maximize learning with graphic organizers - …graphic+oranizers... · maximize learning with...
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MAXIMIZE LEARNING WITH GRAPHIC ORGANIZERS SUPPORT INSTRUCTIONAL PRINCIPLES (The big ideas)
• Identify big ideas (enduring understandings) to be taught. • Understand the type of thinking required to process a principle. • Select organizers that promote that type of thinking.
TEACH DEVELOPMENTALLY APPROPRIATE SKILLS
• Progress from simple to complex thought processes. • Progress from concrete to complex abstract input for organizers. • Progress toward individual competence in use of organizers. • Preclude use of organizers with needed readiness activities. • Model progressive development of language to support the thought processes.
PLAN FOR ACTIVE INVOLVEMENT OF ALL LEARNERS
• Provide structure for class, team, pair, and individual activities. • Provide success and challenge opportunities for multilevel student populations. • Employ strategies to raise the thinking level.
BENEFITS OF GRAPHIC ORGANIZERS
DEVELOPMENT OF HIGHER LEVEL THOUGHT
• Graphic organizers often incorporate higher-level thinking. • Users must evaluate input and select only the most essential information since there
is generally not enough room to copy directly from a source. • Metacognitive development occurs as students explain their own thought processes
and are exposed to the strategies and thinking of others. • The format often encourages students to expand beyond the source(s): to access
prior knowledge, to predict and question, to investigate further. • Because students are often thinking at a higher level, they can more readily identify:
ambiguities, the need for clarification, and information that is missing.
APPLICABILITY FOR A WIDE RANGE OF LEARNERS
• Students with very diverse levels can often collaborate meaningfully on a graphic organizer.
• More advanced learners are often challenged by graphic organizers because the format gives them an opportunity to incorporate prior knowledge and real-world applications.
• Students who did not initially know the information at the comprehension level often have the opportunity to demonstrate their intelligence when higher-order thinking is required to complete the organizer.
• Students with low literacy skills, limited fluency in the language of instruction, and those with diverse learning styles can often process information presented in this format more readily than they can traditional text material.
1
• Organizers are often easily modified for special needs students and English language learners.
INCREASED LANGUAGE DEVELOPMENT
• Higher-level thinking prompts more use of language. • Students can be provided guidance in the related language of thought. • New content vocabulary is clearly presented on the organizer. • Students must incorporate their own words when summarizing the information
presented on an organizer. GREATER RETENTION FOR ALL LEARNERS
• People retain: 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say as they do or teach something. (E.Dale)
When students collaborate on a graphic organizer, they are saying, doing and teaching each other. • They are also changing written or oral input to visual input that is meaningful to them. • People retain information more readily when they are processing it at higher levels of
thought. (Examples: Students are categorizing words rather than memorizing them. Students are often reading and listening at the analytical level rather than at the comprehension level.)
• The visual presentation of any organizer reflects the relationship of the concepts, promoting greater retention for most learners.
• It is more beneficial, and more fun, to study from notes on organizers than from traditional notes.
MORE EQUITABLE ASSESSMENT MEASURES
• After using an organizer for instructional purposes, they are often very effective for assessment purposes.
• Many students, who have trouble accurately reflecting their learning on traditional forced-choice tests, can often perform well on alternative assessment measures that include graphic organizers.
• The conceptual and strategic essence of a lesson is more evident to students who study from graphic organizers.
• It is easier to make modifications for special needs students with graphic organizers used for assessment purposes than it is to modify a traditional exam.
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PROGRESSIVE DEVELOPMENT IN USE OF GRAPHIC ORGANIZERS
PROGRESSION FROM THE MOST
CONCRETE TO THE MOST COMPLEX APPLICATIONS
PROGRESSION TOWARD PERSONAL UNDERSTANDING AND INDEPENDENT
USE
Simplest to Most Challenging:
• Concrete objects
• Pictures
• Labels for pictures
• Single familiar words
• Familiar words and phrases
• Familiar life application
• Below grade level text with: o questions or other prompts o no prompts o use of multiple sources
• Grade appropriate text with:
o questions or other prompts o no prompts o use of multiple sources
• Challenging life application
As students progress from the concrete to the abstract, in their use of any graphic organizer, they will also progress toward individual competence. See the next column.
Simplest to Most Challenging
• Be exposed to the graphic organizer.
• Discuss purpose based on
examples.
• Follow directions to complete.
• Interpret the information on an organizer.
• Suggest categories for an
organizer.
• Select appropriate organizers for tasks: Choose from 2 dissimilar options
• Choose from multiple dissimilar options
• Choose best from similar options
• Invent an organizer to meet a purpose.
To support the progression from the simplest to most challenging applications the instructional sequence would also reflect a progression from class modeling to individual applications:
• Contribute to class example. • Collaborate with group or
partner. • Use independently.
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SUGGESTIONS FOR DIFFERENTIATION WITH GRAPHIC ORGANIZERS
• If all students do not have literacy skills but have a wide range of oral proficiency, use the same organizer and visuals but differentiate directions for oral language or vocabulary specificity.
• Differentiate the oral language focus during development and provide diverse follow-up
writing activities.
• Use the same organizer for all students but include visuals and/or resource materials with different readability levels.
• Use simple and more complex versions of organizers that meet a similar purpose: identifying
attributes, categorizing information, sequencing events, identifying cause and effect, solving problems, analyzing a story, comparing and contrasting, evaluating, and so forth.
• Have some students complete an organizer with the teacher, others in teams or with a
partner, some independently.
• In programs where it would be possible and appropriate, students complete the organizer in either their home language or a new language, whichever would provide both success and challenge opportunities.
COMMON PROBLEMS WITH GRAPHIC ORGANIZERS
1. The organizer is used to convey content but is not based on big ideas.
• Students use the organizer in ways that do not reflect what is most essential to know about the topic.
• Organizational problems result that impede thinking. • It is difficult to use such organizers as strategic preparation for writing, research, or
speaking tasks. • Information gaps in the materials used to complete the organizers are not evident.
2. The organizer does not promote the thinking required to understand the important big
ideas. • The organizer doesn’t match the big idea. Examples include: a sequence of events
when a cycle is needed, a simple web when a Venn diagram or comparison matrix is needed, a timeline to express multiple causes for one event rather than a fishbone.
• The organizer is so similar to the presentation of the materials that students can complete the organizer without understanding the ideas.
• The organizer is functional, but a different one, still developmentally appropriate, would evoke more thought.
3. The organizer is not developmentally appropriate for the range of learners.
• The organizer is cognitively either too simple or too complex. • The organizer does not match the motor skills of the students, for example, too small
for emergent writers. • The organizer is not used in a meaningful context where students have either prior
knowledge or comprehensible access to the content and vocabulary. • The readability level needed to complete the organizer is either too difficult or not
challenging, and no developmentally appropriate alternative resources are provided.
4
• While developmentally appropriate for some students, no alternative organizers that meet the same purpose are provided for students who would benefit from a simpler or more complex version. Some students may benefit from a completely different organizer that focuses on simpler or more challenging related ideas.
• Some students will finish before others, and no challenge option is included in the assignment. Challenge examples include: rank the items on a web diagram based on some aspect of comparison, rank some aspects of comparison on a comparison matrix, complete a challenge option on an organizer, use more complex resources to add additional information to the organizer, use sentence prompts related to the thought process reflected on the organizer to express the important relationships, illustrate or draw symbols for the most important vocabulary or information, and prepare to role-play important relationships on the organizer. It is important that students who try the challenge have opportunities to share those tasks with the class.
4. There is not enough modeling prior to the degree of student accountability required.
• Class modeling does not precede team or partner use; and/or team or partner use does not precede individual use.
• Modeling does not include how to interpret completed organizers prior to independent use of them. Reading or interpreting completed organizers helps students understand the thought processes for creating them.
• Cooperative structures for asking questions are not used during class modeling, so some students, unfortunately often those who most need the guidance, are not actively engaged.
• Not enough structure is provided for individual accountability during team or partner use; consequently, the lowest performing students are often less involved during the guided practice that is so critical for them.
• Students do not get enough varied experiences with a graphic organizer, preferably across disciplines, prior to individual accountability for applications not modeled.
5. There are problems with the format of the organizer.
• The organizer is in a pictorial format that impedes rather than helps comprehension. • The writing space is either too small for the information needed, or too much space is
provided and students can just copy text rather than selecting the most important information.
