived copy

using theInternet Archive.)

Download Worksheet A (for questions A1 to A5) or Worksheets B1 and B2(for question B). Duplicate the worksheet(s), or save on your institutions

network.

Locate and set up the appropriate slideshow.
http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/


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Suggested questions

Exercise A

1. What was William Shakespeares date of birth?

This question has a traditional answer (23 April 1564), but the truth is we dont

actually know.

2. In which year was the philosopher Plato born?

A difficult question to answer precisely, as scholarly estimates vary by several years.

3. On what date did the Second World War start?

This involves deciding what counted as the true start of the war.

4. How many Christians are there in the world today?

This involves defining who counts as a Christian, and finding an up-to-date source.

5. How many countries are there in the world today?

This also involves a definitional question, plus the issue of who has the right to decide

whether a given area counts as an independent country.

Exercise B

When and what were the Burning Times? How many people died as a result?

The phrase Burning Times is used to refer to the persecution of witches in early

modern (ca. 1450-1700) Europe. Some popular estimates of the number of people

killed are as high as nine million, but scholarly investigations suggest a figure

between 40,000 and 100,000.

Variation:

For a more challenging exercise, you may wish to prepare a wider range of

information sources for students to consultfor example, newspaper articles,

textbooks, encyclopaedias, and CD-ROMsin addition to websites. This would work

especially well with questions about topical issues where the situation may have

changed recently, thus emphasising the importance of using up-to-date sources.


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Suggested Session OutlineExercise 1 A

All timings are approximate, and may be adjusted to suit the needs of the group

5 minutes Introduce the exercise. Start the slideshow. Arrange students in groups if necessary, and ensure each student

or group has computer access.

Distribute copies of Worksheet A.

10 minutes Display slide number 2. Ask students to use the Web to find answers to the question, and

to record both the answers and the names and URLs of the sites

on which they find them on the worksheet. Encourage them to note any points of interest, to be shared with

the group in the discussion.

15 minutes Draw the group back together. Begin by asking what the students think the answer is. Note the

answers, along with the names of the sites they were found on,

on the board.

If the answers given are in broad agreement with each other, askif anyone found a conflicting answer.

Invite students to consider possible reasons for conflictinganswers. Notes on possible discussion points are provided on

the following pages.

Each slideshow has a number of slides giving some possibleanswers and presenting some key issues to consider. They also

include links to and screenshots of some illustrative sites with

key information highlighted (if you prefer to use the live

versions of the sites, the screenshot slides can be hidden). Show

these to the group, and discuss any further points that are raised.

Towards the end of each presentation is a summary of some keypoints, then six slides providing some general principles to bear

in mind when consulting sources. Conclude the session with

these. (Note: the summary slides relate to the specific questions,

but the general principles are the same for all of them.

Consequently, if you are covering more than one question, you

may wish to show these slides only once, at the end of the

exercise.)


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Discussion PointsGeneral

The final six slides of each of the accompanying presentations provide a summary of

the points listed below.

For ease of reference, sections of these notes are duplicated in the Notes pane of the

appropriate slides.

It is important to get students to consider the various reasons that differentanswers to a question may exist:

There may be genuine uncertainty or disagreement. The question may be ambiguous: different interpretations may yield

different answers.

There may be a simplified or popular version of the answer, which isnot quite the same as the more precise or expert version.

Some answers may simply be mistaken or out of date. Students should also be encouraged to consider what criteria should be used to

judge whether an answer is correct. Relevant factors may include:

The identity of the site author, and his/her credentials. The overall tone and style of the siteis it serious and scholarly, or

more informal?

Whether the site as a whole comes across as reliableis there otherinformation there that is obviously incorrect, or evidence of false

reasoning?

For topical questions, or those where recent research may haveaffected established opinion, when the site was last updated.

Whether the site agrees with other online sources. Whether the answer fits in with what the students already know.

It is important to stress that no single one of these is enough to prove a given

answer right or wrongbut that together they may build up into a compelling

picture.

A useful mnemonic for the chief criteria to bear in mind when assessing thereliability of sources is the three Ws:

WHO wrote this site? Is the author a trustworthy source? WHEN was it written? Is the information recent enough still to be

relevant?

WHY was it written? Does the author have an axe to grind, or is theinformation presented impartially?

If it becomes plain that students found it hard to locate answers, it may beappropriate to spend some time discussing effective search strategies.


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Discussion Points for Question A1:

What was William Shakespeares date of birth?

Many sites seem to provide a straightforward answer to this question - 23April 1564, and some students may have gone no further than this, supportingtheir contention with sites such as theShakespeare Country websiteor

Infopleases Todays birthday feature.

However, those who have dug a little deeper will have discovered thatthere is some doubt about the matter, and that in fact, the precise date

is not known.

What isknown is that Shakespeares baptism took place on 26 April1564. 23 April has gained popular acceptance because it is known that

babies were usually baptised within a few days of their birth, and 23

April is also the date of Shakespeares death, which gives his life a

pleasing symmetry.

However, the biography section of theShakespeare Onlinesite, givesreasons for doubting this hypothesis, suggesting that if Shakespeare

has been born on 23 April, the customs of the time would have made

baptism on 25 April more probable, as this was a feast day.

A key point is that there may be a difference between the popular answer to aquestion and the scholarly one, or the simple version and the complex one.

Students may find this concept familiar from their study of science,which frequently involves abandoning simpler models for more

complex ones as learning progresses.

As information is transmitted from one source to another, importantqualifications are often stripped away.

Statements such as We dont know for certain, but X may well betrue and Many people believe that X can gradually transform into a

definite statement that X is true.
http://www.shakespeare-country.com/william_shakespeare.htmhttp://www.shakespeare-country.com/william_shakespeare.htmhttp://www.shakespeare-country.com/william_shakespeare.htmhttp://www.infoplease.com/birthday/April-23http://www.infoplease.com/birthday/April-23http://www.shakespeare-online.com/biography/#birthhttp://www.shakespeare-online.com/biography/#birthhttp://www.shakespeare-online.com/biography/#birthhttp://www.shakespeare-online.com/biography/#birthhttp://www.infoplease.com/birthday/April-23http://www.shakespeare-country.com/william_shakespeare.htm


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In which year was the philosopher Plato born?

There is some doubt about the exact year of Platos birth. The most common answer is 428 or 427 BCEas given in, forexample, The Philosophers LighthousePlato biography, or that from

theEuropean Graduate School.

However, estimates vary from about 430 BCE (e.g.this coursedescriptionfrom the University of Bristol) to 423 BCE (e.g.this

newsletterfrom the Australian Psychological Society), and it is

possible to find sites that give dates outside this range.

Many sources will indicate this uncertainty (by using ca., orgiving asmall range of dates), although it is not difficult to find sites which

state a single date with no qualification.

This pagefrom the University of St Andrews gives the date 427BC

Useful Trivias biography pagegoes a step further, andspecifies the month as well as the year.

Surprisingly few sites indicate the extent of the uncertainty. This emphasises the importance of using multiple sources to

check facts where possible.

Some sites even give contradictory information. For example, at time ofwriting theBookRagssite gave different dates in the summary and in the body

text. For some considerable time this was also true of the Wikipedia article on

Plato (a screenshot is provided in the accompanying slideshow).

