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ANNUAL EDITIONS
Using Annual Editions in the Classroom
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Copyright Cataloging in Publication Data I. Title: Using Annual Editions in the Classroom ISBN-13: 978-0-07-330190-7 ISBN-10: 0-07-330190-6 © 2007 by McGraw-Hill Contemporary Learning Series, Dubuque, IA 52001, A Division of The McGraw-Hill Companies. Copyright law prohibits the reproduction, storage, or transmission in any form by any means of any portion of this publication without the express written permission of McGraw-Hill Contemporary Learning Series, and of the copyright holder (if different) of the part of the publication to be reproduced. The Guidelines for Classroom Copying endorsed by Congress explicitly state that unauthorized copying may not be used to create, to replace, or to substitute for anthologies, compilations, or collective works. Inquiries concerning publishing rights to the articles herein can be directed to the Permission Department at Contemporary Learning Series. 800.243.6532 Annual Editions® is a Registered Trademark of McGraw-Hill Contemporary Learning Series, A Division of The McGraw-Hill Companies. Tenth Edition Cover image by Maggie Lytle Printed in the United States of America
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Contents PREFACE vii INTRODUCTION viii
What Are Annual Editions? viii Criteria Used in Selecting Articles for Annual Editions ix ANNUAL EDITIONS—A CLASSROOM RESOURCE 1 How Annual Editions Can Be Used 1 For Supplementary Reading 1 As a Basic Text 1 As a Starting Point for Student Research 1 For Independent Study 1 For Extra Credit or Make-Up Work 2 Other Uses 2
Integrating Annual Editions into the Instructional Program 2 Annotated Table of Contents 2 Topic Guides 3 Selected Internet References 3 Instructor's Resource Guides 4 Section Overviews 5 Comprehensive Indexes 5
McGraw-Hill Contemporary Learning Series Online 6 TEACHING WITH ANNUAL EDITIONS 7 Discipline Scholarship 7 How Discipline Practitioners Think 7 What Discipline Practitioners Do 7 Vocabulary 7 1. General and Special Vocabularies 2. New Words and Terms 3. Figurative Language
Critical Thinking 7 Reasoning 8 1. Making Judgments and Drawing Conclusions 2. Recognizing Logical Fallacies and Faulty Reasoning 3. Recognizing Propaganda Techniques
Analysis 9 1. Identifying Fact and Opinion 2. Comparing and Contrasting Information
Problem Solving 9 Summary 9
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Communication Skills
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Analytical Reading 9 1. Organizing Information 2. Determining the Accuracy and Completeness of Information 3. Evaluating Author Credibility and Bias 4. Comparing and Contrasting Points of View 5. Locating Information Sources 6. Using Indexes Writing 10 1. Note taking 2. Summarizing 3. Outlining 4. Reports, Term Papers, and Essays
Quantitative Literacy
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Dimensions of Quantitative Literacy Equations 11 Graphs 11
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ANNUAL EDITIONS TEST YOUR KNOWLEDGE FORM DEVELOPING AN INSTRUCTIONAL PLAN
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Directed Reading-Thinking Activities
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Study Guides
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The Process Study Guide 13 The Content Study Guide 14
Reasoning Guides Summary
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SHARE YOUR SUCCESSFUL INSTRUCTIONAL METHODS ANNUAL EDITIONS ARTICLE RATING FORM BUSINESS REPLY CARD Other Innovative Series
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VOLUMES IN THE ANNUAL EDITIONS SERIES 22
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Preface
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elcome to Annual Editions! If you've been teaching for a while, the chances are good that you're familiar with the series. You may be using one or more of the volumes in your classes right now, or perhaps you've been considering incorporating them into your instructional program. Whether or not you're familiar with Annual Editions or have used them in your classes, this guide will provide you with a number of interesting and functional ideas for using the best of the current press. Annual Editions is a series of over 65 volumes, each designed to provide you and your students with convenient, inexpensive access to a wide range of current, carefully selected articles from some of the most important magazines, newspapers, and journals published today. Annual Editions are updated on a regular basis through a continuous monitoring of over 700 periodical sources. From these sources articles are selected that are current, relevant, and interesting. The articles themselves are most often written by prominent individuals in their fields who write for a general audience. All Annual Editions have a number of organizational features designed to make them particularly useful in the classroom, including an annotated table of contents, a topic guide, selected Internet references, a general introduction, brief overviews for each section, a topical index, and an instructor's resource guide. “Using Annual Editions in the Classroom” attempts to show you not only “how” to use Annual Editions effectively but also “why” using Annual Editions makes a great deal of sense when you want to effectively interest and involve your students in your course. For your convenience, “Using Annual Editions in the Classroom” is available both online at http://www.mhcls.com/usingae/index.mhtml and as a printed guide. This is the tenth updated and revised edition of “Using Annual Editions in the Classroom,” and we are very much interested in knowing how well this guide works for you. If you have any ideas, comments (positive or negative), or teaching methods you would like to share with us, please use the form on page 17 of this guide to let us know how you feel we can make it better. You may also interact directly with us through our Web site at: http://www.mhcls.com/usingae/share.mhtml. Your feedback will be read and considered, and will have an impact on making future editions of “Using Annual Editions in the Classroom” more useful and effective.
Larry Loeppke Managing Editor Contemporary Learning Series
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Introduction What Are Annual Editions?
