Académique Documents
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Charlotte
Mecklenburg
Schools
Every Social Studies teacher is a Pre-AP teacher. With a common set of best practices and
understanding, together, we can push our students further. Every Social Studies teacher should
model and facilitate these strategies which include analyzing and synthesizing written and visual
sources with their classes. Teachers should provide a platform for students to question works of
art, written documents, cartoons, charts, graphs, and photographs. Students should discover how
to use different models of understanding to promote not just literacy, but graphic literacy through
source analysis, evaluation, and synthesis in the classroom. The goal is to prepare our students
now, for the possibility of taking an AP Social Studies class in the future.
Prepared by:
John Nabors
Charlotte Mecklenburg Schools
Social Studies Curriculum Specialist
WRITING
Writing in the Social Studies Pre-AP/AP Class
WRITING
Writing in the Social Studies Pre-AP/AP Class
WRITING
Writing in the Social Studies Pre-AP/AP Class
Placement on a spectrum:
A variety of compare-and-contrast analysis is asking the student to assess
a label for an event or movement by comparing it to others, and
explaining the key differences between them. It also helps the students
become familiar and comfortable with labels they will encounter
regularly in future AP courses.
Example:
> To what extent did the New Deal represent a liberal solution to the
problems of the Great Depression?
Evaluating success:
Asking students to gauge the success of a program or policy necessitates
narration (what problems led up to it, what happened afterward) and
analysis (whether the program can be credited with solving the
problems).
Example:
> To what extent did the Articles of Confederation provide an effective
form of government for the newly independent United States?
WRITING
Writing in the Social Studies Pre-AP/AP Class
WRITING
Writing in the Social Studies Pre-AP/AP Class
Each paragraph should flow logically from the preceding one. When moving
from one idea to the other, a student should let the reader know how they are
related to each other and/or how the next point they are going to make is
related to the main thesis.
Good essays always put their subject(s) into context. What was the general
situation in that society at that time that helps us better understand why the
person or a group of people whom you are studying acted as they did? How
are the influences of earlier movements evident in what you are describing?
Finally, students should take contradictory evidence into account in their essays.
Historical facts are seldom cut and dry, and the essay should demonstrate that
the student appreciates this. The writer should acknowledge arguments or
information that go against the thesis, and if possible should rebut them. In any
event, the essay should make the case that, despite the contradictory evidence,
the majority of the evidence support the students viewpoint in the thesis. This
last point often distinguishes a good essay from an excellent essay.
WRITING
Writing in the Social Studies Pre-AP/AP Class
AP ESSAY TASKS
from Advanced Placement Course Description: U.S. History, European History,
World History, 2004-5,
The College Board
1.
ANALYZE:
2.
ASSESS/EVALUATE:
3.
COMPARE:
4.
CONTRAST:
5.
DESCRIBE:
6.
DISCUSS:
7.
EXPLAIN:
WRITING
Writing in the Social Studies Pre-AP/AP Class
TH E SIS
Answer Analyze Introduce
Topic Sentece
Supporting Facts
Clincher/Link
Topic Sentece
Supporting Facts
Clincher/Link
Topic Sentece
Supporting Facts
Clincher/Link
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WRITING
Writing in the Social Studies Pre-AP/AP Class
ESSAY FRAM E
P ROMPT :
BO D Y 1 TOPIC:
TOPIC SENTENCE : Must link to thesis, show analysis, state topic.
2.
3.
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WRITING
Writing in the Social Studies Pre-AP/AP Class
BOD Y 2 TOPIC :
TOPIC SENTENCE: Must link to thesis, show analysis, state topic.
2.
3.
BOD Y 3
TOPIC :
2.
3.
