Lesson 7 Making Sources Talk 1 2 3

Lesson 7 – Making Sources Talk 1. 2. 3. 4. Agenda Making sources talk Annotate looking for like ideas Apply! MAP work time Learning Outcomes F: I can synthesize an argument in CCQC format from multiple sources to further support any claim that I make. GET OUT YOUR MEDIA ANALYSIS PROJECT WORKSHEETS. STAPLE IF NECESSARY

Making sources talk Please get out a piece of paper/writing implement Lets start with your thoughts – what do you think that “making sources talk” means? You’re writing a claim driven argument – the more sources you can make collaborate to prove your claim the better off you will be! So far you have only been required to incorporate one piece of evidence in the CCQC – today we are trying for two (oh boy!) This will be a critical skill you will need to incorporate into your Freshman research paper as well as every history class you take from next year onward…especially AP courses.

How do we make them talk Turn to the person next to you (1 min) and talk strategies: What should you look for in both sources? Do both sources need to be giving you the same information? What role does the claim play when annotating a source? Any other strategies or necessities you can think of to make your sources talk!

What we are looking for when we annotate? We are not necessarily looking for multiple sources that say the exact same thing! We want pieces of information, from different sources, that support our claim for that paragraph. Your claim should not be so narrow that you can only use one piece of evidence to back up you claim. If you find that to be the case, it is time to re-evaluate your claim…

Let’s look at a (terrible) example Mr. Watson is the best teacher – coach combination at Redwood High School. According to Mr. Sondhiem, the principal of Redwood High School, “Mr. Watson is by far the best teacher-coach we have, especially considering he is the only teacher-coach on staff. . . ” Furthermore Jake Gassman, a student of Mr. Watson’s as well as being on his baseball team, went so far as to say “yeah, he does teach and coach. ” Commentary… So…not CCQC but rather CCQCQC It is more than okay to add commentary in between your pieces of evidence to add/create a smoother transition.

Transitioning between quotes Furthermore Moreover Additionally Besides On the other hand Next Primarily, secondly You need some kind of bridge between both pieces of evidence

Lets give it a try… Actions 1. Write the claim at the top of both articles. Why? 2. Read annotate both articles – focus on evidence you can use to prove the claim. 3. Write the claim on your note paper and add in the context provided. 4. Pick evidence and implement it into your paragraph using a transition of your choice 5. Add commentary! Claim The media’s depiction of women is having widespread negative effects. This is intentionally vague – you get to choose how you want to attack this claim

MAP Worktime If you finish you may work on the Media Analysis Project. Homework due Wednesday 3/15 is to bring your completed paragraphs to class!