• Students are asked to make their own organizers which may result in: too much educational time required for the task, ineffective use of the space provided, or sloppy organizers that impede learning (usually made by the student with the poorest fine motor skills who is the most dependent on a neat organizer).
6. Inadequate support is provided to express the information and relationships
conveyed on the organizer as well as retain and expand on the learning. • Students complete a graphic organizer, but no follow-up discussion and/or reading
and writing tasks are given. A common example is having students complete a comparison matrix without ever orally discussing or writing about the comparisons.
• Once the organizer is complete, students may be assigned follow-up tasks without adequate modeling. Modeling examples include: oral and written language prompts to express the thought processes reflected by the organizer as well as examples of how people use organizers to prepare for oral presentations and write related sentences, paragraphs, or longer written forms.
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• There is insufficient review and expansion related to the vocabulary and ideas to aide retention.
• Students receive minimal guidance in how to use the organizers to prepare for tests. • Students are not exposed to ways the organizer is used outside of the classroom.
7. There are management problems during use of the organizer in class.
• Student expectations are not clearly communicated, and a pattern for orderly behavior and respect for each other and the learning process has not been established.
• Directions are not clearly communicated. Of course, confusion is less of a problem with adequate modeling.
• The grouping arrangements do not maximize learning opportunities. i. Too many students are expected to use one organizer. This is particularly
problematic if four or more students are collaborating on the same sections of an organizer requiring all students to read or write the same text.
ii. The academic or proficiency levels of the partners/team members are not the most effective given the student population and the assigned task. For example, pairing of a very top student with a student who needs a great deal of support may result in tutoring rather than cooperative learning. Language proficiency is also a variable. A student with limited language proficiency needed for a task, may benefit from native language support, while a student with more language skills may benefit from working with a partner in the new language. Two timid students may benefit from working with each other, and so forth.
• Class time is not used wisely. Examples include: giving directions and distributing materials takes too long, there is too little time or too much time to do the task, or students are not told how much time they will have.
• Students are not on task during class, team, partner or individual use. These are less of a problem if:
i. cooperative structures are used to ask questions during class modeling, ii. individual accountability is clearly defined in team and partner tasks, iii. the tasks are developmentally appropriate for the range of learners, iv. there are challenge options for those who finish early, and v. the students who have time for the challenge are accountable to classmates
rather than the teacher
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21 SUGGESTIONS FOR RAISING THE THINKING LEVEL WHEN USING GRAPHIC ORGANIZERS
1. Use organizers that match a big idea and write the idea on the organizer. 2. When more than one organize is appropriate, choose the one that evokes the most
thought (or) give a simpler one for homework or individual work and a more complex one for team follow-up discussion (or) use organizers that meet the same purpose with different levels of complexity for the range of learners.
3. Use differentiation strategies suggested above. HAVE STUDENTS DO THE FOLLOWING KINDS OF TASKS: 4. Write a statement expressing the essence of the information on an organizer (if the big
idea is not provided by the instructor on the organizer). 5. Highlight the most important words on an organizer. 6. Draw symbols for confusing terms or the most important information. 7. Color-code information on an organizer and make a key. 8. Given a limited number of options on an organizer, select the most important information
to include. 9. Rank the information on an organizer from the most to the least of a specified aspect. 10. Evaluate information as being positive, negative, or neutral. 11. Repeat ranking (or) positive/negative/neutral evaluations from a different perspective.
Use the information on a simple graphic organizer as a springboard for completing a more complex one.
12. Use the reading strategy of Connect Two (PU) to identify and explain connections among key terms on an organizer.
13. Use sentence prompts to demonstrate sentence variety when expressing similar ideas or relationships on an organizer.
14. Following a Word Sort (PU) record the terms used in the sort onto an organizer. Add any needed terms.
15. Complete a section of an organizer or answer related questions that require drawing inferences, activating prior knowledge, and/or making predictions.
16. Create a role-play to represent information on an organizer. 17. Given a completed organizer prior to reading, discuss and predict textual information. 18. Given information for a blank organizer, predict placement on the organizer, read (or
listen to a lecture) to check predictions and make corrections. 19. Given a task, select the most appropriate organizer from options and support the choice
by explaining your rationale. 20. Design your own organizer to effectively represent information. 21. Compare your organizer with that of others and collaborate to evaluate the effectiveness
of each.
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TEN POINT CHECKLIST OF QUESTIONS WHEN USING GRAPHIC ORGANIZERS
1. Does the organizer have a strong educational purpose? Does it promote attainment
of school outcomes?
2. Does the organizer chosen match the thinking required for the big idea(s) being taught?
3. Would an alternative organizer promote more thought?
4. Do the students have the experiential and conceptual readiness required for the
organizer?
5. Is the organizer at the appropriate level in the progressive development of needed skills?
6. Are there ways to increase thought with the organizer selected?
7. Will students collaborate on the organizer? If so, ask the following:
• How will you structure involvement of all learners? • How will you increase language during the interaction?
• Do you need a social skill focus? • What is the challenge activity for students who finish before others?
8. Is the organizer appropriate for a heterogeneous group of students, or can it be
easily modified to include a wide range of learners?
9. How will students summarize, orally and/or in written form, the information presented on the organizer? Do they have the language needed to effectively communicate the information? If not, how will you teach the language for the thought processes reflected on the organizer?
10. Would the organizer be an effective alternative form of assessment? If so, how
will it be used?
8
Trie
s to
ge
t law
s pa
ssed
.
Rai
se T
hink
ing
Wha
t is
the
stro
nges
t pow
er
for e
ach
sect
ion?
With
in T
eam
Ji
gsaw
teac
h
12
34
If fin
ish
early
9
CH
ALL
ENG
E: D
raw
Sym
bols
and
Ran
k St
rong
est P
ower
s
Wea
kest
Stro
nges
t
10
Wha
t’s m
ost i
mpo
rtant
?TO
KN
OW
•Th
e U
nite
d S
tate
s ha
s a
fede
ral s
yste
m o
f gov
ernm
ent.
•Th
e C
onst
itutio
n di
vide
s fe
dera
l pow
ers
into
exe
cutiv
e, le
gisl
ativ
e an
d ju
dici
al b
ranc
hes.
•Th
e br
anch
es h
ave
sepa
rate
but
equ
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ower
s an
d w
ays
to c
heck
ea
ch o
ther
.•
In th
e U
.S. g
over
nmen
t, th
e C
onst
itutio
n gi
ves
peop
le th
e ul
timat
e po
wer
.
TO U
ND
ERST
AN
D•
Dem
ocra
cies
cho
ose
to b
alan
ce p
ower
to p
rote
ct
freed
om a
nd in
divi
dual
righ
ts.
•Th
ose
with
the
pow
er in
any
soc
iety
mak
e th
e ru
les
in
way
s th
at re
flect
thei
r bel
iefs
and
val
ues
at a
par
ticul
ar
time.
•P
eopl
e in
com
mun
ities
ofte
n st
rugg
le o
ver p
ower
.
11
PREV
IEW
“C
HEC
KS
AN
D B
ALA
NC
ES”
BIG
IDEA
: In
any
com
mun
ity, p
eopl
e es
tabl
ish
way
s of
che
ckin
g-up
on
othe
rs to
gui
de a
nd
prot
ect i
ts m
embe
rs.
CO
NTE
NT
OB
JEC
TIVE
: S
tude
nts
use
a co
mpa
rison
mat
rix to
com
pare
and
co
ntra
st h
ow d
iffer
ent m
embe
rs o
f soc
iety
ch
eck
up o
n ea
ch o
ther
.C
oope
rativ
e S
truct
ure:
With
in-te
am J
igsa
w
12
polic
e of
ficer
teac
her
pare
nt
teen
ager
polic
e of
ficer
teac
her
pare
ntte
en-a
ger
SOC
IAL
OB
JEC
TIVE
:
Stud
ents
dem
onst
rate
resp
ect t
owar
d cu
ltura
l or f
amily
diff
eren
ces.
Com
pare
and
con
tras
t ora
lly.
13
Lang
uage
Obj
ectiv
e:O
rally
dem
onst
rate
sen
tenc
e va
riety
by
usin
g pr
ompt
s. U
se v
ocab
ular
y to
avo
id g
ener
aliz
atio
ns.
