Higher Level ThinkingQuestioning Cognitive Learning Levels Annotation Types

Higher Level Thinking/Questioning Cognitive Learning Levels Annotation Types Question Answer Relationships

Levels of Cognitive Learning Evaluation: Judges values of information Ex: Assess whether the French Revolution was successful Synthesis: Builds a pattern from diverse sources Ex: Construct a diagram comparing historical perspective from various sources Analysis: Separates information from sources in order to better understand material Ex: Break down an author’s viewpoint in an editorial Application: Applying knowledge to a new situation Ex: Essay Comprehension: Understanding information Ex: Answering questions on a worksheet Knowledge: recall of data Ex: Multiple choice test

Notes, Studying & Annotations • Time = good study habits – Amount of time not important, the quality of study is important • Studying must be continual – Historical events and interpretations are building-blocks of each other – You must continue to review material on nightly basis • Notes: essential/ the basis to studying – If taken properly- notes can be annotated and continually studies (connect to point above about continual studying) • Annotations: – notes and reading – encourages educational participation – Annotate: • Key ideas; Questions; Reactions; Connections; Paraphrase

Annotation Types • Key Ideas: – Main points, important concepts, reoccurring themes thru text • Questions: – Write questions in margins • Reactions: – Opinions & what stands out to you • Connections: – Historical patterns – Contemporary issues Other Points to Note: 1. Symbols- create a key 2. Paraphrase- reword paragraphs 3. Respond to textopinions or question to what author has written

Regurgitate the answer- No analysis takes place- We need to think more critically! • What year was the Constitution written in? • Which U. S. President was assassinated in 1963? • Which civil rights activist was assassinated in 1968? • Which U. S. President hopeful was assassinated in 1968? • What year did Japan bomb Pearl Harbor? • What year did President Bush first take office? • In what year did the war in Iraq begin?

Political Cartoons • What is the man reading? • Explain why the smoke is shaped the way it is. • What is going through this child’s mind? • Do you recognize the different levels of questions? 2 nd and 3 rd question are higher level

Political Cartoons Cont’ • Who does the man in the top hat represent? • What significance does his list carry? • What is the irony presented to the reader? • Cartoon gives the date, 2006 - can the cartoon’s purpose connect to today also?

• Develop two higher-level questions for this political cartoon

Comprehension • Comprehension is important- but… it is the stepping stone to assessing something’s value or analyzing something’s importance • Why did Israel agree to release 256 Palestinian prisoners? Palestinian Authority President Mahmoud Abbas called them "heroes of freedom". Israel agreed to the releases as a gesture of support to Mr Abbas whose Fatah faction is locked in a bitter power struggle with its Hamas rivals. None of the freed prisoners is from Hamas, which took over the Gaza Strip from Fatah in deadly fighting in June. Many Palestinians are saying that freeing only 256 Palestinian prisoners out of some 10, 000 is not enough, says the BBC's Ali Maqbool in Ramallah.

Analysis • You will read essay written about the failure of peace between Israel and terrorist factions inside Lebanon and Palestine. – Annotate the article and focus on the author’s arguments and support for arguments – Bring articles and annotations to class tomorrow and be prepared for a discussion – Directions to article found on next slide

Online Assignment • Go to Honors World Assign. page • Click link to article, “Why they Fight…” – Again, while reading, annotate and your annotations will be checked off for completion – Due on Thurs, July 26