Worksheets+&+Strategies+for+Analysis+and+Writing

SOAPSTone A great way to get kids analyzing primary (and even secondary) sources! piece talking about? || The time & place of the piece. The historical context. What is going on during this time period that prompts the writing? || Who is this piece directed to? Who is the intended audience? || Why is the speaker writing, or drawing, or talking about this issue? What does the speaker want the audience to think or believe as a result of reading (or observing,etc.) the piece? || Simply: Who is writing, drawing, or creating this piece? (Also including what is important about this particular person, or what the context of this person's life is.) || The attitude or feeling that this piece elicits in the reader or observer. What is the feeling you get from this piece? What would people from the time have felt? || Adapted from two sources: [|Facing History and Ourselves] & [|College Board: AP Central]
 * **S**ubject || **O**ccasion || **A**udience || **P**urpose || **S**peaker || ** Tone ** ||
 * In a few words, what is the

Such a great site not only for some great United States history primary sources, but also ways to use them in your classroom, lesson plans, and wonderful worksheets just for analyzing different primary sources! [|National Archives: Document Analysis Worksheets]

The Socratic Method: //Using the Socratic Seminar in the Classroom//

I have used this method many times in the classroom, and as long as the question is interesting and elicits student interest and opinion, and you have gone over a Socratic Seminar with them at least once, it seems to go well each time. I used this with a freshman world history class and they had discussions pretty much the ENTIRE class! And that's block scheduling, for an hour and twenty minutes!

Ever heard of a fishbowl? It's kind of like that, with an inner and an outer circle. Each group has a job to complete. In addition to these two worksheets, they also have completed a homework assignment the night before. Usually this is an thorough, well developed paragraph that answers the question they will be debating. Still the best by far is during the Industrial Revolution. "Do the horrors of the Industrial Revolution outweigh the benefits?" This began a discussion on if the means justified the end result: today's technology, including iPods, laptops, TVs, etc. that most students use throughout the day, every day. Homework Paragraph ___ / 10 Outer Circle Questions ___ / 20 Inner Circle Rubric (self-evaluated) ___ / 5 (or 10, and include their participation in the inner circle)
 * Overall scoring**:

Another Socratic Seminar Rubric I found online, that could also be useful. from [|Utah Common Core]