SAM
PLE
PRO
MPT
S FO
R S
IMIL
AR
ITIE
S•
Like
____
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find
that
som
etim
espo
lice
offic
ers
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•
Sim
ilar t
o __
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he te
ache
rs in
my
coun
try
ofte
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____
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•
It se
ems
com
mon
acro
ss c
ultu
res
for p
aren
ts to
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____
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____
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s_fri
ends
and
min
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th _
____
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.
•SA
MPL
E PR
OM
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FOR
DIF
FER
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Unl
ike
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who
se p
aren
ts _
____
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my
pare
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____
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.•
Whi
le th
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ache
rs in
the
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ted
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tes
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cally
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____
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, te
ache
rs in
my
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try u
sual
ly__
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an th
ey d
o __
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Teen
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____
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ut
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Evi
denc
e of
lear
ning
: Te
ache
r obs
erva
tions
of s
tude
nt ta
lk.
14
CH
ECK
S A
ND
BA
LAN
CES
In d
emoc
raci
es p
ower
is d
ivid
ed, b
alan
ced,
and
the
grou
ps w
ith p
ower
hav
e w
ays
of c
heck
ing
the
pow
er o
f oth
er g
roup
s.
(Vot
ing
indi
rect
ly in
fluen
ces
appo
intm
ents
. Peo
ple
do n
ot v
ote
for f
eder
al ju
dges
)pr
otes
ts/ s
peci
al in
tere
st g
roup
s
vote
for s
enat
ors
& re
pres
enta
tives
lobb
y/sp
ecia
l int
eres
t gro
ups
cam
paig
n fo
r can
dida
tepr
otes
ts a
nd le
tter w
ritin
g
vote
for p
resi
dent
& v
ice
pres
iden
tlo
bby/
spec
ial i
nter
est g
roup
sca
mpa
ign
for c
andi
date
prot
ests
and
lette
r writ
ing
THE
PEO
PLE
decl
are
a la
w u
ncon
stitu
tiona
lse
t up
an in
vest
igat
ion
(Not
e: s
upre
me
cour
t can
als
o de
clar
e st
ate
law
s un
cons
titut
iona
l)
decl
are
a la
w u
ncon
stitu
tiona
lde
clar
e pr
es. a
ct u
ncon
stitu
tiona
lst
op o
r lim
it pr
esid
ents
act
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forc
e pr
esid
ent t
o do
som
ethi
ng(p
lace
an
inju
ctio
non
pre
s.)
set u
p in
vest
igat
ion
SUPR
EME
CO
UR
T
appr
ove
fede
ral j
udge
sde
tern
ine
num
ber o
f jud
ges
star
t Con
stitu
tiona
l am
endm
ents
crea
te n
ew c
ourt
s
rem
ove
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tors
and
re
pres
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tives
from
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ceap
prov
e fe
dera
l jud
ges
appr
ove
trea
ties/
appo
intm
ents
over
ride
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iden
tial v
eto
impe
ach
& re
mov
e fr
om o
ffice
dete
rmin
e nu
mbe
r of j
udge
sap
prov
e bu
dget
CO
NG
RES
S
gran
t par
dons
and
am
nest
yap
poin
t jud
ges
veto
a b
ill p
asse
d by
Con
gres
sre
fuse
to p
ass
legi
slat
ion
call
sess
ions
of C
ongr
ess
reco
mm
end
legi
slat
ion
send
troo
ps w
/o w
ar d
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ratio
npr
opos
e bu
dget
PRES
IDEN
T
JUD
ICIA
LLE
GIS
TATI
VEEX
CEC
UTI
VE
15
DIR
ECTI
ON
S: R
ound
robi
nre
ad th
e ca
rds
and
pred
ict p
lace
men
t in
the
mat
rix.
Rea
d to
che
ck p
lace
men
t pre
dict
ions
. W
hen
finis
hed
chec
king
the
mat
rix, u
se th
e fo
llow
ing
sent
ence
pro
mpt
s to
exp
ress
wha
t eac
h br
anch
can
do
and
how
that
pow
er is
che
cked
.
•Th
e pr
esid
ent c
an, _
____
____
____
____
, bu
t___
____
____
____
. •
The
legi
slat
ive
bran
ch c
an _
____
____
____
_, b
ut
____
____
____
_.•
The
Sup
rem
e C
ourt
can
____
____
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but
__
____
____
___.
•
The
peop
le c
an _
____
____
____
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but
__
____
____
____
___.
CH
ALL
ENG
E: U
se th
e se
nten
ce p
rom
pts
on th
e ba
ck to
pro
mot
e m
ore
sent
ence
var
iety
OR
read
a m
ore
com
plex
sel
ectio
n.P
repa
red
by J
eane
tte G
ordo
n an
d D
anet
teE
ricks
on M
eyer
16
DIF
FER
ENC
ES
1.__
____
____
_has
the
pow
er to
___
____
____
__, b
ut _
____
____
__.
2.W
hile
___
____
_can
___
____
____
__, _
____
____
____
____
____
__.
3.__
____
____
___c
an__
____
____
___;
how
ever
, ___
____
____
____
_.
4.O
ne w
ay _
____
can
che
ck th
e po
wer
of _
____
____
is b
y __
____
_.
5.Ev
en th
ough
the
Con
stitu
tion
give
s __
____
____
____
_the
pow
er
to _
____
____
that
pow
er is
cur
taile
d by
___
____
__’s
opt
ion
to
____
____
____
____
____
____
__.
6.__
____
____
___h
as th
e rig
ht to
___
____
____
, but
___
____
_che
cks
that
pow
er th
roug
h __
____
____
____
___.
7.G
iven
the
right
to _
____
____
_, _
____
__ca
n lim
it __
____
_’s
pow
erto
___
____
____
____
____
____
____
____
____
___.
8.D
espi
te th
e __
____
___’
s C
onst
itutio
nal r
ight
to _
____
____
____
, __
____
____
__ c
an p
reve
nt a
buse
of t
hat p
ower
by
____
____
___.
9.Th
e ul
timat
e ch
eck
on g
over
nmen
tal m
isus
e of
pow
er is
hel
d by
____
____
____
who
hav
e th
e po
wer
to _
____
____
____
____
_.
17
citizens vote
issues laws
referendum crime
petition protest
legislature sign
ballot polls
rejection optional
controversy compulsory
recall elected official
acceptance constitution
proposition bills
initiative proposed law
18
POWER OF THE PEOPLE AT THE STATE LEVEL ISSUES RELATED TO REFERENDUMS, INITIATIVES, AND RECALL
DIRECTIONS PART I: Following a class discussion of the examples, look at the labels for the different referendums, initiatives and recall. Based on your shared understanding of some of the vocabulary, collaborate with your team to predict the labels for each of the examples. Later you will check predictions and revise during reading.
Petition referendum Initiative Optional referendum Recall Compulsory referendum
1. Legislators may consider changing a law, but it is a controversial issue, and they don’t want to make the decision.
• Legislators want the people to help decide whether to change the death
penalty or not. • Legislators want to outlaw bilingual education, but they don’t want to lose
the ethnic votes. • Legislators want to change the gun laws, but they don’t want to lose
campaign contributions from the National Rifle Association. What could legislators do? _______________________________
2. Legislators pass a law some people don’t like.
• They change the driving age from 16 to 18. • They change a gun law. What action could people take if they didn’t like the new law? ________________________________
3. What if an elected official commits a crime and other elected officials don’t
take any action to remove him or her?
• An official is accused of giving state contracts to friends. • An official uses state funds for personal use. • An official gives state licenses to people who pay brides. What can the people do?
________________________________
Developed by Jeanette Gordon, Illinois Resource Center (847) 803-3112 19
4. What if the legislature wants to change the state constitution?
• They want to change the governor’s unlimited terms of office to only two terms?
• They want to eliminate the death penalty? What do they have to do before the constitution is amended? ______________________________
5. What if people want to create a new law?
• They want a law requiring children in the back seat of cars. • They want a law to make English the official language of Illinois. • They want to outlaw bilingual education in Illinois. • They want to legalize gambling. • They want to change the speed limit. What action could they take? ______________________________
DIRECTIONS PART 2: Follow the directions on the matrix provided to compare and contrast the referendum, initiatives and recall.
Developed by Jeanette Gordon, Illinois Resource Center (847) 803-3112 20
21
CO
MPA
RIN
G A
ND
CO
NTR
AST
ING
AD
DIT
ION
AL
POW
ERS
OF
THE
PEO
PLE
AT
THE
STA
TE L
EVEL
En
durin
g U
nder
stan
ding
s: P
eopl
e se
ek to
enh
ance
thei
r pow
er in
man
y w
ays.
