CECmisc.80


TITLE:  Teaching the thinking skill of compare and
        contrast

AUTHOR:  Donna Cawiezell; Casper,Wyoming

GRADE LEVEL:  9-12

ACTIVITIES AND PROCEDURES:
Anticipatory Set: (You will need two pictures of new model
automobiles) (Allow 5 minutes for this activity)

I'm going to show you pictures of two cars.  You and a
partner will have one minute explain why you would buy one
of these cars and not the other.  O. K. go.

Record responses on an overhead projector or chalkboard.
Call attention to the fact that both good and bad points of
the vehicles will be presented.

Objective:
As you might have guessed we aren't really going to study
the pros and cons of purchasing_____________vehicles today.
What we are going to do today is learn how to use the
thinking skill of compare and contrast.  Later in our
_________ unit , I will be asking you to write an essay test
question using this skill.

Transfer:  This is a skill that is very important to learn
in social studies.  Often you will be asked to use the skill
of compare and contrast in writing essays, and reports.  You
may find that you use it in your personal lives as well;
purchasing a car for example or deciding which CD player
you'd like to buy.

Instructions: There will be several steps involved in this
lesson.  Here is what I'd like you to do.
1.   Get a piece of paper and a pen or pencil.

2.   Find a partner and arrange your chairs/desks so that
     you are sitting directly across from one another.

3.   Step One:
     Without talking or communicating in any way, please
     write down all of the characteristics you see which are
     LIKE the ones you have.  (Example-eyes)  You will have
     two minutes to complete this task.  OK start.  At the
     end of two minutes have the students call out
     similarities. (Caution..when doing the whole group
     portion make sure that they only list similarities.)

4.   Step Two:
     Again, without talking or communicating in any way,
     please write down all of the characteristics you see
     which are DIFFERENT than ones you have. (Example-
     different hair or eye color) you will have two minutes
     to complete this task.  OK start.  At the end of two
     minutes have the students call out differences.

5.   Debriefing: When you looked at your partner were you
     looking for comparisons or contrasts?  (Hopefully they
     will answer comparisons!)  And when you looked for
     differences you were looking for ?  So when I ask you
     to write a paper comparing and contrasting Herbert
     Hoover to Franklin Roosevelt you will be looking for
     how these men were similar and how they were different.

Guided Practice #1
(allow about ten minutes for this practice):

When you compared and contrasted yourself with your partner
did you find out all you wanted to know about them?  Just a
quick look won't provide a very in depth answer.  Lets look
a little more at comparing and contrasting- and this time
you'll get to talk!

1.   I would like you to think of six questions that you
     will ask your partner.  The questions should allow you
     to have a more complete picture of the person. Allow
     about two three minutes for this.
2.   On your paper make two columns. In one column put
     answers that are comparisons (similarities) to you.  In
     the other,  write contrasts (differences).
3.   Rules:
     Do not ask any X-rated questions (sure to get a laugh
     in high school classes) and partners have the right to
     pass if the questions are troublesome for them.
     Remember, I'll be walking around the room to make sure
     the rules are being followed!)
4.   Start- You will have 5 minutes to take turns asking
     your questions.

5.   How many of you found out more about your partner the
     second time around?


Lets generate some rules for using the skill of comparing
and contrasting.
(Put this on an overhead or chalkboard)

1.   When comparing -look for similarities
2.   When contrasting -look for differences
3.   The first time around look for "easy to see" items.
4.   The second time around look for more major differences
     by developing questions about the topic you are
     investigating.  Asking yourself- Who-What-Why-Where-
     When and How questions is one strategy.

Guided Practice #2
The previous portion of the lesson takes approximately 30
minutes.  This section will take until the end of the period
and will most likely need finishing the next day.

Provide students with one page write ups about a topic you
are currently doing in class.  Ask them to compare and
contrast the individuals, historical occurrences, etc.