Reading 100-710 April 23, 2010. Turn in Chapter 9 quiz Discussing “Applying Critical Thinking Skills to Visuals” – Discuss the Holocaust of WWII.

Chapter 10: Applying Crit ical Thinking Ski l ls to Visuals

Reading 100-710April 23, 2010

Tonight

• Turn in Chapter 9 quiz• Discussing “Applying Critical Thinking Skills

to Visuals”– Discuss the Holocaust of WWII

Wednesday

• Make sure that projects are emailed to me no later than 6:30 pm.

• Continue working on last of the Aplia assignments

• We will discuss final assignments and final exam.

Visuals Are Important

Visuals in textbooks may provide• Examples of the ideas being talked about• Specific numerical data to support the

general statements in the text• A comparison of large amounts of

information.

Basic Rules for Interpreting Graphs and Tables

Read the title carefully

Read the headings of rows/columns or x/y axes carefully

If different colors are used, notice their meaning

Think critically about the implications of the headings, the numbers, and the way the information is presented.

Interpret Tables

• A table is an arrangement of information in rows and columns.

• Tables condense a lot of information into a small space, and they make pieces of information easy to compare.

• Tables may be comprised of information reported in words or numbers.

This table (close-up on the next slide) has 1. a title2. column headings3. two major subgroups –

fat-soluble and water-soluble vitamins.

Example Table

Interpret Line Graphs

• Line graphs are used to show how a condition or behavior changes over time.

• The number of people engaging in a behavior is often plotted on the y-axis (the vertical line).

• Units of time, such as years, are plotted on the x-axis, or horizontal line.

• Line graphs make it easy to see trends in data.

Interpret Bar Graphs

• Bar graphs help readers compare differences between two groups.

• A bar graph can show the relationship between two sets of numbers, such as the number of people doing two different things over a certain number of years.

Example Bar Graph

Interpret Pie Charts

• A pie chart shows how a whole pie – 100% of something – is divided up.

• Pie charts help readers compare the percentages or proportions of different components of a whole.

Example Pie Chart

Interpret Flowcharts

• Flowcharts, also called process charts, show how different stages in a process are connected.

• Read flowcharts from left to right and from top to bottom.

• Flowcharts can be simple or quite technical with different boxes representing different aspects of the process.

Example Flow Chart

Interpreting Photographs, Illustrations & Multimedia

• Photographs are used in readings to illustrate the ideas being discussed.

• Photograph captions connect the photo to the idea being illustrated and should be read just as carefully as the title of a chart, a graph, or a table.

• Illustrations often require you to understand the “implied meaning” if there is limited text.

• Multimedia can be a combination of video, audio, pictures, charts/graphs. Be aware of the theme.

Example Photos with Captions

Schindler’s List/The Holocaust of WWII

http://www.youtube.com/watch?v=slZMOkYJFO0&feature=related

Schindler and Leopold "Poldek" Pfeff erberg

As chance encounter between “Schindlerjuden” Pfefferberg and Thomas Keneally, at Pfefferberg’s leather goods store in Beverly Hills, was the beginning of the book Keneally was to write -- Schindler’s Ark, later was renamed as Schindler’s List.

Oskar Schindler 1908-1974

Emilie Schindler 1907-2001

Amon Göth: Camp Commander

Itzak Stern

Nazi Propaganda for Children

• http://www.od43.com/Trust_No_Fox_RC.html

The title: "Costs for the genetically ill — social consequences."The left frame notes that an institution that houses 130 feeble-minded costs about 104,000 Reichsmarks a year. The right frame notes that that is enough to build 17 houses for healthy working class families.The text in red at the bottom: "The genetically ill are a burden for the people."

http://www.od43.com/Judenfrage_Unterricht_Fink.html

Book How to Expla in the “German Quest ion” to ch i ldren in the c lassroom

Country Pre-war Jewish Population Estimated Murdered % of Jewish Population Murdered

Austria 185,000 50,000 27.03%

Belgium 66,000 25,000 37.88%

Bohemia/Moravia 118,000 78,000 66.10%

Bulgaria 50,000 0 0.00%

Denmark 8,000 60 0.75%

Estonia 4,500 2,000 44.44%

Finland 2,000 7 0.35%

France 350,000 77,000 22.00%

Germany 565,000 142,000 25.13%

Greece 75,000 65,000 86.67%

Hungary 825,000 550,000 66.67%

Italy 44,500 7,500 16.85%

Latvia 91,500 70,000 76.50%

Lithuania 168,000 140,000 83.33%

Luxembourg 3,500 1,000 28.57%

Netherlands 140,000 100,000 71.43%

Norway 1,700 762 44.82%

Poland 3,300,000 3,000,000 90.91%

Romania 609,000 270,000 44.33%

Slovakia 89,000 71,000 79.78%

Soviet Union 3,020,000 1,000,000 33.11%

Yugoslavia 78,000 60,000 76.92%

Total: 9,793,700 5,709,329 58.30%

The Loss of the Jewish Population of Western Europe: WWII

Nationality/Group # Murdered

Jews 5,700,000

Soviet POWs 2,000,000

Ethnic Poles 1,800,000

Romani/Gypsies 220,000

Disabled 200,000

Freemasons 80,000

Homosexuals 5,000

Jehovah's Witnesses 2,500

Total: 10,007,500.00

Ethnicity/Background of Persons Murdered in Holocaust(estimated)

MultiMedia

• http://www.ushmm.org/museum/exhibit/online/flight_rescue/

Ervin Staub, a Holocaust survivor from Hungary  has written, "Goodness, like evil, often begins in small steps. Heroes evolve; they aren't born. Very often the rescuers make only a small commitment at the start, to hide someone for a day or two. But once they had taken that step, they began to see themselves differently, as someone who helps. What starts as mere willingness becomes intense involvement."

Discussion Board Question Due