Successful Strategies forPre-AP Social Studies
Nancy Hester, RESC XIII
www.esc13.net/socialstudies
Successful Strategies:Analyzing Primary Source Documents: SOAPS and APPARTSAnalyzing Primary Source Documents: Using the Critical Analysis OrganizerArgumentation and Contrasting Views: Yes, But…….Analyzing Data: The Mini DBQCategorization: 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.
SOAPSAre 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 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.
Occasion The occasion is the time and place or the current situation that encourage a piece of writing to happen.
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.
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.
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.
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
Author
Place and Time
Prior Knowledge
Audience
Reason
The Main Idea
Significance
APPARTSAuthor Who created the source? What do you know about the
author? What is the author’s point of view?
Place and Time Where and when was the source produced? How might this affect the meaning of the source?
Prior Knowledge 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?
Audience For whom was the source created and how might this affect the reliability of the source?
Reason Why was this source produced at the time it was produced?
The Main Idea What point is the source trying to convey?
Significance 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
Critical Analysis Organizer
Title of Subject
What do you infer from the details?
What prior knowledge do
you bring?What are the
details?
What is your conclusion? Explain
Title of Subject
What do you infer from the details?
What prior knowledge do
you bring?What are the
details?
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 ambiguityLooks for alternate possibilities; seeks
evidence on both sides Is reflective and deliberate Is open to multiple possibilitiesRevises 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.
But______________________________________________________________________________________________________________________________
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.
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 QuestionAsks 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 QuestionsWritten Response Question
– The Big Question
Sample DBQ – Components
1. Historical Background and Task2. Scaffolding Questions
A. Newspaper ArticleB. Cartoon C. QuotesD. Posters and BroadsidesE. Graphs and Pictures
3. 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, 1915First 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, 1915Second Battle of Ypres marks first use of chemical weapons. April 25, 1915 Allies begin assault on Gallipoli peninsula in Turkey. May 7, 1915Sinking of the passenger ship Lusitania. May 23, 1915Italy 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 results in an estimated one million casualties and no breakthrough for the Allies. November 7, 1916Woodrow Wilson re-elected President of the United States. December 7, 1916 David Lloyd George becomes Prime Minister of Britain. December 31, 1916The self-avowed Russian holy man, Rasputin, is murdered by relatives of the Tsar's.February 1, 1917Germany 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, 1917British 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
Are
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Ge
og
rap
hic
In
flue
nc
es
Po
litica
l Influ
en
ce
s
Economic InfluencesSocial Influences
Intellectual Influences – The Arts Religious Influences
Political Influences Economic Influences Religious Influences
Governmental Structure, War, Treaties, Courts/Laws, Leaders, Popular Participation, Loyalty to Leader
State Control of Trade/Industry, Agriculture, Industry, Labor Systems, Levels of Technology, Levels of International Trade, Gender, Slavery, Money System
Importance on Societal Interaction, Holy Books, Beliefs/Teachings, Conversion, Role of Missionaries, Sin/Salvation, Deities
Social Influences Intellectual Influences Area/Geographic Influences
Family Order, Patriarchal, Matriarchal, Gender Relations, Role of Women and Children, Social Classes, Slavery, Entertainment, Lifestyles
Art, Music, Writing, Literature, Philosophy, Math, Science, Education, Inventions, Technology
Location, Physical Geography, Human Geography, Movement, Spatial Diffusion, Urbanization, Globalization
PERSIA