R
efor
m m
ovem
ents
ofte
n ex
pand
pow
er to
mor
e pe
ople
. To
pica
l Und
erst
andi
ng: U
nite
d St
ates
Citi
zens
influ
ence
and
che
ck g
over
nmen
tal p
ower
in m
any
way
s.
U. S
. Ref
orm
mov
emen
ts in
fluen
ced
natio
nal l
egis
latio
n th
at g
ave
citiz
ens
mor
e po
wer
. (P
revi
ew o
f oth
er re
form
legi
slat
ion)
•
Citi
zens
hav
e le
gisl
ativ
e po
wer
s at
the
stat
e le
vel i
n ad
ditio
n to
cam
paig
ning
for,
votin
g fo
r, an
d in
fluen
cing
ele
cted
offi
cial
s.
• A
t the
sta
te le
vel c
itize
ns h
ave
way
s of
rem
ovin
g el
ecte
d of
ficia
ls fr
om o
ffice
. D
IREC
TIO
NS:
Col
labo
rate
with
you
r tea
m to
com
plet
e th
e as
sign
ed c
heck
ing
pow
er.
Pre
pare
to ro
le-p
lay
that
pow
er fo
r the
cla
ss.
Com
plet
e th
e m
atrix
dur
ing
the
clas
s ro
le-p
layi
ng.
In a
cla
ss d
iscu
ssio
n, tr
y to
rank
the
pow
ers
from
the
mos
t im
porta
nt to
the
leas
t.
Mor
e ch
ecki
ng
pow
ers
of c
itize
ns
Why
is it
use
d?
Who
sta
rts
the
proc
ess?
Is
a p
etiti
on in
volv
ed?
If so
, how
? W
ho v
otes
on
it?
Exam
ples
Pe
titio
n re
fere
ndum
O
ptio
nal
refe
rend
um
C
ompu
lsor
y re
fere
ndum
In
itiat
ive
R
ecal
l
Dev
elop
ed b
y Je
anet
te G
ordo
n, Il
linoi
s Res
ourc
e C
ente
r, (8
47) 8
03-3
112
22
Asp
ects
of C
ompa
rison
Bel
ieve
in “S
tate
s R
ight
s” a
nd w
ant m
ost o
f the
po
wer
to re
mai
n w
ith th
e st
ates
B
elie
ve in
a s
trong
cen
tral g
over
nmen
t and
w
ant t
he g
over
nmen
t to
have
mor
e po
wer
than
th
e st
ates
.
Agr
eed
on
Fede
ralis
m:
cent
ral g
over
nmen
t. an
d st
ate
gove
rnm
ent
The
y ag
reed
on
3 br
anch
es o
f go
vern
men
t and
bot
h w
ante
d as
muc
h po
wer
as
poss
ible
in
the
legi
slat
ive
bran
ch.
Gre
at C
ompr
omis
e: 2
hou
ses,
not
1,
in th
e le
gisl
ativ
e br
anch
: Sen
ate
and
Hou
se o
f Rep
rese
ntat
ives
Bot
h w
ante
d as
muc
h po
wer
as
poss
ible
in
the
Hou
se, s
o di
sagr
eed
on w
heth
er to
co
unt s
lave
s.
3/5th
Com
prom
ise
Each
sla
ve c
ount
ed a
s 3/
5th.o
f a
pers
on.
Bot
h co
ncer
ned
abou
t tra
de b
ut
disa
gree
d on
am
ount
of g
over
nmen
t co
ntro
l.
Ther
e w
ere
man
y sm
all s
outh
ern
stat
es. I
n an
atte
mpt
to m
axim
ize
stat
e po
wer
, the
S
outh
wan
ted
the
sam
e nu
mbe
r of
repr
esen
tativ
e fro
m e
ach
stat
e.
Ther
e w
ere
2 se
nato
rs fr
om e
very
sta
te in
the
Sen
ate.
Hen
ce, t
he S
outh
had
mor
e po
wer
in th
e S
enat
e.
Sou
ther
ners
did
n’t s
ee s
lave
s as
peo
ple
but
wan
ted
to c
ount
them
so
they
cou
ld g
et m
ore
repr
esen
tativ
es in
the
Hou
se.
Bec
ause
they
had
man
y sl
aves
, the
y go
t mor
e re
pres
enta
tives
.
Fear
gov
ernm
ent c
ontro
l of s
lave
trad
e.
Fear
hig
h ta
xes
on im
ports
.
Ther
e w
ere
few
er s
tate
s in
the
Nor
th, b
ut th
ey
had
larg
e po
pula
tions
. Th
ey w
ante
d th
e sa
me
num
ber o
f rep
rese
ntat
ives
from
eac
h st
ate,
so
they
wou
ld h
ave
mor
e po
wer
.
The
num
ber o
f rep
rese
ntat
ives
in th
e H
ouse
of
Rep
rese
ntat
ives
was
bas
ed o
n po
pula
tion,
gi
ving
the
Nor
th m
ore
pow
er in
the
Hou
se.
The
Nor
th d
idn’
t hav
e sl
aves
, so
didn
’t w
ant t
he
Sou
th to
cou
nt th
em.
Bec
ause
sla
ves
wer
e no
t cou
nted
equ
ally
, the
S
outh
did
n’t g
et a
s m
any
repr
esen
tativ
es a
s th
ey w
ould
hav
e if
slav
es h
ad b
een
coun
ted
as
a fu
ll pe
rson
.
1.M
ost i
mpo
rtant
sim
ilarit
y an
d di
ffere
nces
2. F
irst b
ig
prob
lem
3. F
irst
com
prom
ise
4. S
econ
d pr
oble
m
5. S
econ
d co
mpr
omis
e
6. T
hird
pr
oble
m
7. T
hird
co
mpr
omis
e
SOUT
HERN
STA
TES
DIR
ECTI
ON
S: T
ake
turn
s pa
raph
rasi
ng e
ach
aspe
ct o
f com
paris
on.
Eac
h pe
rson
exp
ress
es th
e si
mila
rity
first
, the
n th
e re
late
d di
ffere
nces
. Whe
n do
ne, u
se th
e co
mpa
rativ
e se
nten
ce p
rom
pts
to d
emon
stra
te s
ente
nce
varie
ty.
CH
ALL
EN
GE
: Use
app
licab
le
prom
pts
durin
g th
e or
al s
harin
g to
exp
ress
the
idea
s in
diff
eren
t way
s an
d th
en w
rite
a co
mpa
rativ
e es
say.
P
repa
red
by J
eane
tte G
ordo
n, Il
linoi
s R
esou
rce
Cen
ter
TOPI
CA
L B
IG ID
EA: A
t the
Con
stitu
tiona
l Con
vent
ion
the
Nor
ther
n an
d S
outh
ern
Sta
tes
mad
e se
vera
l com
prom
ises
to g
et p
ower
dis
tribu
tion
that
refle
cted
thei
r bel
iefs
, val
ues,
and
inte
rest
s. B
IGG
ER ID
EAS:
1).
Thos
e w
ith th
e po
wer
in a
ny c
omm
unity
/soc
iety
obt
ain,
dis
tribu
te, m
aint
ain,
an
d ex
ert t
heir
pow
er in
way
s th
at re
flect
thei
r bel
iefs
and
val
ues
at a
par
ticul
ar ti
me.
2.)
Com
prom
ise
is a
ben
efic
ial c
onfli
ct re
solu
tion
stra
tegy
.
Nor
th c
ould
sto
p sl
ave
trade
afte
r 20
year
s.Th
e ne
w ta
x po
wer
s fo
r cen
tral g
over
nmen
t in
crea
sed
gove
rnm
ent r
even
ue a
nd
stre
ngth
ened
cen
tral g
over
nmen
t, a
goal
in
the
Nor
th.
Wan
ted
to s
top
slav
e tra
de.
Wan
ted
gove
rnm
ent t
o co
ntro
l all
trade
.
Sou
th w
as s
atis
fied
with
the
slav
e ag
reem
ents
. In
20 y
ears
they
can
impo
rt sl
aves
nee
ded
to re
prod
uce
in th
e U
.S.
Sou
th d
isag
reed
with
impo
rt ta
xes,
bu
t the
ir ex
port
crop
s w
ere
not t
axed
.
No
cont
rol o
n sl
ave
trad
e fo
r 20
year
s.
