Academic Moves College and Career Success in Social Studies John Nabors Drew Hammill K-12 Social Studies Specialists

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3 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?

Objectives 4 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.

5 Quick Review – RBT Chart

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7 Analyze the Image!

8 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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10 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?

11 What other strategies do you use in the classroom that prepare students to ANALYZE?

12 Do you Evaluate? Evaluate the following statement: Taylor Swift is the greatest performer of the last 5 years. What is the most intriguing question on the minds of Americans today? Does the statement provide a criteria which students can use to evaluate? What are we really asking students to do? Academic Moves Page

13 Analyzing and Evaluating in Context Analyze ❑ The emphasis is on part–to - part and part–to-whole relationships. Evaluate ❑ The emphasis is on judgments based on a set of criteria and standards that may or may not be related. ❑ 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 ❑ 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

14 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.

15 Necessities of Analysis & Evaluate Analyze MUST HAVE INFORMATION to analyze! What are you analyzing?

16 Necessities of Analysis & Evaluate Evaluate MUST HAVE CRITERIA by which to evaluate! What are you going to use to make your evaluation? Analyze MUST HAVE INFORMATION to analyze! What are you analyzing?

17 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.

18 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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20 Group Activity: Applying – “Analysis and Evaluate”

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22 A.Analyze B.Not Analyze Task: Based on the map provided determine whether the cartographer was presenting a Northern or Southern point of view. To Be Or Not To Be…ANALYZE?

23 A.Analyze B.Not 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. To Be Or Not To Be…ANALYZE?

24 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”

25 A.Evaluate B.Not Evaluate Task: Determine the elements of bias illustrated in the painting on the left compared to the photograph of the same event on the right. President Lincoln To Be Or Not To Be…EVALUATE?

26 A.Evaluate B.Not Evaluate 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.

27 A.Evaluate B.Not Evaluate 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?

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