This provides a useful illustration of potential problems with acollaborative site such as Wikipedia.

For more advanced groups, you may wish to set a second exercise, either forcompletion in the seminar or as a homework task. Invite students to

investigate the reasons given for accepting various dates, and to assess which

they think has the best claim to be the correct answer.

This provides an opportunity to discuss how strength of evidenceshould be judged, what weight should be given to authority, and

related issues.
http://library.thinkquest.org/18775/plato/biop.htmhttp://library.thinkquest.org/18775/plato/biop.htmhttp://library.thinkquest.org/18775/plato/biop.htmhttp://www.egs.edu/resources/plato.htmlhttp://www.egs.edu/resources/plato.htmlhttp://www.egs.edu/resources/plato.htmlhttp://www.bristol.ac.uk/philosophy/current/undergrad/pastunits/units0506/plato.htmlhttp://www.bristol.ac.uk/philosophy/current/undergrad/pastunits/units0506/plato.htmlhttp://www.bristol.ac.uk/philosophy/current/undergrad/pastunits/units0506/plato.htmlhttp://www.bristol.ac.uk/philosophy/current/undergrad/pastunits/units0506/plato.htmlhttp://www.groups.psychology.org.au/Assets/Files/paig_newsletter_1999.pdfhttp://www.groups.psychology.org.au/Assets/Files/paig_newsletter_1999.pdfhttp://www.groups.psychology.org.au/Assets/Files/paig_newsletter_1999.pdfhttp://www.groups.psychology.org.au/Assets/Files/paig_newsletter_1999.pdfhttp://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Plato.htmlhttp://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Plato.htmlhttp://www.usefultrivia.com/biographies/plato_001.htmlhttp://www.usefultrivia.com/biographies/plato_001.htmlhttp://www.bookrags.com/biography/plato/http://www.bookrags.com/biography/plato/http://www.bookrags.com/biography/plato/http://www.bookrags.com/biography/plato/http://www.usefultrivia.com/biographies/plato_001.htmlhttp://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Plato.htmlhttp://www.groups.psychology.org.au/Assets/Files/paig_newsletter_1999.pdfhttp://www.groups.psychology.org.au/Assets/Files/paig_newsletter_1999.pdfhttp://www.bristol.ac.uk/philosophy/current/undergrad/pastunits/units0506/plato.htmlhttp://www.bristol.ac.uk/philosophy/current/undergrad/pastunits/units0506/plato.htmlhttp://www.egs.edu/resources/plato.htmlhttp://library.thinkquest.org/18775/plato/biop.htm


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On what date did the Second World War start?

This question requires a certain amount of interpretation regarding whatconstituted the true beginning of the war. Two major contenders are 1September and 3 September 1939 (when Germany invaded Poland, and when

Britain and France declared war on Germany respectively), but arguments can

be given in favour of both earlier and later dates.

Hostilities in Asia began earlier in the 1930s. More extremely, somehave suggested that the true beginning of the war happened in 1919

when the Treaty of Versailles was signed.

On the converse side, it has also been argued that the conflict was nottruly a worldwar until the USA became involved in December 1941.

U-S-History.comand theWikipedia articleon World War II reflectsome of the different views. You may wish to draw students attention

to the references provided in the Wikipedia article, which could beused to research the issue further.

Students will need to sift through the material and decide forthemselves how to interpret it.

Choice of search terms will affect the results that are returned. While a search such as World War II start date seems an obvious

choice, the more sophisticated and scholarly sites are less likely to

attempt to specify a single date on which the war began, and hence will

often not show up near the top of the results for a search like this.

Instead, the top hits are likely to include a number of question-and-answer sites, where people in search of information post a question for

other site users to respond to, such asYahoo Answers.

This gives a wide range of answers. Some illustrate arguablylegitimate alternative viewpoints; others are just plain wrong.

You may also want to draw students attention to the tone ofthe postsmost of them are extremely informal, and theres a

tendency for posters to bicker when they disagree with one

another.

This WikiAnswers page(at time of writing, the second hit for theGoogle search World War II start date) gives a particularly stark

example of an incorrect answer. You may also like to invite the group to consider some of the pros and

cons of this sort of question-and-answer site.

A search for World War II timeline produces rather different results,including pages fromThe History Place, and from theBBC History site.

This question may hence be used as an example of a situation where apartial knowledge of the answer is required to search effectively for

full information, necessitating a two-stage process.
http://www.u-s-history.com/pages/h1661.htmlhttp://www.u-s-history.com/pages/h1661.htmlhttp://en.wikipedia.org/wiki/World_War_II#Chronologyhttp://en.wikipedia.org/wiki/World_War_II#Chronologyhttp://en.wikipedia.org/wiki/World_War_II#Chronologyhttp://answers.yahoo.com/question/index?qid=20060620173709AA7G8pehttp://answers.yahoo.com/question/index?qid=20060620173709AA7G8pehttp://answers.yahoo.com/question/index?qid=20060620173709AA7G8pehttp://wiki.answers.com/Q/What_exact_time_and_date_did_world_war_2_starthttp://wiki.answers.com/Q/What_exact_time_and_date_did_world_war_2_starthttp://www.google.co.uk/search?hl=en&q=World+War+II+start+date&btnG=Search&meta=http://www.google.co.uk/search?hl=en&q=World+War+II+start+date&btnG=Search&meta=http://www.google.co.uk/search?hl=en&q=World+War+II+start+date&btnG=Search&meta=http://www.historyplace.com/worldwar2/timeline/ww2time.htmhttp://www.historyplace.com/worldwar2/timeline/ww2time.htmhttp://www.historyplace.com/worldwar2/timeline/ww2time.htmhttp://www.bbc.co.uk/history/worldwars/wwtwo/ww2_summary_01.shtmlhttp://www.bbc.co.uk/history/worldwars/wwtwo/ww2_summary_01.shtmlhttp://www.bbc.co.uk/history/worldwars/wwtwo/ww2_summary_01.shtmlhttp://www.bbc.co.uk/history/worldwars/wwtwo/ww2_summary_01.shtmlhttp://www.historyplace.com/worldwar2/timeline/ww2time.htmhttp://www.google.co.uk/search?hl=en&q=World+War+II+start+date&btnG=Search&meta=http://wiki.answers.com/Q/What_exact_time_and_date_did_world_war_2_starthttp://answers.yahoo.com/question/index?qid=20060620173709AA7G8pehttp://en.wikipedia.org/wiki/World_War_II#Chronologyhttp://www.u-s-history.com/pages/h1661.html


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How many Christians are there in the world today?

This question raises a number of issues.

First and foremost, because of the difficulty of arriving at an exact figure, anyanswer found on the Web (or elsewhere) will be an estimate, though the extent

to which various sites acknowledge this will vary.

Secondly, when such estimates vary from each other, as they inevitably will,this may be for a variety of reasons.

Some sites appear happy with a greater degree of approximation thanothers: for example, theSpiritual World Christianity pagesstate that

there are more than one billion Christians around the world. This is

almost certainly true, but is somewhat misleading, as many other

estimates suggest considerably higher figures. At the time of writing this site was the top hit for the Google search

How many Christians? This may be used to emphasise the

importance of not taking the first answer found without cross-

checking.

