Domain VII Social Studies Skills SOCIAL STUDIES SKILLS

Domain VII: Social Studies Skills SOCIAL STUDIES SKILLS, RESEARCH, AND INSTRUCTION

Analyzing Social Studies Information Read below to learn more about analysis. (TEKS covered 7 th 20 B, 8 th 29 B, 9 th 21 D, 10 th 28 E, 11 th 28 B, 12 th 21 A, 19 A, PSY 14 D, SOC 19 B, SP 2 D, RM 3 B, 4 B) Thematic In many areas, student can take a thematic approach to their research when they analyze the evidence or sources they find. Examples of this include sequencing information in terms of a chronological time frame or in terms of a cycle or process. They should also be able to categorize information into different categories as they analyze the data. Having students create a thematic map, for example, would allow them to take and analyze the data from their research. It can also help those studying world history to take a thematic approach. For example, they can organize their study based on region and track and develop a timeline to sequence through the development of one region at a time. Economic research could look at one aspect of fiscal monetary policy and then another and categorize conditions in which the government would apply each. A study of the concept of judicial review in government could also use a sequencing or categorical approach when looking at Supreme Court cases.

Analyzing Social Studies Information Read below to learn more about analysis. (TEKS covered 7 th 20 B, 8 th 29 B, 9 th 21 D, 10 th 28 E, 11 th 28 B, 12 th 21 A, 19 A, PSY 14 D, SOC 19 B, SP 2 D, RM 3 B, 4 B) Relational Students also need to be able to see relationships and associations between the data and/or the actors covered in the data they uncover in their research. Being able to identify correlations between data and actions will help them form the supporting evidence for their thesis. They should be able to see easily the cause-and-effect relationships as well. The ability to see ways in which data compares and contrasts is also important. Developing and using tools such as the Venn Diagram can help with this area as well. For example, in both world and early US history, you could have students do a compare and contrast analysis of the Old World of Europe and the New World of the Americas. Having students break down differences in religion, ideas on use of land, and trade could help them see ways in which there were some major differences (such as religion) and similarities (such as trade). They can then speculate as to which factor most contributed to the conflict between the two at the early contact.

Analyzing Social Studies Information Read below to learn more about analysis. (TEKS covered 7 th 20 B, 8 th 29 B, 9 th 21 D, 10 th 28 E, 11 th 28 B, 12 th 21 A, 19 A, PSY 14 D, SOC 19 B, SP 2 D, RM 3 B, 4 B) Synthesis Synthesizing information requires a higher order of thinking. It starts with finding the main idea in any given text. For students of history, they can look for the main point an historian is trying to make in a secondary source. Completing a study of multiple secondary sources (historiography) will help students understand the main arguments in the discipline on their topic. They can then synthesize this information to summarize where the field stands on any one issue or event. They can also use data to make generalizations once they detect a pattern in their data. If they see in government that the two major parties begin to change their overall platform time and again when a third party starts gaining seats in elections, they could make the generalization that when third parties rise, the two major parties always respond.

Analyzing Social Studies Information Read below to learn more about analysis. (TEKS covered 7 th 20 B, 8 th 29 B, 9 th 21 D, 10 th 28 E, 11 th 28 B, 12 th 21 A, 19 A, PSY 14 D, SOC 19 B, SP 2 D, RM 3 B, 4 B) Critical Thinking through their research on their own requires critical thinking skills. The ability to draw inferences and come to supportable conclusions, backed by strong evidence should be a key goal when conducting research. In essence this occurs at the end of the research project when the evidence has been located, gathered, analyzed and used. The final product could include an oral presentation or written paper, but it could also include the construction of a museum-type exhibit. Students can use existing technology to create small documentaries or websites as well. Going beyond a mere discussion of the basic facts, but arguing reasons why the data is relevant in today's world is another example of critical thinking.