CLINCHER / LINK TO THESIS:
CONCLUSION/ SYNTHESIS:
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WRITING
Writing in the Social Studies Pre-AP/AP Class
Grading Rubric for Pre-AP Level I:
Excellent
Excellent
8-9
Age-appropriate vocabulary
Clear thesis
Good
Acceptable organization within paragraph
Acceptable topic and concluding sentences,
possibly one too narrow in scope
Good
5-7
Acceptable structure
Age-appropriate vocabulary
Satisfactory
Satisfactory
2-4
Needs Improvement
Unclear organization within the paragraph
Underdeveloped or absent topic and
concluding sentence
Needs Improvement
0-1
Incompetent response
Unacceptable structure
No thesis statement
Inappropriate vocabulary
No age-appropriate analysis
Inappropriate vocabulary
No analysis
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break something into its parts, describe the parts, and show how the parts
are related to one another
Compare:
Contrast:
Describe: tell
Interpret:
Support:
After you have an idea what the general task is for your essay, then your next step
depends on whether the supporting evidence in your answer is to consist entirely of
analysis of the documents or (as in AP US History) is also supposed to draw on
outside knowledge. If you are supposed to support the arguments in your answer
with outside knowledge as well as evidence from the documents, then engage in
some brainstorming before you examine the documents. Think about relevant
events, concepts, and movements, and begin to organize them according to
categories dictated by the prompt. You will likely need to adjust your evidence after
examining the documents, but your answer will be stronger if the documentary
evidence is brought in for support of your own points, rather than if you let the
documents drive your entire analysis.
When you are ready to examine the documents, for each one ask yourself the
questions: Who? What? When? Where? Why? and How?
Who is pictured in the document? Who wrote or created it?
Who is it about? Who was its original audience?
What is the document about? What kind of document is it?
What is the purpose of the document?
When and where was the document produced?
Why did the artist paint/draw this picture?
Why are the characters pictured the way they are?
How might this picture change peoples view of...?
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ST
QU
OBSERVE
REFL
Teachers Guide
BSERVE
ION
REFLECT
QUESTION
earlier?
Sample Questions:
Help students to identify questions appropriate for further investigation, and to develop a research strategy for finding answers.
Sample Question:
What more do you want to know, and how can you find out?
A few follow-up
activity ideas:
Beginning
Have students compare two related primary source items.
Intermediate
Have students expand or alter textbook explanations of history
based on primary sources they study.
Advanced
Ask students to consider how a series of primary sources support
or challenge information and understanding on a particular topic.
Have students refine or revise conclusions based on their study of
each subsequent primary source.
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ST
QU
OBSERVE
REFL
Teachers Guide
BSERVE
ION
REFLECT
QUESTION
the audience?
Sample Questions:
F U R T h E R I N V E S T I g AT I O N
Help students to identify questions appropriate for further investigation, and to develop a research strategy for finding answers.
Sample Question:
What more do you want to know, and how can you find out?
A few follow-up
activity ideas:
Beginning
Think about the point the cartoonist was trying to make with
this cartoon. Were you persuaded? Why or why not?
Advanced
Select a political cartoon. Think about the point of view of the
cartoonist. Describe or draw how the cartoon might be different
if it had been created by a cartoonist with a different point of view.
Intermediate
Compare two political cartoons that are on the same side of an
issue. Identify the different methods like symbols, allusions, or
exaggeration that the two cartoons use to persuade their audience.
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ST
QU
OBSERVE
Analyzing Maps
REFL
ION
Teachers Guide
BSERVE
REFLECT
QUESTION
Sample Questions:
F U R T h E R I N V E S T I g AT I O N
Help students to identify questions appropriate for further investigation, and to develop a research strategy for finding answers.
Sample Question:
What more do you want to know, and how can you find out?
A few follow-up
activity ideas:
Beginning
Have students write a brief description of the map in their
own words.
Advanced
Search for maps of a city or state from different periods, then
compile a list of changes over time and other differences and
similarities between the maps.
Intermediate
Study three or more maps of a city or state at different time
periods. Arrange them in chronological order. Discuss clues to
the correct sequence.
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Teachers Guide
ION
ST
REFL
T
QU
OBSERVE
BSERVE
REFLECT
QUESTION
Sample Questions:
would be different?
F U R T h E R I N V E S T I g AT I O N
Help students to identify questions appropriate for further investigation, and to develop a research strategy for finding answers.
Sample Question:
What more do you want to know, and how can you find out?
A few follow-up
activity ideas:
Beginning
Have students choose a section of the text and put it in their own
words.
