ABSTRACT
When students become immersed in a variety of print and media sources, they have opportunities to learn about political rhetoric versus fact finding. Students benefit from understanding the value of reflection, based on experience, and the necessity of broadening perspectives instead of relying on limited experiences and reflections. Suggested criteria for effective lesson plans support students’ efforts to further understand aspects of critical thinking, especially when the lessons are geared specifically to content areas. Supporting this instructional direction are important conditions of literacy learning that need to be considered. Additionally, examples of graphic organizers are useful tools for structuring information related to research on political rhetoric. As students engage in listening, speaking, reading, writing, and visualizing, they sometimes access loads of confusing information, and they understandably have difficulty determining true facts from fake news. The graphic organizers presented in this chapter are a sampling of available instructional tools for structuring, clarifying, and evaluating rhetoric.