Wikipedias article on ChristianityandAdherents.coms ranking of majorworld religionsboth offer estimates between 1.5 and 2.1 billion.

The Wikipedia page provides references to the sources from which thefigures are drawn. A key source listed for the higher figure is the

Adherents.com siteso these two sites cannot be deemed to give

independent support for this.

Variations may result from different methods of calculation, but as websitesrarely give detailed information about this, this is hard to assess. How recent

the figures are will also play a role: many online sources are several years out

of date.Another Adherents.com pagelists estimates from a wide range of

sources, some of them up to a decade old.

Finally, different figures may result from varying views about who counts as aChristian.

This pagefrom Religious Tolerance.org offers some reflections on thisissue.

This articlefrom the Christian Century, via Find Articles, gives somefigures for the UK: in the 2001 census, almost three-quarters of the

population describe themselves as Christians, and yet fewer than 10%

go to church regularly.
http://www.spiritualworld.org/christianity/http://www.spiritualworld.org/christianity/http://www.spiritualworld.org/christianity/http://www.google.co.uk/search?hl=en&q=how+many+Christians%3F&btnG=Google+Search&meta=http://www.google.co.uk/search?hl=en&q=how+many+Christians%3F&btnG=Google+Search&meta=http://www.google.co.uk/search?hl=en&q=how+many+Christians%3F&btnG=Google+Search&meta=http://en.wikipedia.org/wiki/Christianityhttp://en.wikipedia.org/wiki/Christianityhttp://en.wikipedia.org/wiki/Christianityhttp://www.adherents.com/Religions_By_Adherents.htmlhttp://www.adherents.com/Religions_By_Adherents.htmlhttp://www.adherents.com/Religions_By_Adherents.htmlhttp://www.adherents.com/Religions_By_Adherents.htmlhttp://www.adherents.com/Na/Na_173.htmlhttp://www.adherents.com/Na/Na_173.htmlhttp://www.adherents.com/Na/Na_173.htmlhttp://www.religioustolerance.org/chr_defn.htmhttp://www.religioustolerance.org/chr_defn.htmhttp://findarticles.com/p/articles/mi_m1058/is_5_120/ai_98754720http://findarticles.com/p/articles/mi_m1058/is_5_120/ai_98754720http://findarticles.com/p/articles/mi_m1058/is_5_120/ai_98754720http://www.religioustolerance.org/chr_defn.htmhttp://www.adherents.com/Na/Na_173.htmlhttp://www.adherents.com/Religions_By_Adherents.htmlhttp://www.adherents.com/Religions_By_Adherents.htmlhttp://en.wikipedia.org/wiki/Christianityhttp://www.google.co.uk/search?hl=en&q=how+many+Christians%3F&btnG=Google+Search&meta=http://www.spiritualworld.org/christianity/


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How many countries are there in the world today?

There are three main points to make here.

First, the definition of country (and how it relates to similar terms such asnation and state) is far from straightforward.

The United Nations has192 members, plus one permanent observerstate, making 193

However, other possible answers vary from around 189 to over 260 For example, 204 of the205 National Olympic Committees

were represented at the 2008 Games in Beijing

InfoPleaseoffers some possible definitions of country. Constituent countries and dependent territories complicate the issue

for example, England, Scotland, Wales, and Northern Ireland are

frequently described as countries. TheGetty Thesaurus of Geographic Namessupports this. ButDirectGovviews the UK as one country made up of these

four.

If desired, this can be used as a jumping off point to discussother similar entities, dependent territories, etc.

Secondly, the question raises the issue of who has the right to say whatconstitutes an independent country.

At time of writing, there were 193 countries with general internationalrecognition (192 members of the United Nations, and one permanent

observer, Vatican City), plus a small number of other regions whosesovereignty has been recognised by some other countries but not all

(Kosovo and Taiwan, for example).

WorldAtlas.comand theGeography Siteand various others sitesprovide summaries of the situation.

Thirdly, as the number of recognised countries changes from time to time, it isimportant to ensure that the source consulted is up to date.

AnAsk Yahoo answerfrom 2001 was still appearing on the first pageof results for a Google search for the phrase how many countries? at

the time of writing, despite significant changes to the questions

answer since then.
http://www.un.org/members/list.shtmlhttp://www.un.org/members/list.shtmlhttp://www.un.org/members/list.shtmlhttp://www.un.org/members/nonmembers.shtmlhttp://www.un.org/members/nonmembers.shtmlhttp://www.olympic.org/uk/organisation/noc/http://www.olympic.org/uk/organisation/noc/http://www.olympic.org/uk/organisation/noc/http://www.infoplease.com/world/statistics/state-country-nation.htmlhttp://www.infoplease.com/world/statistics/state-country-nation.htmlhttp://www.getty.edu/vow/TGNFullDisplay?find=england&place=&nation=&prev_page=1&english=Y&subjectid=7002445http://www.getty.edu/vow/TGNFullDisplay?find=england&place=&nation=&prev_page=1&english=Y&subjectid=7002445http://www.getty.edu/vow/TGNFullDisplay?find=england&place=&nation=&prev_page=1&english=Y&subjectid=7002445http://www.direct.gov.uk/en/Governmentcitizensandrights/LivingintheUK/DG_10012517http://www.direct.gov.uk/en/Governmentcitizensandrights/LivingintheUK/DG_10012517http://www.direct.gov.uk/en/Governmentcitizensandrights/LivingintheUK/DG_10012517http://www.worldatlas.com/nations.htmhttp://www.worldatlas.com/nations.htmhttp://www.geography-site.co.uk/pages/countries/howmany.htmlhttp://www.geography-site.co.uk/pages/countries/howmany.htmlhttp://www.geography-site.co.uk/pages/countries/howmany.htmlhttp://ask.yahoo.com/20010105.htmlhttp://ask.yahoo.com/20010105.htmlhttp://ask.yahoo.com/20010105.htmlhttp://ask.yahoo.com/20010105.htmlhttp://www.geography-site.co.uk/pages/countries/howmany.htmlhttp://www.worldatlas.com/nations.htmhttp://www.direct.gov.uk/en/Governmentcitizensandrights/LivingintheUK/DG_10012517http://www.getty.edu/vow/TGNFullDisplay?find=england&place=&nation=&prev_page=1&english=Y&subjectid=7002445http://www.infoplease.com/world/statistics/state-country-nation.htmlhttp://www.olympic.org/uk/organisation/noc/http://www.un.org/members/nonmembers.shtmlhttp://www.un.org/members/nonmembers.shtmlhttp://www.un.org/members/list.shtml


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Suggested Session OutlineExercise 1 B

5 minutes Introduce the exercise.

Start slideshow. Arrange students in groups if necessary, and ensure each student

or group has computer access.

Distribute copies of Worksheet B1.

10 minutes Display slide number 2. Ask students to use the Web to find answers to the question, and

to record both the answers and the names and URLs of the sites

on which they find them on the worksheet.

Encourage them to note any points of interest, to be shared withthe group in the discussion.

15 minutes Draw the group back together. Ask students what answers they encountered, and note these,

along with the names of the key sites, on the board. If the

answers given are in broad agreement with each other, ask if

anyone found a conflicting answer.