Intermediate
Look for clues to the point of view of the person, or people, who
created this text. Discuss what someone with an opposing or
differing point of view might say about the issues or events described
in it. How would the information be presented differently?
Advanced
Examine a section of the text. Think about what you already know
about this period in history. How does the text support or contradict
your current understanding of this period? Can you see any clues to
the point of view of the person who created this text?
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Teachers Guide
ST
QU
OBSERVE
REFL
Analyzing Photographs
& Prints
BSERVE
ION
REFLECT
QUESTION
Sample Questions:
Help students to identify questions appropriate for further investigation, and to develop a research strategy for finding answers.
Sample Question:
What more do you want to know, and how can you find out?
A few follow-up
activity ideas:
Beginning
Write a caption for the image.
Intermediate
Select an image. Predict what will happen one minute after the
scene shown in the image. One hour after? Explain the reasoning
behind your predictions.
Advanced
Have students expand or alter textbook or other printed
explanations of history based on images they study.
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ST
QU
OBSERVE
REFL
Teachers Guide
BSERVE
ION
REFLECT
QUESTION
Sample Questions:
Help students to identify questions appropriate for further investigation, and to develop a research strategy for finding answers.
Sample Question:
What more do you want to know, and how can you find out?
A few follow-up
activity ideas:
Beginning
Have students write a brief description of the motion picture in their
own words.
Intermediate
Speculate about the purpose of the motion picture and what its
creators expected it to accomplish. Do you think the motion picture
achieved their goals? Explain why you think so.
Advanced
Think about what you already know about this period in history.
How does this motion picture support or contradict your current
understanding of this period?
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Skills Matrix
Processing Information- Practicing the techniques of collecting and acquiring data will allow the student to
prepare for higher-level critical thinking such as assessing, analyzing, and interpreting trends, connections, and
relationships. The goal of pre-AP class is to introduce these skills and give students the opportunity to practice
them with teacher guidance. As students progress with academic experience, they will rely less on their
instructor and become more independent critical thinkers.
A. Organizing
1. Incident Reports
Cause
Effect
Effect
Cause
Effect
Effect
An incident report may be used to analyze a period of history, a specific-incident, a current event, or a
hypothetical scenario developed by the teacher. Placing the concepts in an overall picture or perspective
facilitates students practice of higher-level thinking skills. Using the form provided (or one modified better fit
to specific content), the students can take an in-depth look at chosen subject matter in a way that asks them to
gather and use evidence to develop cause and effect, construct multiple sides of an argument, and analyze point
of view, bias, and context.
2. Mapshots
A mapshot requires students to take notes or organize information using a template to include an appropriate
map and designated space to record data. By recording information using the suggested form, students are able
to connect the details about each society to that societys place on the map. Once the details about each society
are in place on the map, it is possible to identify spatial trends, connections, and relationships. It is especially
useful as a way to link concepts or events that occurred in different parts of the county/world in the same
general time period. This activity can be used at all stages of the learning process: information acquisition,
information processing, and student assessment.
3.SOAPSTone
SOAPSTone can be used as an introductory strategy for primary source analysis. It can be used to build
fundamental skills for AP work: developing arguments; analyzing points of view, context, and bias; and
assessing issues of change and continuity over time. The elements include:
Speaker: Who or what delivers the message of the passage?
(N.B.: This may not always be the author.)
Occasion: Where and when was the passage produced?
What was happening there at that time?
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B. Analyze
1. Economic Graphic Analysis
To help students of all grade levels in understanding economic concepts at all grade levels, use these
instructions to analyze change in price and quantity. Teachers and students can use graphic analysis that is easy
as 1,2,3 to understand important economic concepts.
Note there are two variables: Price and Quantity
S= Supply (quantities supplied a various prices)
D= Demand (quantities demanded at various prices)
Before the Change= The quantity supplied and the quantity demanded are equal at a given price.
The change: Soldiers return from World War II, get married, start families, and begin to buy cars (in addition
to other things). As a result, demand for gasoline increases.
After the change: Price increases (inflation) and Quantity increases.