Run
away
sla
ves
retu
rned
. G
ov. c
an ta
x im
port
s bu
t not
exp
orts
. G
ov. c
ontr
ol a
ll
trad
e be
twee
n
stat
es.
NO
RTH
ERN
STA
TES
23
Mod
ified
Ven
n D
iagr
am to
Com
pare
and
Con
tras
t Int
eres
ts o
f Nor
th &
Sou
th a
t the
Con
stitu
tiona
l Con
vent
ion
To
pica
l Ide
a: S
tate
del
egat
es fr
om th
e N
orth
and
the
Sou
th d
isag
reed
on
man
y is
sues
and
nee
ded
to m
ake
im
porta
nt c
ompr
omis
es a
s th
ey w
rote
the
Con
stitu
tion
of th
e U
nite
d S
tate
s of
Am
eric
a.
Sout
hern
Sta
tes
Bot
h N
orth
& S
outh
R
EAD
TH
IS C
OLU
MN
FIR
ST!
Nor
ther
n St
ates
The
Sou
th o
ppos
ed a
stro
ng c
entra
l go
vern
men
t and
wan
ted
the
stat
es to
m
aint
ain
mor
e po
wer
.
Del
egat
es fr
om b
oth
regi
ons
of th
e co
untry
agr
eed
on a
fede
ral s
yste
m o
f go
vern
men
t. (F
eder
alis
m is
pow
er
shar
ed b
etw
een
the
cent
ral g
over
nmen
t an
d th
e st
ates
).
The
Nor
th w
ante
d a
very
stro
ng c
entra
l go
vern
men
t with
less
pow
er re
serv
ed
for t
he s
tate
s.
The
Sou
ther
n st
ates
had
few
er p
eopl
e th
an th
e N
orth
and
wan
ted
repr
esen
tatio
n in
the
legi
slat
ure
to b
e th
e sa
me
for a
ll st
ates
.
To a
void
too
muc
h po
wer
in o
ne p
lace
, th
e N
orth
and
Sou
th c
oncu
rred
on
divi
sion
of p
ower
in th
e ce
ntra
l go
vern
men
t int
o th
ree
bran
ches
: ex
ecut
ive,
legi
slat
ive
and
judi
cial
. Bot
h re
gion
s w
ante
d as
man
y re
pres
enta
tives
as
poss
ible
in th
e le
gisl
atur
e.
Bec
ause
the
Nor
th h
ad a
larg
er
popu
latio
n th
an th
e S
outh
, the
y fa
vore
d st
ate
repr
esen
tatio
n to
the
legi
slat
ive
body
bas
ed o
n th
e nu
mbe
r of p
eopl
e in
ea
ch s
tate
.
The
Sen
ate
is c
ompo
sed
of tw
o se
nato
rs fr
om e
ach
stat
e; th
eref
ore
each
sta
te h
as e
qual
pow
er in
that
le
gisl
ativ
e bo
dy.
This
hou
se o
f C
ongr
ess
favo
red
the
low
er-p
opul
ated
S
outh
ern
stat
es.
Nor
ther
n an
d S
outh
ern
dele
gate
s re
ache
d w
hat i
s ca
lled
the
Gre
at
Com
prom
ise—
two
hous
es ra
ther
than
on
e in
Con
gres
s. A
ctio
n by
bot
h th
e H
ouse
of R
epre
sent
ativ
es a
nd th
e S
enat
e ar
e re
quire
d to
pas
s la
ws.
The
num
ber o
f rep
rese
ntat
ives
to th
e H
ouse
of R
epre
sent
ativ
es is
bas
ed o
n th
e po
pula
tion
of e
ach
stat
e;
cons
eque
ntly
, the
larg
er s
tate
s ha
ve
mor
e po
wer
in th
at h
ouse
.
24
The
Sou
th h
ad m
any
slav
es. D
eleg
ates
di
d no
t see
sla
ves
as e
qual
s bu
t to
augm
ent t
heir
num
ber o
f re
pres
enta
tives
in th
e H
ouse
of
Rep
rese
ntat
ives
wan
ted
them
cou
nted
.
Bec
ause
bot
h th
e N
orth
and
the
Sou
th
wan
ted
as m
uch
adva
ntag
e ov
er th
e ot
her a
s po
ssib
le, t
hey
disa
gree
d ab
out
whe
ther
sla
ves
shou
ld b
e co
unte
d.
The
Nor
ther
n st
ates
had
few
sla
ves.
To
incr
ease
thei
r pop
ulat
ion
adva
ntag
e ov
er th
e S
outh
, the
Nor
th a
rgue
d th
at
slav
es s
houl
d no
t be
coun
ted
as
peop
le.
The
Sou
th g
aine
d so
me
repr
esen
tatio
n fro
m th
eir s
lave
s.
The
Thre
e-fif
ths
Com
prom
ise
was
re
ache
d w
here
by e
ach
slav
e w
ould
be
coun
ted
as 3
/5th o
f a p
erso
n.
The
Nor
th p
reve
nted
the
Sou
th fr
om
obta
inin
g a
full
coun
t for
eac
h sl
ave.
Bec
ause
the
Sou
ther
n ec
onom
y re
lied
heav
ily o
n sl
ave
labo
r, th
ey o
ppos
ed
any
gove
rnm
enta
l con
trol o
ver t
he s
lave
tra
de.
Sou
ther
ners
als
o fe
ared
hig
h ta
xes
on im
ports
.
The
Nor
th, l
ike
the
Sou
th, w
as
conc
erne
d ab
out t
he d
egre
e of
pow
er
the
Uni
ted
Sta
tes
gove
rnm
ent w
ould
ha
ve o
ver t
rade
.
The
dele
gate
s fro
m th
e N
orth
, not
de
pend
ent o
n sl
aver
y an
d m
any
oppo
sed
to th
e pr
actic
e, s
ough
t to
give
th
e N
atio
nal g
over
nmen
t the
pow
er to
st
op th
e sl
ave
trade
. Th
ey u
rged
gr
eate
r gov
ernm
enta
l con
trol o
ver a
ll tra
de.
Sin
ce th
e na
tiona
l gov
ernm
ent c
ould
no
t reg
ulat
e sl
ave
trade
for t
wen
ty
year
s, th
e S
outh
had
a m
eans
of
mai
ntai
ning
sla
very
. W
ith tw
enty
yea
rs
of u
nres
trict
ed s
lave
trad
e, it
see
med
po
ssib
le to
impo
rt en
ough
sla
ves
to
repr
oduc
e lo
cally
the
num
bers
nee
ded
by th
e S
outh
in fu
ture
yea
rs.
The
fact
th
at ru
naw
ay s
lave
s m
ust b
e re
turn
ed
to th
eir o
wne
rs w
as a
vic
tory
for t
he
Sou
th.
They
wer
e w
illing
to
com
prom
ise
on g
over
nmen
tal c
ontro
l of
impo
rts.
Bot
h re
gion
s of
the
coun
try w
ere
willi
ng
to c
ompr
omis
e on
trad
e is
sues
. An
agre
emen
t was
reac
hed
that
the
gove
rnm
ent c
ould
not
con
trol t
he s
lave
tra
de fo
r tw
enty
yea
rs.
In a
dditi
on,
runa
way
sla
ves
need
ed to
be
retu
rned
to
thei
r ow
ners
. Th
e U
nite
d S
tate
s go
vern
men
t was
giv
en th
e po
wer
to ta
x go
ods
from
oth
er c
ount
ries,
but
cou
ld
not t
ax e
xpor
ts.
The
natio
nal
gove
rnm
ent w
as a
lso
give
n th
e po
wer
to
con
trol a
ll tra
de b
etw
een
the
stat
es.
The
cont
rol o
n sl
ave
trade
afte
r tw
enty
ye
ars
wou
ld h
elp
limit
the
num
ber o
f sl
aves
, esp
ecia
lly in
any
new
sta
tes.
The
Nor
ther
n st
ates
won
stro
ng
gove
rnm
enta
l con
trol o
ver t
rade
. Th
e ta
xes
rece
ived
from
impo
rts p
rovi
ded
an a
dditi
onal
sou
rce
of re
venu
e th
at
wou
ld a
lso
stre
ngth
en th
e go
vern
men
t.
