Activity: Logical Fallacies

Please Don’t Fail Me!

Download Lesson Plan Here

Subjects: Science, Language Arts, Digital Media Literacy, Social Studies, Study Skills, Critical Thinking, Logic

Grade Levels*: High School (adaptable for middle school and college)

Lesson Length: 60 minutes (can be extended)

Overview: This lesson explores logical fallacies, those sneaky errors in reasoning that can warp our arguments and cloud our judgment. Through a fun and creative writing exercise, students use fallacies to create intentionally misleading (and humorous) arguments. They then analyze each others’ arguments to identify the fallacies and gain critical thinking skills to unmask deceptive claims in everyday life.

Learning Objectives:

• Students will define and identify common fallacies in arguments.
• Students will explain the potential impact of fallacies on arguments, including how fallacies can mislead or manipulate people.

Materials:

• Instructional Videos: Introduction; 10 Common Logical Fallacies
• Handouts 
  • Logical Fallacies Email Example
  • Common Logical Fallacies Worksheet Table
  • Activity: Please Don’t Fail Me!   
• Whiteboard or projector
• Markers or pens
• Optional: Access to online Learning Management System
• Useful Resource: Guide to the Most Common Logical Fallacies

Procedure:

• Introduction (15 minutes) 
  • Share the student “email” example with students, and ask them to identify any errors in reasoning (use the second handout linked in the materials section). They might not have the vocabulary yet to name the fallacies, but hopefully, they’ll spot the bad reasons!
  • Have students watch the Common Logical Fallacies video and complete the worksheet.
  • Ask them to identify the fallacies in the student example “email” by name. 
  • Expand: Ask students about arguments they encounter in everyday life (news, online, advertising, etc.). Are they convincing? How can we tell if an argument is logical? Why is critical thinking important in evaluating everyday arguments?
    
• Part 1: Creating Misinformation (20 minutes)
  • Provide students with the following instructions:
    • Imagine that it’s the end of the semester and you’re failing this course because you didn’t do the vast majority of the work.
    • Write the teacher an email arguing for why you should pass the course, using at least four of the specified fallacies. 
    • Use the third handout linked in the materials section
  • Either independently or in small groups, allow students time to craft their emails. Encourage creativity and humor. 
  • Online Option: If using an LMS, have students post their emails on a discussion board, along with a comment on their submission specifying which of the fallacies they used and where/how.
    
• Part 2: Sharing and Analysis (15 minutes)
  • Divide students into pairs or small groups. Provide each group with emails from another group. 
  • Have students analyze the assigned emails, identifying and explaining the fallacies used. Encourage discussion and debate.
  • Optional: Have volunteers share their emails aloud. Others can identify and explain the fallacies used.
  • Online option: After students have posted their emails, they should respond to at least two emails by identifying the fallacies their classmates used and why they’re fallacious.
    
• Discussion and Debrief (10 minutes)
  • Highlight some of the most commonly used fallacies in the students’ emails, and address common mistakes or misconceptions. (Learning fallacies is challenging!)
  • Ask students: Why is it important to be able to recognize fallacies? What are the consequences of not?
  • Emphasize the transferability of critical thinking skills across different topics and situations.
  • Reinforce the importance of logical reasoning in evaluating arguments and making informed decisions.
  • Remind students to use their newfound understanding of fallacies responsibly and ethically.
    

• Optional Extension 
  • Analyze recent news articles, social media posts, commercials, etc., identifying and explaining fallacies used by different parties.

*Options for Different Grade Levels:

• For lower grades, provide fewer fallacies with simplified definitions and more scaffolding. 
• For higher grades, introduce more complex fallacies and explore the nuances of persuasive language.

Assessment/Evaluation: Rubric 

References:

Trecek-King, M., & Cook, J. 2024. Combining Different Inoculation Types to Increase Student Engagement and Build Resilience Against Science Misinformation. Journal of College Science Teaching, 53(1): 1–6. https://doi.org/10.1080/0047231X.2023.2291968

Originally posted on Cranky Uncle

Special Thanks: This lesson was produced in collaboration with the Mental Immunity Project.