Use this basic information for supply and demand economic strand lessons.
2. Political Cartoons
Using political cartoons provides student practice in developing the skills necessary to analyze and engage in
critical interpretations. Political cartoons may be used to introduce new material, to compare (e.g. same event
from different perspectives, issues at different historical times, different regions of the world), or as an
assessment tool.
To analyze:
1.
2.
3.
4.
5.
6.
http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf
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3. Sketch Map
This technique is quite useful to help students see global patterns, make comparisons within and between
societies, and develop a spatial perspective (where and why things are) that will give them a mental map of the
world.
Student Instructions:
Maps are important tools of geographers. Sketching your own map can be a valuable study aid, giving you a
better grasp of where places are located. You can study a map in a book, or atlas for hours and still not know
where things are. If you draw your own map based on what you see in the book, however, you will have a
better understanding of the subject of the map. You will also be able to remember it better. You will not always
have access to other peoples maps; sometimes you will have to draw your own map truly from scratch. You
might be having a discussion about a geographical area during which it will be helpful for you to sketch a map
quickly. Drawing your own maps might help you understand events you read about in the newspaper or learn
about on television.
C. Note-Taking
1. Cornell Note-Taking
This is a useful tool for students as they begin to red textbooks, primary and secondary resource materials, or
any other assigned reading where specific content information should be gathered and organized for future use.
The modified version of the Cornell Note-Taking method on the accompanying CD asks students to use a
sample format to identify recall terms, record factual content, and summarize main ideas or note questions for
class discussion.
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2. Post-It Annotation
This note-taking method is an alternative for students not allowed to write in their textbooks. Students will
need a Post-It type pad of paper. As students read assigned textbook material, they should write in their own
words important concepts, key terms, major dates, or issues of note on the removable notepaper. These PostIts can be placed directly in the text for quick reference. When a student reviews reading materials, the PostIt can be a valuable tool for summarizing large quantities of information. Post-Its can be easily removed for
class discussion, essay writing, or exam review.
3. Dialectical Journal
This is a double-entry journal that provides a paper trial of students thoughts as they read any sort of social
studies text. In this double-entry journal, students essentially have a dialogue with their reading material. In the
left column, students briefly paraphrase an idea from the text. In the right column, students write their response
to the idea. This response could include stating and defending their opinion, posing and explaining to a
question, or connecting the texts content to other people, events, literature, or ideas.
4. Concept Cards
Using note cards, students can identify major issues, characters, and events, and may determine the significance
and impact of these events in social studies. Cards may follow a form the teacher decides upon that match up
with their essential standards. This method allows student practice in gathering, summarizing, comparing,
contrasting, and analyzing information regarding a person, time period, or issue in social studies.
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D. Discussing
1. Inner/Outer Circles
This technique can be used to develop students understanding of concepts and the historical process while
participating higher-level questioning. This method gives students the responsibility for running a structured
classroom discussion. To prepare for the activity, the teacher assigns a discussion-worthy reading. In addition,
the teacher instructs student in higher-order questions that go beyond simple knowledge-based and
comprehension questions to greater application, analysis, synthesis, and evaluation. Students write three to five
critical thinking questions. As the activity begins, the inner circle discusses and answers questions posed by the
outer circle while the outer circle listens, takes notes, and poses prepared questions. Roles then reverse. The
teacher is a non-participating observer.
2. Question Wall
Can you recall?
How would you rephrase?
What would result it?
What is the relationship
between?
Can you predict the
outcome?
To move students to a higher level of thinking, the instructor should model higher-level questioning and should
give students the opportunity to practice these questioning techniques themselves; the quality of the learning
experience elevates as students move up Blooms Taxonomy of Cognitive Levels. As a reference for
themselves and for students, instructors may consider creating a Question Wall on which they post selected
questions. Teachers may consider color-coding the questions according to their level on Blooms Taxonomy,
and possibly creating a Verb Wall using the same code. As the entire class becomes familiar with these
questions and practices using them, students will begin to demonstrate greater depth of thinking with greater
confidence and frequency.