Pre
pare
d by
Jea
nette
Gor
don,
199
8, Il
linoi
s R
esou
rce
Cen
ter,
(847
) 803
-311
2
25
CHARACTERISTICS OF SENTENCES
DIRECTIONS: Read the following. All are punctuated as sentences, but some are fragments. Write S for sentence before each complete sentence. Write F for fragment before the words that are not a complete sentence. When finished, change the fragments to complete sentences. CHALLENGE: Change the fragments to sentences in different ways.
1. ____ How did the Constitution provide for a system of checks and balances?
2. ____ The Constitution, to protect individual freedom and states’ rights.
3. ____ The Constitution, separating national power into three branches: the Executive Branch, the Legislative Branch, and the Judicial Branch.
4. ____ Each branch was given separate but equal powers.
5. ____ A compromise is one way of solving a disagreement.
6. ____ When the constitution was written in 1787.
7. ____ The biggest disagreement, how many people each state would have in Congress?
8. ____ This disagreement was solved by the Great Compromise.
9. ____ The Great Compromise set up Congress in two houses—the House of Representatives and the Senate.
10. ____ Because the Great Compromise meant that small states would have fewer representatives in Congress than large states.
11. ____ The members of the House of Representatives, elected by the people of each state.
12. ____ Each state, regardless of size, would send two senators to Congress.
13. ____ Northern states, seeking to control all trade between the United States and other countries.
26
14. ____ Southern states were afraid that the national government would stop the slave trade.
15. ____ The national government, although given power to control trade, could not stop the slave trade for at least 20 years.
16. ____ Because the national government could not tax goods that were sent from America to other countries.
17. ____ That the national government could also control trade between the states themselves.
CHALLENGE: If time permits, complete 19-25. Then, if you were to compare and contrast the Federalists and the Anti-Federalists, what other information would be important to find out and how would you compare and contrast them on a Venn Diagram?
18. ____ What the positions of the Federalist and the Anti-Federalists?
19. ____ Before the constitution could become law, it had to be ratified, or approved.
20. ____ One group, called the Federalists, supported ratification of the Constitution.
21. ____ The opposing group, known as the Anti-Federalists.
22. ____ Feeling that a strong federal government would take away the powers of the states.
23. ____ Even though all the states did not approve it until 1790.
24. ____ With enough states in agreement in 1788, the Constitution became law.
Activity developed by Jeanette Gordon, Illinois Resource Center, Aug. 98, Source for content and most of the complete sentences: For the People ly the People (pp. 128-130) The Peoples Publishing Group
27
C
OM
PAR
ISO
NS
WH
EN A
VOID
ING
GEN
ERA
LIZA
TIO
NS
IS IM
POR
TAN
T PR
ECED
ING
TA
SKS:
1.
Id
entif
y an
d di
scus
s co
mm
on c
hara
cter
istic
s of
all
cultu
res.
2.
R
esea
rch
way
s a
parti
cula
r cul
ture
mee
ts n
eeds
that
are
com
mon
to a
ll cu
lture
s.
3.
Sha
re re
leva
nt in
form
atio
n w
ith a
par
tner
. 4.
Id
entif
y th
e si
mila
ritie
s an
d di
ffere
nces
bet
wee
n th
e tw
o cu
lture
s ba
sed
on h
ow e
ach
mee
ts c
omm
on n
eeds
and
reco
rd o
n a
Ven
n di
agra
m.
5.
Ran
k or
der a
logi
cal s
eque
nce
for c
ompa
ring
and
cont
rast
ing
the
two
cultu
res.
A
SSIG
NED
TA
SK:
Writ
e a
com
para
tive
essa
y co
mpa
ring
and
cont
rast
ing
how
two
cultu
res
mee
t the
ir co
mm
on n
eeds
in s
imila
r and
diff
eren
t way
s.
Ref
er to
the
sam
ples
pro
vide
d to
avo
id m
akin
g ge
nera
lizat
ions
in th
e es
say.
SIM
ILA
RIT
IES
Ther
e w
ould
be
no n
eed
to a
void
mak
ing
gene
raliz
atio
ns w
hen
mak
ing
stat
emen
ts a
bout
bas
ic c
omm
onal
ties
acro
ss
cultu
res
or w
hen
sim
ilarit
ies
are
very
evi
dent
. Ex
ampl
es fo
llow
. B
oth
Japa
nese
and
Mex
ican
s sh
are
char
acte
ristic
s co
mm
on to
all
cultu
res.
A
s in
all
cultu
res,
the
peop
le o
f Mex
ico
and
Japa
n __
____
____
____
____
__.
Like
all
soci
etie
s, e
ach
coun
try _
____
____
____
____
____
____
____
____
_.
Com
mon
to p
eopl
e ar
ound
the
wor
ld, M
exic
ans
and
Japa
nese
___
____
__.
The
Japa
nese
, lik
e M
exic
ans,
___
____
____
____
____
____
____
. Th
e M
exic
ans
and
the
Japa
nese
are
alik
e in
thei
r ___
____
____
____
____
. Ea
ch c
ultu
re h
as a
sim
ilar _
____
____
____
____
____
____
__.
Japa
n __
____
____
____
____
__, l
ikew
ise
Mex
ico
____
____
____
__.
(See
oth
er e
xam
ples
for d
escr
ibin
g si
mila
ritie
s in
the
sect
ion
on a
nim
als,
)
28
Lang
uage
to A
void
Mak
ing
Gen
eral
izat
ions
Ty
pica
lly b
oth
cultu
res
____
____
____
____
____
____
____
___.
It
is ty
pica
l for
fam
ily m
embe
rs in
eac
h cu
lture
to _
____
____
____
__.
The
peop
le in
eac
h cu
lture
tend
to _
____
____
____
____
____
____
____
_.
Ther
e is
a te
nden
cy in
bot
h cu
lture
s to
___
____
____
____
____
____
__.
Gen
eral
ly th
ese
two
com
mun
ities
___
____
____
____
____
___.
Ja
pane
se a
nd M
exic
ans,
in g
ener
al, _
____
____
____
____
____
__.
____
____
____
____
____
____
__is
as
cust
omar
y in
Mex
ico
as in
Jap
an.
Cus
tom
arily
, the
peo
ple
of J
apan
and
Mex
ico
____
____
____
____
____
. A
ppar
ently
bot
h cu
lture
s __
____
____
____
____
_.
It is
see
ms
appa
rent
that
the
fam
ilies
in e
ach
soci
ety
____
____
____
____
____
. Ev
iden
tly e
ach
cultu
re _
____
____
____
____
____
_.
One
cou
ld in
fer t
hat b
oth
Japa
nese
and
Mex
ican
s __
____
____
____
____
____
_.
Usu
ally
the
chi
ldre
n in
eac
h co
untry
___
____
____
____
____
____
.
DIF
FER
ENC
ES
Ve
ry e
vide
nt d
iffer
ence
s co
uld
be e
xpre
ssed
in s
tate
men
ts s
imila
r to
thos
e in
the
sect
ion
on a
nim
als.
Lang
uage
to A
void
Mak
ing
Gen
eral
izat
ions
Ty
pica
lly M
exic
ans,
___
____
____
____
____
, but
the
Japa
nese
___
____
____
_.
In g
ener
al,
peop
le in
Jap
an _
____
__; h
owev
er, t
his
is n
ot c
omm
on in
Mex
ico.
G
ener
ally
in th
e M
exic
an fa
mily
, ___
____
____
____
__, y
et in
the
Japa
nese
hom
e___
____
____
__ is
the
cust
om.
Mex
ican
s ar
e m
ore
apt t
o __
____
____
____
____
__ th
an a
re th
e Ja
pane
se.
Alth
ough
ther
e is
a te
nden
cy in
the
Japa
nese
cul
ture
for p
eopl
e to
___
____
_, th
e cu
stom
in M
exic
o is
to _
____
____
____
_.
In M
exic
o pe
ople
cus
tom
arily
___
____
____
___,
whi
le in
Mex
ico
____
____
__is
mor
e co
mm
on.
It se
ems
that
Mex
ican
chi
ldre
n __
____
____
, whi
le J
apan
ese
child
ren
____
___.
__
____
____
__ap
pear
s to
be
mor
e im
porta
nt in
Jap
an th
an it
is in
Mex
ico.
A
ppar
ently
Mex
ico
is m
ore/
less
___
____
____
_ th
an J
apan
. W
hile
not
com
mon
in J
apan
, ___
____
____
____
_ is
cle
arly
evi
dent
in J
apan
. In
gen
eral
, Mex
ican
peo
ple
are
mor
e/le
ss _
____
____
than
Jap
anes
e te
nd to
be.
