Phase 2 — Connect & organize

Now students take the facts from Phase 1 and relate them: mapping what the development would give and cost, questioning sources that see the offer differently, and building an argument from evidence. Deep learning is where knowledge becomes usable — the bridge to the problem.

🎯 By the end of Phase 2 students can organize the development's benefits and costs, read two sources with opposite points of view for reliability and bias, and defend a claim about whether the project should go ahead with evidence — the exact moves the problem will demand.

Concept mapping · d 0.64§113.18(c)(5), (c)(8), (c)(16)

1 · Costs–benefits concept map (jobs & money vs. heritage & way of life)

Build a class concept map with “The development offer” in the center. On one side, cluster benefits (what the project gives); on the other, costs (what it might take or change). Then draw arrows showing how a benefit for one group can be a cost for another.

Benefits (what it gives)	Costs (what it might change or take)
thousands of jobs and higher wages	changes to a traditional way of life and daily work
money for schools, roads, and clinics	a factory built next to the ancient heritage site
more tourists spending in the region	strain on the land, water, and quiet the terraces need
young people can stay instead of leaving	loss of crafts, language, or customs if fewer practice them

Talk move: draw an arrow from any benefit to a cost and say the trade-off sentence aloud (e.g., “If the factory brings jobs so young people stay, then more crowding and building could change the old city they came home to”). This rehearses §113.18(c)(5) and (c)(8).

📚 Sources: World Bank · Cultural heritage (overview) ↗ · National Geographic · Urbanization ↗

Elaboration & organization · d 0.72§113.18(c)(19), (c)(20)

2 · Sources with different points of view — read for bias & reliability

Give pairs two real (district-approved) sources that see development differently — for example a development or tourism agency page about the good a project brings, and a cultural-heritage / UNESCO page about protecting a heritage site. Use a four-question source routine:

Source: Who made this, when, and why? Is it an official agency, a reference site, or someone trying to persuade?
Observe: What does the source actually say? (facts only)
Point of view: Whose interests does it reflect — a builder's, a visitor's, an elder's — and whose are missing?
Question: What does it make you want to find out?

Reliability check (c)(19): Would a development agency and a heritage group describe the same project the same way? Which words are facts and which are opinions? How do we judge whether a source is trustworthy?

📚 Sources: World Bank · Tourism (a development view) ↗ · UNESCO · World Heritage — why protect a site (a heritage view) ↗ · UNESCO · What makes a site World Heritage ↗ · Our World in Data · Tourism data ↗

Argumentation · d 0.86§113.18(c)(15), (c)(19)

3 · Structured argument — should the project go ahead?

A low-stakes rehearsal of the reasoning the problem needs. Pose a focused question and have students take a side with evidence, using a claim–evidence–reasoning frame. Then have them state the other side's strongest point as strongly as they can — steelmanning it (civil discourse).

Warm-up question: When a region is offered jobs and money that would change its heritage and way of life, what should matter most — the jobs, the heritage, or a way to have some of both? Give your claim, one piece of evidence from Phase 1 or the sources, and your reasoning.

Sentence stems (ELPS support): “My claim is ______.” · “My evidence is ______.” · “This matters because ______.” · “The strongest point on the other side is ______, but ______.”

Note: keep this a practice argument about the general idea. The specific decision about Maravi's project belongs in Phase 3, where students hold stakeholder roles.

📚 Sources: World Bank · Cultural heritage ↗ · United Nations · Sustainable Development Goals ↗

✅ Deep check before the problem: can students name a benefit and a matching cost of the development, read one source for its point of view and reliability, and state a claim with evidence? Those three abilities are exactly what Phase 3 will ask them to transfer.

‹ Phase 1 — Surface Phase 3 — Transfer ›

Aligned to (not reproduced from) 19 TAC Ch.113 §113.18; effect sizes from Visible Learning MetaX.