Transcript Academic Moves PD - CMS High School Social Studies

Academic Moves
College and Career Success in
Social Studies
John Nabors
Drew Hammill
K-12 Social Studies Specialists
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Planning Book!
Take a look for 5 minutes,
flip through the book and
take a look at the
resources.
• What do you see that you can
use on the first day with kids?
• What do you see that you can
use on the first day of planning
with your team?
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Objectives
• Understand the differences between the
two most common verbs referenced in
the NCES - “Analyze” and “Evaluate”
• Model document analysis for
duplication in the classroom
• Provide tools for PLC planning that
incorporate the “15 Essential Verbs” for
college, career and civic readiness.
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Quick Review – RBT Chart
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Analyze the Image!
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Analyze the Image
Look Closely: What are the
key elements?
Select Details: What
contributes most to meaning?
Infer: What is going on
beneath the surface?
Draw Conclusions: Can I
explain the overall meaning?
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A Quick Brain Exercise To Start Our Day
Side A
Side B
Think About This: ANALYZE the social
and political climate which influenced the
approach that the United States took
toward crafting its policies on Vietnam
both at home and abroad.
Can you create one?
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What other strategies do you use in the
classroom that prepare students to ANALYZE?
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Do you Evaluate?
What is the most intriguing question on the minds of Americans today?
Evaluate the
following statement:
Taylor Swift is the
greatest performer of
the last 5 years.
Does the statement
provide a criteria
which students can
use to evaluate?
What are we
really asking
students to
do?
Academic Moves Page. 76-91
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Analyzing and Evaluating in Context
Analyze
❑ The emphasis
is on part–to part and part–to-whole
relationships.
❑ Example: Analyzing
individual freedoms within
the context of the Bill of
Rights
Individuals analyze for two
reasons:
❑ We analyze as a means to an
end
❑ Or the analysis is the end
Evaluate
❑ The emphasis is on judgments based
on a set of criteria and standards
that may or may not be related.
❑ Example:
Evaluating how well a
law upholds individual freedoms
based on the Bill of Rights
Individuals evaluate based on criteria:
❑ We evaluate something “in terms of”
or “based on” some sort of criteria
❑ Criteria often used are Quality,
Effectiveness, Efficiency, and
Consistency
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Formats For Analysis & Evaluate
ANALYZE always has a purpose and EVALUATE always has criteria.
The verb ANALYZE + what is to be analyzed + purpose
For example:
AH1.H.4.3 Analyze the social and religious conflicts, movements and reforms
that affected the United States from colonization through Reconstruction in terms
of participants, strategies, opposition, and results.
The verb EVALUATE + what is to be evaluated + criteria to be used
For example:
WH.H.7.1 Evaluate key turning points of the modern era in terms of their lasting
impact .
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Necessities of Analysis & Evaluate
Analyze MUST HAVE INFORMATION to analyze!
What are you analyzing?
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Necessities of Analysis & Evaluate
Analyze MUST HAVE INFORMATION to analyze!
What are you analyzing?
Evaluate MUST HAVE CRITERIA by which to evaluate!
What are you going to use to make your evaluation?
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Analyzing Beyond Written Text
1. Analyze the chart to compare the growth of slavery versus the growth of the cotton industry in
the United States over time.
2. Evaluate the chart to determine the group of people in the United States the data supports and
cite at least one piece of external evidence to support your choice.
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1. Analyze the photograph and describe the adverse conditions experience by these
child laborers during the Gilded Age of America.
2. Evaluate the photograph and determine the policies and laws created during the
Gilded Age of America that would have shown justice to those shown in the
photograph.
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Group Activity: Applying – “Analysis and Evaluate”
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To Be Or Not To Be…ANALYZE?
Task: Based on the map provided
determine whether the cartographer
was presenting a Northern or Southern
point of view.
A. Analyze
B. Not Analyze
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To Be Or Not To Be…ANALYZE?
Task: Based on the map provided give a
brief statement explaining why the success
of the Anaconda Plan was a turning point
for the Union.
A. Analyze
B. Not Analyze
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To Be Or Not To Be…EVALUATE?
In the 2 following slides, select whether each
example is an example of EVALUATE or not.
If the statement is an example of EVALUATE , select
“A;” but if not, select “B”
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To Be Or Not To Be…EVALUATE?
President
Lincoln
Task: Determine the elements of bias
illustrated in the painting on the left
compared to the photograph of the same
event on the right.
A. Evaluate
B. Not Evaluate
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To Be Or Not To Be…EVALUATE?
Task: Based on your reading of the Fifth
Amendment and various court decisions write a brief
commentary critiquing how well individual rights
concerning self incrimination have or have not been
upheld by the various branches of government in the
United States. Be sure to cite at least two examples
and to address the actions or decisions of at least
one branch of government in your critique.
A. Evaluate
B. Not Evaluate
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To Be Or Not To Be…EVALUATE?
Task: Write a brief response to the following:
▪ Why do you think the cartoonist of this
image chose to depict the term “the right
to bear arms” on a blanket?
A. Evaluate
B. Not Evaluate
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