Successful Strategies for Pre-AP Social Studies

Nancy Hester, RESC XIII [email protected]

www.esc13.net/socialstudies

Successful Strategies:

Analyzing Primary Source Documents: SOAPS and APPARTS Analyzing Primary Source Documents: Using the Critical Analysis Organizer Argumentation and Contrasting Views: Yes, But…….

Analyzing Data: The Mini DBQ Categorization: Examining Culture Areas and Empires - PERSIA

Analyzing Primary Source Documents: SOAPS and APPARTS

SOAPS

Provides students with a strategy that will allow them to practice and develop intellectual skills by which they will be able to make meaning from text that may at first appear difficult or irrelevant Encourages the critical thinking that leads to writing whose purpose is to argue or evaluate.

SOAPS

Are there ways that you can integrate the following situations into the subject matter that you teach?

Primary Sources An article whose purpose and meaning changes with context A topic presented from different points of view The interpretation of two poems

SOAPS

What is the Subject?

The subject should be stated in a few words or short phrases. The subject is the general topic, content, and ideas contained in the text.

SOAPS

What is the Occasion?

The occasion is the time and place or the current situation that encourage a piece of writing to happen.

SOAPS

Who is the Audience?

The author writes for a certain audience. They audience may be one person, a small group or a large group, a certain person, or a certain people.

SOAPS

What is the Purpose?

The purpose is the reason the text is written. In order to be able to examine the argument or the logic of the text, students must understand the purpose of the text.

SOAPS

Who is the Speaker?

The speaker is the voice that tells the story. In a piece of fiction, the author may tell the story from any different points of view. Students need to understand the differences between the author and the speaker in a piece of fiction.

SOAPS

Subject Occasion Audience Purpose Speaker The subject should be stated in a few words or short phrases. The subject is the general topic, content, and ideas contained in the text.

The occasion is the time and place or the current situation that encourage a piece of writing to happen.

The author writes for a certain audience. They audience may be one person, a small group or a large group, a certain person, or a certain people.

The purpose is the reason the text is written. In order to be able to examine the argument or the logic of the text, students must understand the purpose of the text.

The speaker is the voice that tells the story. In a piece of fiction, the author may tell the story from any different points of view. Students need to understand the differences between the author and the speaker in a piece of fiction.

APPARTS

What does the source say?

Who was the author and why did he or she create this piece?

When and where was the primary source created?

For whom was it created or performed?

APPARTS

A uthor P lace and Time P rior Knowledge A udience R eason T he Main Idea S ignificance

APPARTS

Author Place and Time Prior Knowledge Audience Reason Who created the source? What do you know about the author? What is the author’s point of view?

Where and when was the source produced? How might this affect the meaning of the source?

Beyond information about the author and the context of its created, what do you know that would help you further understand the primary source? For example, do you recognize any symbols and recall what they represent?

For whom was the source created and how might this affect the reliability of the source?

Why was this source produced at the time it was produced?

The Main Idea Significance What point is the source trying to convey?

Why is this source important? What inferences can you draw from this document? As yourself, “So what?” in relation to the question asked.

Analyzing Primary Source Documents: Using the Critical Analysis Organizer

Critical Analysis Organizer

Students practice the process of critical analysis (TAKS Objective 5) Use primary source documents, maps, graphs, political cartoons, photographs

Title of Subject What are the details?

What do you infer from the details?

Critical Analysis Organizer

What prior knowledge do you bring?

What is your conclusion? Explain

Title of Subject What are the details?

What do you infer from the details?

What prior knowledge do you bring?

What is your conclusion? Explain

Argumentation and Contrasting Views: Yes, But…….

Yes, But…….

Many students do not receive instruction in clear and logical thinking Higher order skills are not just reserved for advanced students All students must learn to organize their ideas, solve problems, and think clearly to communicate effectively

Yes, But…….

The good thinker:  Welcomes problematic situations and is tolerant of ambiguity  Looks for alternate possibilities; seeks evidence on both sides  Is reflective and deliberate  Is open to multiple possibilities  Revises goals when necessary

Yes, But…….

After examining the text, make a preliminary assertion about the general issue addressed by the source(s).

_________________________________

Yes or No __________________ __________________ __________________ __________________ __________________ __________________ __________________ Assess the validity of your assertion. In the first column, list the reasons that provide support. Be certain to cite material in the texts. You may also use your own knowledge or experience.

Assess the validity of your assertion. In the second column, state any opposing reasons. Be certain to cite material in the texts. You may also use your own knowledge or experience.

But __________________ __________________ __________________ __________________ __________________ __________________ __________________

Yes, But…….

Review what you have written in both columns. If you were going to write an essay in which you presented a logical argument about this topic, what would be your opening statement?

_________________________________ _________________________________ _________________________________

Analyzing Data: The Mini DBQ

What is a Mini-DBQ?

Document-Based Question Asks you questions about written or printed materials.

Some questions can be answered in one or two sentences.

Some questions require taking information from several documents to write a paragraph or more.

What is a Mini-DBQ?

A Mini-DBQ includes both –  Scaffolding Questions  Written Response Question – The Big Question

Sample DBQ – Components

1.