O
ne c
ould
infe
r tha
t in
Japa
n __
____
____
_, y
et _
____
___s
eem
s m
ore
typi
cal i
n M
exic
o.
29
Model language: Prompts for Expressing and Supporting Opinions
• I believe that __________
• In my opinion _________is ___________.
• My perspective on this is_____________.
• I agree with __________that __________.
• I concur with ____’s opinion that _____.
• One reason to support this is _____.
• _________ provides additional support for this point of view.
• A strong rationale for this argument is _____.
Prompts for disagreements
• I respect your opinion, but I think _____.
• I understand what you are saying, but have you considered_______________.
• You have a point; however, __________.
• Another way of looking at this is ______.
• That’s an interesting idea/observation, but I f lfeel ________________.
• What implications do you think that would have on ___________________?
30
Prov
ide
addi
tiona
l inf
orm
atio
n to
sup
port
eac
h po
int o
f vie
w.
31
Appeasement
Interaction Frame
Group #1’s Needs/Goals:
England & France are in a depression. They are tired of war. They don’t want to fight Germany.
Group #2’s Needs/Goals:
Germany wants to control Europe. It doesn’t want interference from England & France for as long as possible.
Interactions
Neville Chamberlain, the British Prime Minister, Edouard Daladie, the French head of government met with Hitler in Munich, Germany in September 1935. They agreed to let Germany take the Sudeterland, the western part of Czechoslavakia. Mussolini, the dictator of Italy was at the meeting to support Hitler. Hitler promised there would be no war and that he would not take any more land. Czechoslovakia wasn’t represented at the meeting.
Outcomes
The agreement, called an appeasement, let France & England think they could have peace in their lifetime. Hitler tricked them.
Germany took the Sudeterland. Hitler broke his promise and took all of Czechoslavakia. Hitler then continued his campaign to control Europe.
Template from Zaner-Bioser, Inc.
32
Source: UNDERSTANDING US HISTORY © 1994, U of O Bookstore Warehouse, Chris Davis, 1-800-1733 UDERSTANDINGS FROM THE ORGANIZER
• Historical problems are related to either the rights of people or economics.
• People try to solve problems with predictable responses: accommodate, dominate, move, invent or tolerate.
• The effects of attempts to solve problems result in predictable effects: solution of the problem, continuation of the problem or creation of a new problem.
33
Intro
duce
org
aniz
ers
with
exa
mpl
es fa
milia
r to
stud
ents
.
34
MAJOR EVENTS IN THE PACIFIC RELATED TO WWII
PROBLEM - SOLUTION -EFFECT -ANALYSIS
JAPAN’S PERSPECTIVE EVENTS UNITED STATE’S PERSPECTIVE
Problem Economics
Poor economic conditions in Japan.
Solution
Dominate
Japan takes Manchuria and French Indo-China(now
Laos, Viet Nam & Cambodia) threatens Dutch East Indies
Problem Economics/human rights (worried Japan will move
against Philippine Islands)
Effect
New Problem: economics
United States places embargo on all oil & steel to Japan and closed Panama canal to all Japanese ships
Solution
Intimidate
Solution
Dominate
Japan attacks U.S. naval base at Pearl Harbor.
December 7, 1941
Effect
New problem: economics and human rights
Effect
New Problem: economics and human rights
United States declares war on the Allied powers and
enters WWII. Japan has a powerful enemy.
Solution
Dominate
Solution
Dominate
Japan fights back. In the early stages of the war
Japan is winning.
Effect
New Problem: economics and human rights
Effect New Problem: human rights
United States drops the Atomic Bomb on Japan.
Japan surrenders.
Solution
Invent/ Dominate
Solution Tolerate
Effect: New Problem economics & human
relations
Japan surrenders unconditionally.
September 2, 1945
The United States wins the war and occupies Japan.
Effect Problem solved
(To avoid future problems with Japan, U.S. develops humane post-war policies)
This table was developed by Jeanette Gordon and Danette Erickson Meyer based on modifications of Problem Solution Effect organizer from Understanding U.S History,1994
35
36
KE
Y B
AT
TL
ES
OF
WO
RL
D W
AR
II
Bat
tle
Who
, Whe
re, W
hen
Sign
ifica
nce
Dis
tingu
ishe
d Pe
ople
In
tere
stin
g In
form
atio
n
B
attle
of B
rita
in
Beg
an A
ug. 4
, 194
0.
Ger
man
y be
gan
arou
nd
the
cloc
k bo
mbi
ng o
n B
ritis
h ai
r for
ce b
ases
&
civi
lians
.
Hitl
er w
as u
nsuc
cess
ful
in in
vadi
ng B
ritai
n.
Win
ston
Chu
rchi
ll, n
ew
Prim
e M
inis
ter o
f B
ritai
n, g
ave
insp
iratio
nal r
adio
sp
eech
es.
The
new
inve
ntio
n of
rada
r sa
ved
Brit
ain.
Hitl
er c
ould
no
t sen
d in
tank
s, se
nt th
em
to fi
ght s
ovie
ts a
t the
sam
e tim
e. B
ritai
n ha
d on
ly a
few
pl
anes
left
whe
n H
itler
st
oppe
d.
B
ombi
ng o
f Pe
arl H
arbo
r
Japa
n la
unch
ed su
rpris
e at
tack
on
U.S
. fle
et in
H
awai
i on
Dec
. 7, 1
941.
Hug
e vi
ctor
y fo
r Jap
an.
U.S
. ent
ered
the
Wor
ld
War
II.
U.S
. Sec
reta
ry H
ull
nego
tiatin
g in
W
ashi
ngto
n w
ith
Japa
nese
Am
bass
ador
du
ring
atta
ck.
Gen
. To
jo, P
rem
ier o
f Jap
an.
U.S
. Pre
side
nt F
rank
lin
Roo
seve
lt.
In o
ne h
our,
U.S
. Nav
y w
as
dam
aged
mor
e th
an in
ent
ire
Wor
ld W
ar I.
A
fric
an A
mer
ican
Dor
ie
Mill
er, a
U.S
. Nav
y co
ok,
shot
dow
n 4
Japa
nese
pl
anes
.
A
lem
ein
Nor
th A
fric
a, O
ctob
er
1941
Fi
rst c
ritic
al v
icto
ry fo
r En
glan
d. T
his b
attle
&
Stal
ingr
ad m
arke
d th
e tu
rnin
g po
int i
n th
e w
ar
in E
urop
e.
Gen
. Mon
tgom
ery,
B
ritis
h of
ficer
cho
sen
to
fight
the
fam
ous G
erm
an
Gen
. Rom
mel
(cal
led
the
Des
ert F
ox)
Rom
mel
sick
on
eve
of
maj
or b
attle
. R
etun
ed to
G
erm
any.
Hitl
er fo
rced
him
to
leav
e hi
s sic
k be
d &
re
turn
. A
fter A
lem
ein,
G
erm
an re
treat
ed 2
,000
m
iles.
St
alin
grad
Beg
an la
te A
ug. 1
941
and
last
ed 8
0 da
ys.
Rus
sian
city
rena
med
for
Stal
in.
Sym
bol o
f his
po
wer
.
Firs
t dec
isiv
e So
viet
vi
ctor
y. W
ith A
lem
ein,
tu
rnin
g po
int i
n w
ar.
Stop
ped
Ger
man
ad
vanc
e in
to th
e So
viet
U
nion
Sovi
et c
omm
ande
r Zh
ukov
, Ger
man
co
mm
ande
r Pau
lus.
But
re
ally
Hitl
er &
Sta
lin
show
dow
n.
Stal
in k
illed
35,
000
seni
or
arm
y of
ficer
s dur
ing
reig
n of
terr
or in
193
0’s.
Lac
ked
mili
tary
lead
ersh
ip
espe
cial
ly w
hen
Hitl
er
atta
cked
yea
r ear
lier.
Win
ter
save
d M
osco
w.
37
KE
Y B
AT
TL
ES
OF
WO
RL
D W
AR
II c
ont.
Bat
tle
Who
, Whe
re, W
hen
Sign
ifica
nce
Dis
tingu
ishe
d Pe
ople
In
tere
stin
g In
form
atio
n
D
Day
All
Alli
ed fo
rces
aga
inst
G
erm
any.