Slides 3 to 8 give a summary of some answers to the questionand links to some example sites: show these to the group.

10 minutes Ask students to return to their computers, and distributeWorksheet B2.

Display slide 9. Ask students to explore some of the example sites, noting their

findings on the worksheet.

20 minutes Invite students to discuss what they found. Discussion notes areprovided on the next page.

Slides 10 to 14 offer a summary of some key points: show theseto the group and discuss any further points raised as a result.

Slides 15 to 19 cover alternative search strategies for findinganswers to the question. Work through these with the students.

Slides 20 to 26 summarise some key points, and provide somegeneral principles to bear in mind when consulting sources (if

this material has been covered in an earlier session, these slides

may be omitted). Conclude the session with these.


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Discussion Points for Question B:

When and what were the Burning Times? How many people died as a result?

This exercise is intended to get students thinking about how they assess information

sources. While considering possible answers, students should be encouraged to

consider why they are inclined to believe one source rather than another.

The phrase Burning Times is used to refer to the persecution of peopleaccused of witchcraft in early modern (ca. 1450-1700) Europe.

The phrase is somewhat misleading: in England and America, those convictedwerent usually burnt, but were hanged. Elsewhere, burning did occur, but the

victims were usually executed by other means first.

Many academics prefer to avoid the term, instead favouring moreneutral phrases such as early modern witch persecution or witch

hunts, but the phrase is still common in the neo-Pagan community.

Some popular estimates of the number of people killed are as high as ninemillion, but scholarly investigations suggest a figure between 40,000 and100,000.

Most websites on the subject reflect this, but it is not hard to find sitesthat still give inflated figures and/or propagate other common myths.

Some example sites:

The websiteWitch Prickerssuggests a maximum estimate of 13 million deadand a minimum estimate of 4 million.

Wiccan Terms and Definitionsand theWiccan Dictionaryboth suggest ninemillion.

Religious Tolerance.orgsuggests between 50,000 and 100,000. The articleFalsehoods of the Burning Timessuggests 60,000. Wicca: For the Rest of Ussuggests between 40,000 and 100,000.

Comparing sites giving higher estimates with sites giving lower ones:

There is a significant difference in tone Sites quoting higher numbers often use more emotive language Those giving lower numbers are frequently couched as attempts to set

the record straight

Sites giving higher numbers are more likely to identify the victims as Pagansor followers of theOld Religion. Some follow what has become known as

the Margaret Murray view of witchcraft.1

Sites giving higher numbers are more likely to hold the Catholic Church, andsometimes the Inquisition, responsible. However, both Protestant and Catholic

1Murrays 1921 book The Witch-Cult in Western Europe claimed that the people persecuted as

witches in the early modern period were followers of an ancient nature religion. Her theories are now

widely discredited, but some modern Wiccans or Pagans still hold that their belief systems are directly

descended from Murrays Old Religion, and hence regard those executed as their co-religionists.More information may be found on Catherine Noble BeyersWicca: For the Rest of Us, and in section

c) of Jenny Gibbonss essayRecent Developments in the Study of the GreatEuropean Witch Hunt.
http://www.patregan.freeuk.com/witchmurders.htmhttp://www.patregan.freeuk.com/witchmurders.htmhttp://www.patregan.freeuk.com/witchmurders.htmhttp://www.angelfire.com/ia/LiliWicca/Direct.htmlhttp://www.angelfire.com/ia/LiliWicca/Direct.htmlhttp://blog.myspace.com/index.cfm?fuseaction=blog.view&friendID=181960652&blogID=270075936http://blog.myspace.com/index.cfm?fuseaction=blog.view&friendID=181960652&blogID=270075936http://blog.myspace.com/index.cfm?fuseaction=blog.view&friendID=181960652&blogID=270075936http://www.religioustolerance.org/wic_burn.htmhttp://www.religioustolerance.org/wic_burn.htmhttp://www.twpt.com/burning.htmhttp://www.twpt.com/burning.htmhttp://www.twpt.com/burning.htmhttp://wicca.timerift.net/burning.shtmlhttp://wicca.timerift.net/burning.shtmlhttp://wicca.timerift.net/murray.shtmlhttp://wicca.timerift.net/murray.shtmlhttp://wicca.timerift.net/murray.shtmlhttp://www.tangledmoon.org/witchhunt.htmhttp://www.tangledmoon.org/witchhunt.htmhttp://www.tangledmoon.org/witchhunt.htmhttp://www.tangledmoon.org/witchhunt.htmhttp://www.tangledmoon.org/witchhunt.htmhttp://www.tangledmoon.org/witchhunt.htmhttp://wicca.timerift.net/murray.shtmlhttp://wicca.timerift.net/burning.shtmlhttp://www.twpt.com/burning.htmhttp://www.religioustolerance.org/wic_burn.htmhttp://blog.myspace.com/index.cfm?fuseaction=blog.view&friendID=181960652&blogID=270075936http://www.angelfire.com/ia/LiliWicca/Direct.htmlhttp://www.patregan.freeuk.com/witchmurders.htm


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groups were involved, the Inquisition executed few witches, and in fact most

death sentences were imposed by secular courts, not church ones.2

However, sites giving lower estimates are not immune from error. For example,Religious Tolerance.orgimplies that alleged witches

were routinely burned alive.

Author information:

Sites with lower estimates more frequently give information about the author Religious Tolerance.orgis the work ofBruce A. Robinson, an agnostic

with no formal theological training, but who aims to describe religious

beliefs objectively.

Wicca: For the Rest of Usis byCatherine Noble Beyer, who has anMA in history, and has had one relevant article published in a peer-

reviewed journal.

But this isnt universally the case. The author ofFalsehoods of theBurning Timesis named as Arthur Hinds, but no further informationseems to be available about him.

It tends to be harder to find information about the authors of the sites givinghigher estimates. Some are anonymous or published under a pseudonym (for

example,Wiccan Terms and Definitionsis found on a site attributed to

NightShadeMoon).

A large number of Web pages on this subject are written by people with astrong personal interest but little scholarly background.

Some authors display an obvious bias, and the general tenor of the sitesuggests that they are unlikely to be accurate information sources.

Other sites are well-written and appear very reasonable, but they areoften unreferencedso its very hard to check their facts.

Search strategies:

Students should also be encouraged to think about how they go about looking for

information sources.

A Google search for the phrase Burning Times produces a large number ofpopular results and very few scholarly ones.

Searching using terms more favoured by academics, such as witch hunt orwitch craze, improves matters slightlyfor example, results include Prof.

Brian A. PavlacsThe Witch Huntsbut still produces a high proportion of

non-scholarly material.

Searches like witchcraft scholarship or witchcraft scholarlyresearchproduce some useful hits, though many of them refer to book-length

treatments of the issue, bibliographies, or subscription resourcesworth

investigating for a longer piece of work, but less useful for a quick overview.

An alternative route is to make use of an academic gateway such asIntute.Intute has several dozen records relevant to witchcraft, plus two Limelight

articles, which bring together links to key sites.