3. Socratic Model
Socratic seminars typically consist of 50-80 minute periods. In groups of 25 or fewer, students prepare for the
seminar by reading a common text (e.g., a novel, poem, essay, or document) or viewing a work of art. The
teacher poses questions requiring students to evaluate options and make decisions. In Socratic Seminars,
students must respond with a variety of thoughtful explanations: they must give evidence, make generalizations,
and tell how the information is represented for them. In other words, they must engage in active learning.
When they develop knowledge, understanding, and ethical attitudes and behaviors, they are more apt to retain
these attributes than if they had received them passively.
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The Knowledge
Dimension
retrieve relevant
knowledge from
long-term
memory
2. Understand
Construct meaning
from instructional
messages,
including oral,
written, and
graphic
communication
3. Apply
4. Analyze
5. Evaluate
Make judgments
based on criteria and
standards
6. Create
A. Factual Knowledge -
B. Conceptual
Knowledge - The
interrelationships among
the basic elements within
a larger structure that
enable them to function
together.
C. Procedural
Knowledge - How to do
something, methods of
inquiry, and criteria for
using skills, algorithms,
techniques, and methods.
D. Meta-Cognitive -
Knowledge of cognition in
general as well as
awareness and knowledge
of ones own cognition.
LEVEL 1 - REMEMBERING
Key Words
dene
nd
how
label
match
name
relate
select
show
tell
what
when
where
which
who
why
LEVEL 2 - UNDERSTANDING
Questions
Key Words
Questions
Key Words
What is ?
Where is ?
How did ___ happen?
Why did ?
When did ?
How would you show ?
Who were the main ?
Which one ?
How is ?
When did ___ happen?
How would you explain ?
How would you describe ..?
Can you recall ?
Can you select ?
Can you list the three ?
Who was ?
classify
compare
contrast
explain
extend
illustrate
infer
interpret
outline
relate
rephrase
show
summarize
translate
apply
build
choose
construct
develop
experiment
with
identify
interview
make use
model
organize
plan
select
solve
utilize
LEVEL 4 - ANALYZING
Key Words
analyze
assume
categorize
classify
compare
conclusion
contrast
discover
dissect
distinguish
divide
examine
function
inference
inspect
list
motive
relationship
simplify
survey
test for
theme
LEVEL 3 - APPLYING
Questions
What are the parts or features of ?
How is ___ related to ?
Why do you think ?
What is the theme ?
What motive is there ?
Can you list the parts ?
What inference can you make ?
What conclusions can you draw ?
How would you classify...?
How would you categorize...?
Can you identify the dierent parts ?
What evidence can you nd ?
What is the relationship between ?
Can you distinguish between ?
What is the function of ?
What ideas justify ?
LEVEL 5 - EVALUATING
Questions
How would you use ?
What examples can you nd to ?
How would you solve ___ using what youve learned ?
How would you organize ___ to show ?
How would you show your understanding of ?
What approach would you use to ?
How would you apply what you learned to develop ?
What other way would you plan to ?
What would result if ?
Can you make use of the facts to ?
What elements would you choose to change ?
What facts would you select to show ?
What questions would you ask in an interview with ?
LEVEL 6 - CREATING
Key Words
Questions
Key Words
agree
appraise
assess
award
choose
compare
conclude
criticize
decide
deduct
defend
determine
disprove
dispute
estimate
evaluate
explain
inuence
interpret
judge
justify
mark
adapt
build
change
choose
combine
compile
compose
construct
create
design
discuss
elaborate
estimate
formulate
imagine
improve
invent
make up
modify
originate
plan
predict
Questions
What changes would you make to solve ?
How would you improve ?
What would happen if ?
Can you elaborate on the reason ?
Can you propose an alternative?
Can you invent ?
How would you adapt ___ to create a dierent ?
How could you change (modify) the plot (plan) ?
What could be done to minimize (maximize) ?
What way would you design ?
What could be combined to improve (change) ?
Suppose you could ___ what would you do ?
How would you test ?
Can you formulate a theory for ?
Can you predict the outcome if ?
How would you estimate the results for ?
What facts can you compile ?
Can you construct a model that would change ?
Can you think of an original way for the ?
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