B
each
es o
f Nor
man
dy in
Fr
ance
. Ju
ne 6
, 194
4
Mos
t im
porta
nt b
attle
on
Wes
tern
Fro
nt in
Eu
rope
. Su
cces
sful
Alli
ed
inva
sion
of N
azi-
occu
pied
Fra
nce.
Gen
. Eis
enho
wer
led
Alli
es.
Gen
. Pat
ton
deco
y fa
ked
inva
sion
at a
noth
er si
te.
Rom
mel
, Ger
man
G
ener
al &
Hitl
er.
Larg
est a
mph
ibio
us
inva
sion
aga
inst
larg
est
defe
nse
in h
isto
ry.
Mili
tary
stra
tegi
es &
tric
ks.
Om
aha
Bea
ch in
itial
di
sast
er fo
r Am
eric
ans.
B
attle
of
The
Bul
ge
Dec
. 16,
194
4 G
erm
any
coun
ter-
atta
cked
Alli
es.
Bor
der b
etw
een
Bel
gium
&
Ger
man
y.
Last
ditc
h ef
fort
by
Ger
man
s to
prev
ent
Alli
es fr
om in
vadi
ng
Ger
man
y.
Slow
ed b
ut d
idn’
t sto
p th
em.
Geo
rge
Patto
n le
d A
llied
fo
rces
acr
oss F
ranc
e to
G
erm
any.
H
itler
’s id
ea to
try
on
mor
e at
tack
.
Dur
ing
emer
genc
y de
fens
e,
Afr
ican
Am
eric
an so
ldie
rs
inte
grat
ed w
ith w
hite
so
ldie
rs fo
r the
firs
t tim
e.
Brie
fly, t
hen
retu
rned
to
segr
egat
ion.
C
oral
Sea
Am
eric
an &
Aus
tralia
n fle
et a
gain
st Ja
pan.
N
orth
east
of A
ustra
lia.
May
, 194
2
Hal
ted
Japa
n’s a
ttem
pt
to in
vade
Aus
tralia
.
Alli
ed v
icto
ry b
ut h
ey lo
st
mor
e sh
ips t
han
the
Japa
nese
.
M
idw
ay
Am
eric
ans a
gain
st
Japa
nese
. Is
land
in h
e Pa
cific
O
cean
NW
of H
awai
i. Ju
ne, 1
942
Turn
ing
poin
t in
Paci
fic
war
. Ja
pane
se n
o lo
nger
un
chal
leng
ed.
They
had
bee
n he
adin
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r Haw
aii.
Ja
pan’
s wor
st n
aval
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eat
of th
e w
ar.
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m th
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ost s
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t to
the
leas
t.
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k ag
ain
from
a d
iffer
ent p
ersp
ectiv
e.
38
I DESCRIBING A HiSTORICAL EVENT
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39
DESCRIBING A HiSTORICAL EVENT
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40
Ant
icip
atio
n G
uide
s:
Agr
eeor
disa
gree
with
Agr
ee o
r dis
agre
e w
ith
stat
emen
ts p
rior t
o re
adin
g.
Do
indi
vidu
ally,
dis
cuss
di
ti/
tiith
pred
ictio
ns/a
ssum
ptio
ns w
ith a
pa
rtner
.
Rea
d an
d re
vise
, as
need
ed.
Com
pare
ans
wer
s w
ith p
artn
er.
Can
als
o be
an
indi
vidu
al ta
sk.
Mos
t effe
ctiv
e w
hen
the
stat
emen
ts a
re n
ot p
redi
ctab
le.
Hel
pfo
cus
lear
ners
onim
porta
ntH
elp
focu
s le
arne
rs o
n im
porta
nt
idea
s/ev
ents
.
Exc
elle
nt s
trate
gy to
add
ress
co
mm
on m
isco
ncep
tions
.
41
NAME DATE
THE AMERICAN OCCUPATION OF JAPAN
the Japanese people freedom of speech, freedom ofWhen World War II ended, Japan was a deftatedcountry. Two of its cities had been desiwd by atomicbombs. Most ofJapan ‘sfactories, fizrins, and businesseswere in ruins. An American army commanded byGenemi Dosglas MacArthur now occupied and ruledJapan. In this readitg you will learn how the Japaneserebuilt their nation after the war
In September 1945, after Japan had surrendered,the United States took control of that nation. Aforce of 40,000 American troops occupied Japan.These troops were led by General Douglas MacArthur. MacArthur became Allied military commander in Japan. From his headquarters in Tokyo,he ruled the Japanese people for the next few years.
The United States had two main goals in Japan.It wanted to help the Japanese rebuild their nation. It also wanted to make sure Japan would notregain its military power. Under MacArthur’sstrong leadership, both these goals were reached.Japan had to give up all the land it had conqueredin Asia and the Pacific. The leaders who had carriedout Japan’s conquests were tried for war crimes.Several of those who were found guilty were executed. Others were put in prison. The Japanesearmy and navy were disbanded, and Japan was notallowed to have strong armed forces. Japan alsopledged it would never again start a war.
In 1947, the United States set up a new constitution for Japan to make the nation more democratic. The emperor no longer had importantpowers. Instead, he became only a symbol of thenation. The Diet, elected by the people, now wasthe center of Japan’s government. The Diet wasthe nation’s chief lawmaking body. The primeminister, who headed the government, was electedby members of the Diet. Control of the government by army generals was ended. Now new political parties were free to run candidates for electionto the Diet. The 1947 constitution also guaranteed
religion, and freedom of the press.During the occupation, Americans brought
about many changes and reforms in Japanese life.The large estates owned by wealthy Japanese landlords were broken up. Much of this land was thengiven to small farmers. The huge and powerfulbusinesses that controlled many Japanese industries were broken up. Workers were allowed toform labor unions. At the same time, the UnitedStates provided aid to help Japan rebuild its factories and farms. The Japanese people seemed towelcome these changes. Within a few ‘ears, Japan’seconomy had recovered from the terrible destruction of World War II.
By 1951, the United States was ready to end itsoccupation of Japan. In September of that year, theUnited States signed a peace treaty with Japan.Japan now regained its power as an independentnation. However, since Japan’s constitution didnot allow it to have strong armed forces, the twonations also signed a military treaty. The UnitedStates agreed to defend the Japanese if the’ wereattacked by any nation. As a result, Japan soonbecame an important ally of the United States.During the 1950s, Japan would again become oneof the strongest nations in Asia.
On the back of this sheet of paper or on anothersheet, answer the following questions about theselection you have just read.
1. How did the United States try to make surethat Japan would not become a military nationagain?
2. How did the United States work to make Japanmore democratic?
3. Imagine you were a Japanese reporter watchingthe signing of the peace treaty in September 1951.Describe what you think were the main results ofthe American occupation of Japan.
UNIT 13 • CHAPTER 5
ENRICHMENT READING MASTER
EXPLORING AMERICAN HISTORY I TEACHER’S RESOURCE BOOK • © Globe Book Company E7742
43
WORD SORT FOR YALTA AGREEMENT
Joseph Stalin Winston Churchill
Franklin D. Roosevelt post-war Europe
Yalta Agreement Soviet Union
United States Great Britain
trials criminals
Germany Japan
United Nations islands
atomic bomb four zones
Poland Communist regime
plans promise
government-in-exile free elections
44
SAMPLE: MULTILEVEL READINGS FOR WORD SORT Pre-reading: partners do the word sort together. During reading: partners each read a passage. One is easier. NOTE: Some unique information is contained in each reading; therefore partners would need each other to complete the “during reading” portion of the word sort. Post-reading: Students in teams use the cooperative structure of Numbered-heads-together to answer related questions.
45
SEN
TEN
CE
PRO
MPT
S FO
R C
OM
PAR
ING
SIM
ILA
RIT
IES
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46
SEN
TEN
CE
PRO
MPT
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R C
ON
TRA
STIN
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____
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cont
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47
CO
MPL
EX S
ENTE
NC
ES T
O E
XPR
ESS
SEQ
UEN
TIA
L A
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ON
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C
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hen_
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.
48
SE
NTE
NC
E PR
OM
PTS
TO E
XPR
ESS
CA
USE
AN
D E
FFEC
T
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beca
use_
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se _
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whi
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ffect
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49
CO
MPL
EX S
ENTE
NC
ES T
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ESS
CO
ND
ITIO
NS
If
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nly
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atte
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e re
sult
will
be
the
sam
e, u
se th
e fo
llow
ing:
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en if
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ture
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it m
ight
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50