The hits include Jenny Gibbonss informative essayRecentDevelopments in the Study of the Great European Witch Hunt,

2Sections c) and d) of Gibbonss essay cover this topic.
http://www.religioustolerance.org/wic_burn.htmhttp://www.religioustolerance.org/wic_burn.htmhttp://www.religioustolerance.org/wic_burn.htmhttp://www.religioustolerance.org/http://www.religioustolerance.org/http://www.religioustolerance.org/credentials.htmhttp://www.religioustolerance.org/credentials.htmhttp://www.religioustolerance.org/credentials.htmhttp://wicca.timerift.net/http://wicca.timerift.net/http://wicca.timerift.net/bio.shtmlhttp://wicca.timerift.net/bio.shtmlhttp://wicca.timerift.net/bio.shtmlhttp://www.twpt.com/burning.htmhttp://www.twpt.com/burning.htmhttp://www.twpt.com/burning.htmhttp://www.twpt.com/burning.htmhttp://www.angelfire.com/ia/LiliWicca/Direct.htmlhttp://www.angelfire.com/ia/LiliWicca/Direct.htmlhttp://www.angelfire.com/ia/LiliWicca/Direct.htmlhttp://departments.kings.edu/womens_history/witch/http://departments.kings.edu/womens_history/witch/http://departments.kings.edu/womens_history/witch/http://www.intute.ac.uk/http://www.intute.ac.uk/http://www.intute.ac.uk/http://www.tangledmoon.org/witchhunt.htmhttp://www.tangledmoon.org/witchhunt.htmhttp://www.tangledmoon.org/witchhunt.htmhttp://www.tangledmoon.org/witchhunt.htmhttp://www.tangledmoon.org/witchhunt.htmhttp://www.tangledmoon.org/witchhunt.htmhttp://www.intute.ac.uk/http://departments.kings.edu/womens_history/witch/http://www.angelfire.com/ia/LiliWicca/Direct.htmlhttp://www.twpt.com/burning.htmhttp://www.twpt.com/burning.htmhttp://wicca.timerift.net/bio.shtmlhttp://wicca.timerift.net/http://www.religioustolerance.org/credentials.htmhttp://www.religioustolerance.org/http://www.religioustolerance.org/wic_burn.htm


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originally published in a periodical called The Pomegranate (possibly

the international peer-reviewedjournalof Pagan studies of that name).

Towards the end of the work, Gibbons cites three attempts to calculatethe death toll given by recent authors, with a brief summary of their

methods. She herself seems to endorse an estimate of 40,000-60,000.

The article is reasonably scholarly in tone, gives Gibbonss credentials,and mentions by name the major works from which her information isdrawn, though it lacks detailed references.
http://www.equinoxjournals.com/ojs/index.php/pomhttp://www.equinoxjournals.com/ojs/index.php/pomhttp://www.equinoxjournals.com/ojs/index.php/pomhttp://www.equinoxjournals.com/ojs/index.php/pom


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Unit 2: Using the Web as a tool for gauging

and examining popular opinion

Overview

This exercise is related to those in the previous unit. It may be used as a follow-up toone or more of them, or independently.

The unit focuses on using the Internet to gain an overview of the range of opinions

that are held on a controversial topic, and of how widely those views are held. As in

the previous unit, students are invited to share their findings, and then to engage

critically with the opinions they encounter.

The Web is ideal source material for this kind of exercise: it features contributions by

a much wider variety of people than in most conventional print media, and hence the

spectrum of positions espoused is also likely to be broader.

If desired, the exercise may be repeated the exercise multiple times, focusing on a

different subject each time.

Unit Objectives

To give students a feel for the range of views that exist about a particular topic To encourage them to engage critically with those views To encourage them to re-examine their own views in the light of what they

discover

Accompanying ResourcesThese may be customised as desired.

Student worksheetsthese may be printed and duplicated, or completed onscreen.

A slideshow for use in the group discussion. A generic version and threesample topics (abortion, Guantanamo Bay, and women clergy) are offered.

Preparation

Select a question or topic for the group to explore. Some suggestions are givenon the following pages.

Download worksheet for Unit 2 and duplicate it, or save on your institutionsnetwork.

Locate and set up the appropriate slideshow. If you are using the genericslideshow, you will need to download a copy, and edit slide 3 to include your

question or topic. You may also wish to complete the Overview, Key Views,

and Key Sites slides.

Check that any websites you wish you use as examples are working.


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Suggested Topics and Questions

Specific questions and broader topics each have their advantages.

Questions are likely to result in a more focussed discussion. If the question is anarrow one, finding relevant information may be more challenging.

Topics require students to determine the general shape of the debate forthemselves. They also give students a greater degree of freedom to decide

which specific aspects of a subject are important and interesting.

Topics:

Abortion Animal testing Capital punishment Censorship

Climate change Compulsory post-16 education Creationism vs. evolution Euthanasia Genetic engineering

Guantanamo Bay ID cards Immigration Relativism

Religious freedom Same-sex unions Stem cell research Student funding Women clergy

Questions:

Should abortion be legal? Is it morally acceptable to test drugs and cosmetics on animals? Can the death penalty be justified? Should individuals have the right to watch or read whatever they choose,without censorship? Are legal measures (e.g. BBFC film classifications) to protect children from

seeing violent or sexual material justified?

Should human beings accept responsibility for climate change? What steps should be taken to counter climate change? Should students be required to remain in some form of education until they

reach the age of eighteen?

Should creationism or creation science be taught in schools alongsideevolution?

Should terminally ill patients have the right to choose to die? Are doctors always morally obliged to do everything possible to save a life? Does genetic engineering pose unacceptable risks? What should happen to the detainees currently held in Guantanamo Bay? Would the introduction of mandatory ID cards infringe legitimate individual

freedoms?

Should restrictions be placed on immigration? Is moral relativism a legitimate position? Is it legitimate to judge the practices of one culture by the moral standards of

another?

Should any limits be placed on religious freedom? Should same-sex unions (e.g. civil partnerships) be given the same status as

heterosexual marriage?


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Should legal restrictions be placed upon stem cell research? What sort of financial support for higher education should be offered by the

state?

Do individual religious groups have the right to decide whether to permitwomen to serve as clergy?

These lists are not intended to be exhaustive: there are many other topics about which

multiple perspectives exist, and an indefinite number of further more specific

questions that might be posed about the subjects listed above. Recent high profile

news stories on moral issues can often be a fertile source of possible topics: the

BBCs Ethics pageis a helpful resource.

Other useful resources

These websites may be of use either for selecting topics, or as sources of relevant

online material.

