Goal/Purpose:

Develop critical thinking skills by comparing and contrasting two author's interpretations of the relationship between means and ends. (Social Science Area)

Objectives/Skills:

1. Use the terms "assumption", "conclusion", and "consequences of conclusion" while organizing thoughts on a matrix diagram.

2. Consider the above terms as parameters by which the ideas of two thinkers on the relationship of means to ends are compared and contrasted.

3. Summarize the two thinkers perspectives on the relationship of means to ends, and apply what they learn to an issue of relevance today involving conflict resolution.

Concrete Experience:

Provide background knowledge of the historical contexts in which the authors lived as an introduction. Read short passages aloud (1-2 pgs.) from both authors that discuss the relationship of means to end.

Sources:

1. Machiavelli's The Prince, Chapter 5, "The Way to Govern Cities or Dominions That, Previous to Being Occupied, Lived Under Their Own Laws" - 2pgs.

2. Gandhi's All Men are Brothers, Chapter IV, "Means and Ends" - 3 pgs. of quotes from which to choose

Reflective Observation:

As a whole class, discuss the meaning of each passage. Define "means and ends" by clarifying student responses via questioning. By reframing student responses, guide them toward higher order thinking which is based upon their own reflections.

Abstract Conceptualization:

Introduce terms that help break reasoning down, such as "assumption", "conclusion", and "consequences of conclusion". Use everyday examples to illustrate their meaning, and draw from students their interpretations or examples. (For a more advanced class, these may be expanded to include all the Elements of Reasoning outlined by Richard Paul.)

In general, the relationship between means and ends will help show how theory is related to practice, and how principles and values govern action. Students may see the difference between being aware or unaware of the assumptions, principles or values connected with choices and actions.

Active Experimentation:

Students fill out a matrix diagram (similar to the one below) based upon the discussion and readings. They try to understand the passage through the lenses provided by the terms or parameters chosen.

Based upon their matrix diagrams, they write a summary of the two author's perspectives on the relationship of means to ends, and add a section in which they apply their knowledge to an issue of relevance today in which conflict resolution is involved. (This could actually be a longer assignment and involve other class periods, depending on how it is done.) Students share their points of view with each other in small groups as a follow-up.

Thinker	Assumptions in Reading: What does author take for granted?	Conclusions: What does author say should be done?	Consequences of Conclusions: What will follow from taking that action?
Gandhi
Machiavelli