1. BELLWORK: Block 1
After analyzing the perspectives of the Monroe Doctrine, what “truth” did you arrive at? What was the true motive for the Monroe Doctrine? How do you know this? Use evidence from at least TWO countries to back up your point!
THINKER: How would you describe analysis? What does it mean to analyze a historical document or event? How is analysis different than summarizing evidence? Explain!

2. IB History Skill-building
Summary of evidence vs. Analysis

3. Evidence vs. Analysis practice
What is the best restaurant?
You decide!
In my example:
Underline the summary of evidence
Circle the analysis
Write your analytical paragraph – make sure to include a summary of evidence to back up your point!

4. El Charro restaurant is the best restaurant
El Charro restaurant is the best restaurant. Constructed in 1922, it is the nation’s oldest Mexican restaurant in continuous operation by the same family. This history and style of ownership shows that El Charro has a lot of experience with Mexican cuisine and is connected to the Tucson community. Furthermore, El Charro offers 50% off entrees to all teachers on Tuesdays, which emphasizes the fact that as a local business, they honor their customers and community. This allows the restaurant to build a loyal customer base and maintain popularity….especially amongst teachers. Every day, El Charro has a lunch menu with items between $5-$8 which is appealing because it is cheaper and the portion sizes are smaller, making it the perfect lunch option. Finally, El Charro offers a variety of vegetarian, vegan and gluten-free options, which tends to be rare for Mexican restaurants. This makes El Charro the best because they appeal to a variety of customers, even customers with food concerns/limitations. In conclusion, El Charro’s history, support for teachers, cheap lunch menu, and vegetarian options shows that they are the best restaurant!

5. Evidence vs. Analysis Peer Edit
The purpose of the restaurant activity was to encourage a balance of evidence and analysis. In IB History, all evidence presented should use analysis in order to reach a conclusion/argument.
Remember – the evidence is the what, but the analysis is the how and why.
As you peer edit:
Underline the summary of evidence
Circle the analysis
After you are finished, respond to the following on your post-it note:
Was their analysis backed up by evidence? (meaning, did they support all arguments with facts?)
List one thing they could do to improve their analytical writing.
List one thing they did well, with regards to the balance of evidence and analysis.

6. Evidence vs. Analysis practice
Today you are going to embrace your inner-historian!
The class will be divided into three groups. Each group will be given an envelope of pictures pertaining to someone’s way of life.
It is up to your group to analyze the evidence in order to reach a conclusion.
Try and be as specific as possible!
Each group must turn in one paper that explains the evidence, your conclusion, and the analysis of evidence that helped reach your conclusion.
You must give a brief presentation to the class about your person. Consider the following:
Gender?
Time Period?
What they do for fun
Culture
What they eat and how they obtain it
Make sure you’re not only addressing these points, but also explaining HOW you know this