Santa Ana Colleges Controversial Issues page gives Web links to sites dealing

with over sixty topics:

http://www.sac.edu/students/library/nealley/websites/controversial.htm

Religious Tolerance.orgs Hot Religious Topics page provides a list of the most

contentious issues dealt with on the site:

http://www.religioustolerance.org/conflict.htm

BBC Newss Have Your Say feature gives members of the public the opportunity to

express their views on topical subjects:http://news.bbc.co.uk/1/hi/talking_point/default.stm

The BBC Religion website provides information about a number of key issues:

http://www.bbc.co.uk/religion/

DebateGraph is an online debate mapping tool. Users can view maps compiled by

others, or create their own:

https://debategraph.org/

The IDEA website is the home of the Debatabase: a database giving pro and con

arguments for hundreds of questions:http://www.idebate.org/
http://www.bbc.co.uk/ethics/http://www.bbc.co.uk/ethics/http://www.bbc.co.uk/ethics/http://www.sac.edu/students/library/nealley/websites/controversial.htmhttp://www.sac.edu/students/library/nealley/websites/controversial.htmhttp://www.religioustolerance.org/conflict.htmhttp://www.religioustolerance.org/conflict.htmhttp://news.bbc.co.uk/1/hi/talking_point/default.stmhttp://news.bbc.co.uk/1/hi/talking_point/default.stmhttp://www.bbc.co.uk/ethics/http://www.bbc.co.uk/ethics/https://debategraph.org/https://debategraph.org/http://www.idebate.org/http://www.idebate.org/http://www.idebate.org/https://debategraph.org/http://www.bbc.co.uk/ethics/http://news.bbc.co.uk/1/hi/talking_point/default.stmhttp://www.religioustolerance.org/conflict.htmhttp://www.sac.edu/students/library/nealley/websites/controversial.htmhttp://www.bbc.co.uk/ethics/


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Suggested Session OutlineExercise 2

5 minutes Start slideshow.

Introduce the exercise. Give a very brief factual overview of the topic. If using, display

the slide headed Overview.

Arrange students in groups if necessary, and ensure each studentor group has computer access.

Distribute copies of Worksheet 2.

10 minutes Display slide 3. Ask students to use the Web to explore the topic, and to record

the major views they encounter and some of the key sites that

express them on the worksheet. Also ask them to take note ofhow prevalent each view is.

15 minutes Draw the group back together. Ask the students to report on the views and sites they found.

Note the answers on the board. You may need to ensure

intermediate positions are covered as well as extreme one.

If using, display the slides headed Key Views and Key Sites.It is not necessary to work through all the key sites in detail, but

students should see a representative selection.

Display the first two slides headed Discussion Questions, andinvite students to consider the points listed on them. Discussion

notes are provided on the following pages.

10 minutes Ask students to return to their computers. Display the slide headed Examining the Sites. Ask students to explore some of the example sites further. You

may wish to allocate specific sites for each group to look at.

Students should consider the techniques used to express variousopinions, what they find persuasive, and why. The worksheet

may be used to make notes on what they find.

20 minutes Draw the group together again. Display the final three slides headed Discussion Questions,

and invite students to consider the questions listed on them.

Discussion notes are provided on the following pages.


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Discussion PointsGeneral

First DiscussionAfter Initial Browsing

Popularity:

Which views are most widespread? How significant is this?

It may be worth explicitly making the point that being popular (or even predominant)

does not necessarily make a view right, or even justifiableand that moral norms can

vary widely between cultures, and across time. Changing views about slavery may

provide a useful example here.

Patterns:

Are there any discernable patterns in who holds each view? Among experts and lay people? In the UK and elsewhere in the world? Among religious and secular groups?

This will vary from topic to topic.

Representativeness:

How representative do you think the views you encountered are of widersociety?

What might make people more or less likely to express their viewspublicly?

What might make them more or less likely to do so online?Points that are likely to be raised here include the fact that it tends to be those people

who feel strongly about an issue who make their views public, or who try to persuade

others.

Websites, particularly those that encourage contributions from the public, are likely to

represent a wider range of views than media such as printed books or television

reports. However, some socio-economic groups are more likely to have Web access

than others. It is also worth noting that a disproportionate number of websites are US-

based, and that this may also affect the balance of views expressed.

Second DiscussionAfter Further Exploration

Methods of persuasion:

What techniques are used to promote each view? Are arguments given? Do they work? Is evidence presented? Is it convincing? Are appeals to emotion or shock tactics used? Are these effective?

Appeals to emotion can sometimes have a very strong impact. Sometimes they can

distract attention from key facts; sometimes they are an effective way of driving them

home (for example, a charity may use images of emaciated children in a famine

appeal, because these convey the reality of the situation far better than a list of


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statistics). Students need to consider each case individually, and decide how

legitimate the tactics used are.

Do any of the sites examined feature: Evidence of bias or prejudice? Ad hominem arguments? Sweeping generalisations about opponents or opposing views? Statements you know to be false?

How does this affect your reaction?These are all tactics that students should be aware of and be able to recognise.

However, it should perhaps be noted that bias is not necessarily a wholly negative

feature: a pressure group, for example, may be expected to be biased in favour of its

chosen position. Bias becomes problematic when a site presents itself as objective, but

in fact unfairly favours one side of the debate.

Some students may need the term ad hominem defined: this refers to arguments

which attack the person holding a particular view, rather than the view itself.

Students own reactions:

What do you personally find persuasive? Why is this? Was there anything you found off-putting, or that had the opposite effect from

that intended by the author?

Did anything cause you to question views youd held previously?This section is intended to encourage students to reconsider their own views in the

light of what they have discovered.

If some members of the group feel strongly about the issue under consideration, it ispossible that the focus may move away from the websites examined to a more general

discussion of the issue. In some circumstances, if this leads to fruitful debate, you

may choose to permit this, but sometimes it may be necessary to gently steer the

discussion back to consideration of the key websites. The primary aim of the task is

not to invite students to put forward argument for or against a position, but to

encourage them to examine carefully the arguments that might be advanced.


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Example Topics with Suggested Illustrative Websites

These three topics are offered as examples. Slideshow presentations are provided

which highlight some key positions and provide links to the sites listed below. In

some cases the links are to the sites home page, in others, to a page stating the sitesviews and/or key arguments.

AbortionExample questions:

Should abortion be legal?

Should abortion be available on demand?

Do foetuses have rights?

Key sites:

The BBC Religion and Ethics section onabortionprovides an overview of key issues

A PDF document on theBMA websiteprovides a medical perspective, outlines the

legal position, and considers the ethical issues for doctors asked to perform abortions

Pro-life interest groups:

Society for the Protection of Unborn Children LIFE

Pro-choice interest groups:

Pro-Choice Forum Abortion Rights

Feminist perspectives:

Pro-choice:Abortion: Still a Feminist Issue. This essay claims that attempts torestrict abortion availability arise from a lack of respect for womens rights

over their own bodies, which the author argues outweigh any rights the foetus

might have. It includes both reasoned argument and some examples ofad

hominem attacks on the opposition.

Pro-life:Women Deserve Better than Abortion(PDF). This piece argues thatfree availability of abortion may actually restrict womens choices, by making

some women feel pressured into terminating a pregnancy that might, for

example, interfere with their education. Contains little discussion of the ethicsof abortion itself, but instead focuses on asking how the need for abortion

might be reduced.

GravityTeensQuotes from the Prossection includes quotations carefully chosen to

give an overriding impression that abortion clinics pressure women into abortions so

they dont lose business. This may be seen as a species ofad hominem argument.

(It may be worth noting that this is a US-based site: the issues are slightly different in

the UK where many abortions are performed on the NHS.) Part of a wider site dealing

with teen pregnancy and related issues.