2.

3.

Historical Background and Task Scaffolding Questions A. Newspaper Article B. Cartoon C. Quotes D. Posters and Broadsides E. Graphs and Pictures Essay Response to An Overall Question

What are Scaffolding Questions?

Scaffolding questions are essential questions included after each document Provide information that will help students answer the “big question” Should be clear and specific

Sample scaffolding questions:

What are the pictures and symbols in this cartoon?

What does this cartoon tell you about ______________?

What expectations might you have about ________________ after hearing this speech?

According to the poster, what were two reasons for ______________?

What are Written Response Questions?

Require writing a paragraph to answer the question.

Require a topic sentence and support.

Look at the Whole Picture – What is the “Big Question”? (Essential Question)

Looking at the Whole Picture Developing the Big Question

The best questions center on issues:        Compare/Contrast Illustrate similarities and differences Illustrate bias or point of view Describe change over time Discuss issues categorically: socially, economically, politically Explain causes and effects of historic events Examine contending perspectives on an issue

Sample Big Questions:

Describe the conditions in _________ that led to ___________.

Discuss the effects of _____________ on ______________ .

Evaluate the problems/difficulties that led to __________.

What were the consequences of __________?

Sample Big Questions:

Discuss the positive and negative effects of _____________.

Should ________________ be praised or condemned?

The United States Enters World War I

Answer the questions that follow each document: Kaiser Wilhelm II issued orders to U-boat commanders on 1st February, 1917: “We will frighten the British flag off the face of the waters and starve the British people until they, who have refused peace, will kneel and plead for it.” Dr. v. Bethmann-Hollweg, Imperial Chancelor of Germany : “The determination to launch the unrestricted U-boat war depends, then, upon the results which we may expect. Admiral von Holtzendorff assumes that we will have England on her knees by the next harvest. The experiences of the U-boats during the last few months, the increased number of U-boats, and England's bad economic situation, will at least increase our chances of success.” 1. What was Germany trying to accomplish by using unrestricted submarine warfare?

2. What would Germany hope to gain by Mexico’s entrance into the war? What did Germany ask Mexico to do?

World War I – Events of 1915-17 January 19, 1915

First German Zeppelin air raid on England.

February 4, 1915

Germany declares a submarine blockade of Great Britain. Any boat approaching England is considered a legitimate target.

April 22-May 5, 1915

Second Battle of Ypres marks first use of chemical weapons.

April 25, 1915

Allies begin assault on Gallipoli peninsula in Turkey.

May 7, 1915

Sinking of the passenger ship Lusitania.

May 23, 1915

Italy declares war on Austria-Hungary.

February 21 – Dec 18, 1916

The longest battle of the war, the Battle of Verdun, is fought to a draw with an estimated one million casualties.

May 31-June 1, 1916

The Battle of Jutland, the only major naval engagement of the war is fought with no clear winner.

July 1 -November 18, 1916

The Battle of the Somme Allies. results in an estimated one million casualties and no breakthrough for the

November 7, 1916

Woodrow Wilson re-elected President of the United States.

December 7, 1916

David Lloyd George becomes Prime Minister of Britain.

December 31, 1916

The self-avowed Russian holy man, Rasputin, is murdered by relatives of the Tsar's.

February 1, 1917

Germany again declares unrestricted submarine warfare.

March 15, 1917

Tsar Nicholas II of Russia abdicates. Provisional government is declared.

April 6, 1917

The United States declares war on Germany.

April 14

,

1917

British and Canadian troops advance 3 miles at Arras.

April 16-29, 1917

The French Army launches the Chemin des Dames offensive, but fails to break through the German lines. Mutiny breaks out amongst the French troops. 3. What events in 1915-1917 would have had the most significant impact on American public opinion regarding involvement in the War?

The Big Question:

After years of neutrality during World War One, what were the compelling circumstances that led the United States to declare war on Germany?

Categorization – Examining Culture Areas and Empires: PERSIA

PERSIA

Political, Economic, Religious, Social, Intellectual and Area/Geographic Connections World Geography – Characteristics of Culture Areas World History – Characteristics of Empires and Significant Eras

Intellectual Influences – The Arts Religious Influences Social Influences Economic Influences

PERSIA

Political Influences

Governmental Structure, War, Treaties, Courts/Laws, Leaders, Popular Participation, Loyalty to Leader

Social Influences

State Control of Trade/Industry, Agriculture, Industry, Labor Systems, Levels of Technology, Levels of International Trade, Gender, Slavery, Money System

Intellectual Influences

Family Order, Patriarchal, Matriarchal, Gender Relations, Role of Women and Children, Social Classes, Slavery, Entertainment, Lifestyles

Economic Influences

Art, Music, Writing, Literature, Philosophy, Math, Science, Education, Inventions, Technology

Religious Influences

Importance on Societal Interaction, Holy Books, Beliefs/Teachings, Conversion, Role of Missionaries, Sin/Salvation, Deities

Area/Geographic Influences

Location, Physical Geography, Human Geography, Movement, Spatial Diffusion, Urbanization, Globalization