Academic Vocabulary

1. Academic Vocabulary WJHS Social Studies Department 3rd Quarter 2013

2. 1/7/13 Week 1: Analyze

3. analyze • Discover something through close examination • Look at something based on the pieces that make up the whole • YOUR thoughts on something How it might look on a test • Analyze the meaning of this quote from the text. • Analyze what this means. • Analyze the mood of this story.

4. Analyze this propaganda poster.

5. Analyze this political cartoon.

6. Analyze this cartoon.

7. 1/14/13 Week 2: significance

8. significance • The importance of something • Its meaning How it might look on a test • What is the significance of this event to the story? • Explain the significance of this character. • Analyze the significance of foreshadowing in this selection.

9. Explain the significance of each cause of the Civil War/World War 2/World War 1?

10. Analyze the significance of US involvement in World War 1/World War 2.

11. Explain the significance of voting in Americans’ civic responsibilities.

12. 1/21/13 Week 3: perspective/viewpoint

13. perspective & viewpoint • Mental position from which things are viewed • The outlook of a text, photograph, cartoon, etc. How it might look on a test • From which perspective is this story/poster/photograph? • Of these two perspectives, which do you agree with most? • How does the author defend their perspective?

14. Describe the viewpoint of this propaganda poster. Explain the clues.

15. Describe the viewpoint of this poster. Explain the clues.

16. Describe the viewpoint of this poster. Explain the clues.

17. 1/28/13 Week 4: compare/distinguish

18. compare & distinguish • Point out the similarities and differences between • Perceive and identify differences How it might look on a test • Compare these two poems. • Distinguish between character 1 and character 2 based on their personalities.

19. Distinguish between the Cold War and World War 2/Civil War and World War 1. • An easy way to brainstorm for a question like this is to make a chart or a Venn diagram to get your ideas in order first.

20. Compare two different US Presidents we have learned about this year. • An easy way to brainstorm for a question like this is to make a chart or a Venn diagram to get your ideas in order first.

21. Distinguish between two different US Presidents we have learned about this year. • An easy way to brainstorm for a question like this is to make a chart or a Venn diagram to get your ideas in order first.

22. 2/4/11 Week 5: argument/defend

23. argument & defend • Maintain and support a position held on an issue • Explain and develop YOUR thoughts. How it might look on a test • What is the author’s argument? • Defend your argument on this topic? • Write an argument defending your position.

24. Are social networking sites good for our society? Outline your argument and include how you would defend your position. • Creating a chart representing both sides of the argument will get you a good start. Then pick the side you agree with the most, or the side that would be easiest for you to defend.

25. Should tablets replace textbooks in classrooms? Outline your argument and include how you would defend your position. • Creating a chart representing both sides of the argument will get you a good start. Then pick the side you agree with the most, or the side that would be easiest for you to defend.

26. Should the United States use military troops to defend the US- Mexico border? Outline your argument and include how you would defend your position. • Creating a chart representing both sides of the argument will get you a good start. Then pick the side you agree with the most, or the side that would be easiest for you to defend.

27. 2/11/13 Week 6: evidence

28. evidence • Proof from text supporting a specific position How it might look on a test • What evidence does the author give to support their argument? • What evidence supports this statement?

29. What evidence supports the statement, Hitler was an evil leader? Jewish Victims of the Holocaust

30. What statement does this evidence support?

31. What statement does this evidence support?

32. 2/18/13 Week 7: paraphrase vs. plagiarism

33. paraphrase • Writing research in YOUR OWN WORDS plagiarism • Submitting someone else’s work as your own • Cheating, stealing How it might look on a test • Which of these is a quality paraphrase? • Which of these is an example of plagiarism? • Why is plagiarism wrong?

34. How can you avoid plagiarizing in your research?

35. Which of these is plagiarism? Seward, Timothy, ed. Julius Caesar. By William Shakespeare. Cambridge School Shakespeare. Cambridge, England: University Press, 1992. Brutus (85–42 BC) came from a distinguished family. His ancestor threw the tyrannous Tarquinroyal family out of Rome and established the Roman Republic. Brutus was highly educated, and wrote some books on philosophy. He fought with Pompey against Caesar in the Civil War, but like all Pompey’s followers he was pardoned and grew to be respected and trusted by Caesar. Some claim he was Caesar’s secret son. • A major character in Shakespeare’s Julius Caesar is Brutus, a member of a distinguished family. His ancestor threw the tyrannous Tarquin royal family out of Rome and established the Roman Republic. Even though Brutus loves Caesar, he agrees to take part in the conspiracy to murder him (Seward 169). • A major character in Shakespeare’s Julius Caesar is Brutus, a member of “a distinguished family. His ancestor threw the tyrannous Tarquin royal family out of Rome and established the Roman Republic” (Seward 169). Even though Brutus loves Caesar, he agrees to take part in the conspiracy to murder him. PLAGIARISM NOT PLAGIARISM

36. Paraphrase this paragraph. “The interest in outfitting public school students in uniforms is not a new concept. In inner-city schools, the trend for wearing uniforms actually began in the 1980’s. Cities such as Miami, Detroit, and Baltimore have experimented with uniforms for their students at the elementary and middle school levels. Seventy-four percent of the students in the Baltimore city schools wear uniforms to school everyday. A liaison to the Superintendent in Baltimore, Justin Wood, claims that uniform wearing has eliminated brand-name envy and peer teasing of students who can not afford designer clothing. Cities in ten different states have given uniforms a try at their elementary and middle school levels” (Eppinger, 2.)

37. Paraphrase this paragraph. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity." From "Captain Cousteau," Audubon (May 1990):17.

38. 2/25/13 Week 8: credible

39. credible • Believable, convincing How it might look on a test • Which of these sources would be most credible? • Why is this author credible?

40. What should you pay attention to when assessing the credibility of a source or author? Credentials, sponsors, experience, education

41. Which of these sources is least credible for researching Abraham Lincoln? His personal diaries A website made my a 2nd grade classroom Newspaper articles from his life period A website by a college professor

42. Which of these sources is least credible for researching Vietnam War? Letters from soldiers Footage of anti-war protests A student’s project about the war Speeches from Presidents of the time period