TheAbortion is Murderwebsite uses graphic images of aborted foetuses to make itspoint. (Warning: some people may find these images distressing.)
http://www.bbc.co.uk/ethics/abortion/http://www.bbc.co.uk/ethics/abortion/http://www.bbc.co.uk/ethics/abortion/http://www.bma.org.uk/images/lawethicsabortionnov07_tcm41-146867.pdfhttp://www.bma.org.uk/images/lawethicsabortionnov07_tcm41-146867.pdfhttp://www.bma.org.uk/images/lawethicsabortionnov07_tcm41-146867.pdfhttp://www.spuc.org.uk/ethics/abortion/http://www.spuc.org.uk/ethics/abortion/http://www.lifecharity.org.uk/about/valueshttp://www.lifecharity.org.uk/about/valueshttp://www.prochoiceforum.org.uk/about.asphttp://www.prochoiceforum.org.uk/about.asphttp://www.abortionrights.org.uk/content/view/180/121/http://www.abortionrights.org.uk/content/view/180/121/http://www.thefword.org.uk/features/2007/10/abortion_stillhttp://www.thefword.org.uk/features/2007/10/abortion_stillhttp://www.thefword.org.uk/features/2007/10/abortion_stillhttp://www.feministsforlife.org/news/WDBSMF150.pdfhttp://www.feministsforlife.org/news/WDBSMF150.pdfhttp://www.feministsforlife.org/news/WDBSMF150.pdfhttp://www.gravityteen.com/pregnancy/quotespros.cfmhttp://www.gravityteen.com/pregnancy/quotespros.cfmhttp://www.gravityteen.com/pregnancy/quotespros.cfmhttp://www.jesus-is-savior.com/Evils%20in%20America/Abortion%20is%20Murder/abortion_is_murder.htmhttp://www.jesus-is-savior.com/Evils%20in%20America/Abortion%20is%20Murder/abortion_is_murder.htmhttp://www.jesus-is-savior.com/Evils%20in%20America/Abortion%20is%20Murder/abortion_is_murder.htmhttp://www.jesus-is-savior.com/Evils%20in%20America/Abortion%20is%20Murder/abortion_is_murder.htmhttp://www.gravityteen.com/pregnancy/quotespros.cfmhttp://www.feministsforlife.org/news/WDBSMF150.pdfhttp://www.thefword.org.uk/features/2007/10/abortion_stillhttp://www.abortionrights.org.uk/content/view/180/121/http://www.prochoiceforum.org.uk/about.asphttp://www.lifecharity.org.uk/about/valueshttp://www.spuc.org.uk/ethics/abortion/http://www.bma.org.uk/images/lawethicsabortionnov07_tcm41-146867.pdfhttp://www.bbc.co.uk/ethics/abortion/


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Guantanamo Bay

Example questions:

Should Guantanamo Bay be closed?

What should happen to the detainees currently held in Guantanamo Bay?If torturing Guantanamo Bay detainees provided valuable information to counteract

terrorism, would this justify it?

Key sites:

International criticism of the camp has been widespread, and allegations of human

rights abuses and torture have abounded.

The Guardians Guantanamo Bay section and a 2006 report fromBBC Newsgive an overview

In January 2009, President Obama signedan orderfor the camp to be closed within a

year. However, the question of what to do with the detainees remains.

ThisTime articleoutlines some of the difficulties that must be faced In May 2009, theUS Senate votedto block the transfer of detainees to the US,

and denied funding to close the camp

In a June 2009Gallup poll, a majority of Americans opposed closure andtransfer of detainees to the US

In general, a much higher level of support for the camps continued existence seems

to be found on US-based sites, although it is not hard to find American material that is

firmly opposed to the detention camp.

Many older pieces remain online, reflecting different stages in the Guantanamo Baydebate:

USCHO (US College Hockey Online)discussion boardthread from 2005 Commentson a US News article

These sites contain a mixture of comments, but the USCHO page in particular

includes a substantial proportion in favour of Guantanamo, some of which even

openly condone mistreatment of prisoners if it gets results.

Blogs and opinion pieces give a range of views:

An article fromThe Daily Aztec,San Diego State Universitys studentnewspaper (anti-closure)

A post on North Dakota political blogSay Anything(does not specify aposition, but the site appears to be generally anti-closure)

A post onEthical Musings, a blog by a priest and ethicist (pro-closure) An editorial fromThe Guardian(pro-closure)

A point worth raising in the discussion is the difference in types of argument used by

the two sides. Pieces opposing the closure of Guantanamo Bay are more likely to use

consequentialist arguments: for example, the men must be detained because they are a

danger to the US (which carries an implicit assumption that the detainees are guilty).

Pieces in favour of closure, however, tend to use deontological (obligation-based)

arguments: they stress the lack of due legal process, the fact that detainees were heldwithout being charged, and other human rights abuses.
http://www.guardian.co.uk/world/guantanamohttp://www.guardian.co.uk/world/guantanamohttp://news.bbc.co.uk/1/hi/world/americas/4720962.stmhttp://news.bbc.co.uk/1/hi/world/americas/4720962.stmhttp://news.bbc.co.uk/1/hi/world/americas/4720962.stmhttp://www.whitehouse.gov/the_press_office/ClosureOfGuantanamoDetentionFacilities/http://www.whitehouse.gov/the_press_office/ClosureOfGuantanamoDetentionFacilities/http://www.whitehouse.gov/the_press_office/ClosureOfGuantanamoDetentionFacilities/http://www.time.com/time/nation/article/0,8599,1872158,00.htmlhttp://www.time.com/time/nation/article/0,8599,1872158,00.htmlhttp://www.time.com/time/nation/article/0,8599,1872158,00.htmlhttp://www.google.com/hostednews/ap/article/ALeqM5gj2oO72tz7sEIr76Tr_UrJNTtGSgD98A4VJG3http://www.google.com/hostednews/ap/article/ALeqM5gj2oO72tz7sEIr76Tr_UrJNTtGSgD98A4VJG3http://www.google.com/hostednews/ap/article/ALeqM5gj2oO72tz7sEIr76Tr_UrJNTtGSgD98A4VJG3http://www.gallup.com/poll/119393/Americans-Oppose-Closing-Gitmo-Moving-Prisoners.aspxhttp://www.gallup.com/poll/119393/Americans-Oppose-Closing-Gitmo-Moving-Prisoners.aspxhttp://www.gallup.com/poll/119393/Americans-Oppose-Closing-Gitmo-Moving-Prisoners.aspxhttp://board.uscho.com/showthread.php?t=50138http://board.uscho.com/showthread.php?t=50138http://board.uscho.com/showthread.php?t=50138http://www.usnews.com/articles/opinion/2008/06/13/public-opinion-tell-us-what-you-think-about-the-supreme-courts-decision-allowing-guantnamo-bay-detainees-to-appeal-in-us-civilian-courts/comments/http://www.usnews.com/articles/opinion/2008/06/13/public-opinion-tell-us-what-you-think-about-the-supreme-courts-decision-allowing-guantnamo-bay-detainees-to-appeal-in-us-civilian-courts/comments/http://www.thedailyaztec.com/state-of-mind/fair-and-balanced-keep-guantanamo-bay-open-1.1618475http://www.thedailyaztec.com/state-of-mind/fair-and-balanced-keep-guantanamo-bay-open-1.1618475http://www.thedailyaztec.com/state-of-mind/fair-and-balanced-keep-guantanamo-bay-open-1.1618475http://sayanythingblog.com/entry/democrat_wants_guantanamo_bay_closed_but_would_prefer_the_prisoners_not_be_/http://sayanythingblog.com/entry/democrat_wants_guantanamo_bay_closed_but_would_prefer_the_prisoners_not_be_/http://sayanythingblog.com/entry/democrat_wants_guantanamo_bay_closed_but_would_prefer_the_prisoners_not_be_/http://blog.ethicalmusings.com/2009/05/close-guantanamo-bay-prison-now_22.htmlhttp://blog.ethicalmusings.com/2009/05/close-guantanamo-bay-prison-now_22.htmlhttp://blog.ethicalmusings.com/2009/05/close-guantanamo-bay-prison-now_22.htmlhttp://www.guardian.co.uk/commentisfree/2009/may/23/editorial-obama-cheney-guantanamo-evidencehttp://www.guardian.co.uk/commentisfree/2009/may/23/editorial-obama-cheney-guantanamo-evidencehttp://www.guardian.co.uk/commentisfree/2009/may/23/editorial-obama-cheney-guantanamo-evidencehttp://www.guardian.co.uk/commentisfree/2009/may/23/editorial-obama-cheney-guantanamo-evidencehttp://blog.ethicalmusings.com/2009/05/close-guantanamo-bay-prison-now_22.htmlhttp://sayanythingblog.com/entry/democrat_wants_guantanamo_bay_closed_but_would_prefer_the_prisoners_not_be_/http://www.thedailyaztec.com/state-of-mind/fair-and-balanced-keep-guantanamo-bay-open-1.1618475http://www.usnews.com/articles/opinion/2008/06/13/public-opinion-tell-us-what-you-think-about-the-supreme-courts-decision-allowing-guantnamo-bay-detainees-to-appeal-in-us-civilian-courts/comments/http://board.uscho.com/showthread.php?t=50138http://www.gallup.com/poll/119393/Americans-Oppose-Closing-Gitmo-Moving-Prisoners.aspxhttp://www.google.com/hostednews/ap/article/ALeqM5gj2oO72tz7sEIr76Tr_UrJNTtGSgD98A4VJG3http://www.time.com/time/nation/article/0,8599,1872158,00.htmlhttp://www.whitehouse.gov/the_press_office/ClosureOfGuantanamoDetentionFacilities/http://news.bbc.co.uk/1/hi/world/americas/4720962.stmhttp://www.guardian.co.uk/world/guantanamo


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25

Women Clergy

Religious Tolerance.orgaims to give an overview of the arguments on both sides.

However, the authors sympathies are fairly clear. The page opens by describing

refusal to ordain women as sexist, and it seems plain the author strongly favours

permitting womens ordination. The sites policy section states that they do notcriticise theological beliefs, but may censure unfair religious practice, and presumably

they consider that this issue falls into the latter category.

In favour of womens ordination:

Catholic Womens Ordination Women Priests A collection of articles fromChristians for Biblical Equality

Against womens ordination:

Forward in Faith

Evangelical Feminism and Biblical Truth(especiallythis page(PDF)) The Council on Biblical Manhood and Womanhood

Thisdiscussion forum threadon the Sydney Anglican Network site reflects the

ongoing debate in the Sydney Diocese. Unlike most other Australian Anglican

dioceses, Sydney does not permit womens ordination.

The Church of England website offers athree hundred page documentdiscussing in

detail the arguments for and against the ordination of women bishops.

Chapter 5includes the key discussion A briefreaders guideis also offered

All these documents are PDFs. The full text in particular is a very large file, and it is

likely to take some time to load. Clearly it is not practical to work through several

hundred pages of text in a class setting, but this serves as excellent example of a very

thorough treatment of an issue.

Some aspects of the debate about womens ordination are already considered settled

by many, and this may have an effect on the number of sites putting the case for a

given position. For example, it is easier to find material arguing for the ordination of

women as priests in the Catholic Church than in the Church of England, but this is

likely to be because the latter has already been practised for over a decade, rather than

because it lacks support.
http://www.religioustolerance.org/femclrgy.htmhttp://www.religioustolerance.org/femclrgy.htmhttp://www.catholic-womens-ordination.org.uk/http://www.catholic-womens-ordination.org.uk/http://www.womenpriests.org/index.asphttp://www.womenpriests.org/index.asphttp://www.cbeinternational.org/new/free_articles/ordination%20of%20women.shtmlhttp://www.cbeinternational.org/new/free_articles/ordination%20of%20women.shtmlhttp://www.cbeinternational.org/new/free_articles/ordination%20of%20women.shtmlhttp://www.forwardinfaith.com/about/http://www.forwardinfaith.com/about/http://www.efbt100.com/2006/02.phphttp://www.efbt100.com/2006/02.phphttp://www.efbt100.com/evangelical_feminism.pdf#page=84http://www.efbt100.com/evangelical_feminism.pdf#page=84http://www.efbt100.com/evangelical_feminism.pdf#page=84http://www.cbmw.org/About-Ushttp://www.cbmw.org/About-Ushttp://www.sydneyanglicans.net/forums/viewthread/3445/http://www.sydneyanglicans.net/forums/viewthread/3445/http://www.sydneyanglicans.net/forums/viewthread/3445/http://www.cofe.anglican.org/info/papers/womenbishops.pdfhttp://www.cofe.anglican.org/info/papers/womenbishops.pdfhttp://www.cofe.anglican.org/info/papers/womenbishops.pdfhttp://www.cofe.anglican.org/info/papers/wb5to8.pdfhttp://www.cofe.anglican.org/info/papers/wb5to8.pdfhttp://www.cofe.anglican.org/info/papers/womenbishopsguide.pdfhttp://www.cofe.anglican.org/info/papers/womenbishopsguide.pdfhttp://www.cofe.anglican.org/info/papers/womenbishopsguide.pdfhttp://www.cofe.anglican.org/info/papers/womenbishopsguide.pdfhttp://www.cofe.anglican.org/info/papers/wb5to8.pdfhttp://www.cofe.anglican.org/info/papers/womenbishops.pdfhttp://www.sydneyanglicans.net/forums/viewthread/3445/http://www.cbmw.org/About-Ushttp://www.efbt100.com/evangelical_feminism.pdf#page=84http://www.efbt100.com/2006/02.phphttp://www.forwardinfaith.com/about/http://www.cbeinternational.org/new/free_articles/ordination%20of%20women.shtmlhttp://www.womenpriests.org/index.asphttp://www.catholic-womens-ordination.org.uk/http://www.religioustolerance.org/femclrgy.htm


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A note about Wikipedia:

Some of the exercises in this guide include references to Wikipedia pages. Some

teachers may be wary of this, for fear that this may be seen as constituting an

endorsement of the site. However, the purpose of the exercises is to get studentsthinking critically about websites, which includes considering what various different

kinds of sites are likely to do well, and what they may do badly, and there are some

cases where Wikipedia articles provide useful examples. The exercises are also

intended to emphasise the importance of checking facts and following up references,

rather than simply accepting the first answer one finds.

If teachers remain concerned, however, they are free simply to omit the references to

Wikipedia, and to remove the relevant slides from the accompanying presentations.

critical thinking - teachers guide

Documents