Every Annual Editions’ Advisory Board is composed of instructors who use Annual Editions in their classes. This hands-on experience allows them to assess the effectiveness of the selections in the current edition in an actual classroom situation. Often, they submit current articles they have found in their own research that they feel would be of value in the new edition. There are almost 1,300 active Advisory Board members in the Annual Editions series of over 65 volumes. Their input allows us to “class test” and “customize” the books on a broad, in-depth, national basis. In addition, every Annual Editions has a postage-paid Article Rating Form that appears at the end of the book (pages 18 and 19). This form asks the reader to rate the value of the articles, to suggest any articles they have read that they feel would add to the quality of the next edition, and to suggest topic areas that they feel should be added or deleted. These forms are received from large numbers of students and instructors, and they give us another perspective on how effective articles are in the existing edition. This aspect of the evaluation process is another element that allows us to customize the Annual Editions to specific subject areas. We constantly monitor the 160-plus periodical sources that make up our subscription base. This process of gleaning current selections from such a mass of information allows us to follow and, in many cases, anticipate trends and evolving areas in all of the subject areas we publish. All of the Annual Editions are focused and “customized” to stay on the cutting edge of current subject information. Articles in Annual Editions are written by experts and authorities in their fields; the writing is clear, lucid, and understandable—free of obscure technical terms and jargon. Articles are facsimile-reproduced in Annual Editions as they were originally published. Rarely have they been edited. Occasionally, when a copy of an article will not reproduce to Annual Editions standards, the article is resetword for word-in new type so that students will have no difficulty with legibility. Most Annual Editions are revised every year. Every article is reviewed on the basis of timeliness, appropriateness, and educational value. After exhaustive research and analysis, new articles are carefully blended with current material.
Annual Editions®, published by McGraw-Hill Contemporary Learning Series are collections of the most interesting, informative, and important articles related to a particular subject area. But Annual Editions are much more. Annual Editions are an exciting instructional tool— diverse and challenging. Every one of the articles is carefully chosen from a broad range of the public press—magazines, professional journals, and major newspapers. The latest information, thinking, and research is supplemented by enduring articles, essays, and important basic documents. Altogether, Annual Editions subscribe to more than 160 important and influential magazines, journals, and newspapers. Annual Editions bring topics into sharp focus for students—a focus that no textbook can match. The amount of material available in today's informationoriented society is staggering. With Annual Editions, the problem of how to sort through this mountain of material is solved. Annual Editions offer the best from the current press. Every article has been carefully reviewed by professional editors, an academic editor, and an Annual Editions Advisory Board. In recent years the concept of “customized publishing” has become very attractive to many instructors. For a large number of subject areas, keeping current is of paramount importance to effectively introduce students to a course of study. To customize a readings supplement and to develop a useful, cohesive, and interesting collection of readings, instructors must painstakingly research the sources at hand and go through the process of making the collection available to their students which can be time consuming, expensive, and often frustrating. Recent changes in the copyright laws make this task even more difficult and increasingly more expensive. The law requires instructors to obtain written permission from authors and publishers before duplicating and distributing copies of any article. We do that work for you. Special permission is even required before duplicating an article already reprinted in Annual Editions.
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CRITERIA USED IN SELECTING ARTICLES FOR ANNUAL EDITIONS Every year, thousands of articles are screened for possible use in Annual Editions. An article selected for publication must meet stringent editorial criteria. Among these criteria are: 1. The information and ideas presented in an article must help students to see the relationship between the material and “the real world.” It must help to clarify the subject and help students to translate information into understanding. 2. The information presented should be accurate and up-to-date. 3. The readability of each article should be appropriate for the students who will be working with the material. 4. The writers should be professionals, authorities in the field. 5. The article should be an appropriate length. It must cover a topic thoroughly but not overwhelm students. 6. The articles in each Annual Editions volume must present a balanced overview of that field.
Annual Editions volume is a separate Instructor's Resource Guide. Instructor’s Resource Guides contain a synopsis of each Annual Editions article, multiplechoice testing suggestions, and suggested discussion or essay questions. (For more information on these special Annual Editions features, see the next section, Annual Editions—A Classroom Resource.)
In addition to a wealth of information and ideas, Annual Editions offer a number of unique and useful instructional aids. These include an annotated table of contents, a topic guide, carefully selected Internet references, section overviews with key points for students to consider as they read, an article review form, and comprehensive indexes. Also available for use with every
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ANNUAL EDITIONS— A Classroom Resource How Annual Editions Can Be Used
and techniques necessary for gaining further information and understanding. 8. The McGraw-Hill Contemporary Learning Series offers online support for all of its Annual Editions readers at
For Supplementary Reading
http://www.mhcls.com/online/contentsmain.mhtml/. The Web sites that are listed as sources for
In the classroom, Annual Editions are an important supplement to the regular textbook, providing students with new and relevant, current information. Annual Editions broaden their knowledge and understanding of the subject area and help to develop and enhance student vocabulary, comprehension, and overall reading ability. Using Annual Editions to supplement subject area texts has a number of specific advantages:
each Annual Editions have been carefully researched and selected to support articles found in the reader. These annotated sites are an excellent place to learn more about specific topics found in the current edition. As students access a specific Annual Editions, they will find links to a variety of helpful strategies to deal with college life (for example, How to write a term paper; How to perform better on tests; and How to manage time).
1. In regular textbooks, important topics often receive only cursory treatment. Annual Editions provide students with an opportunity to explore topics in depth. 2. Annual Editions articles represent the latest information and thinking on a topic. Using Annual Editions keeps your course current. 3. Annual Editions give students the opportunity to extend their knowledge and understanding of a topic far beyond what is available in a single textbook. Concepts, principles, and generalizations that might be confusing are clarified. 4. Annual Editions provide students with challenging material that might not be available in regular textbooks. 5. Limiting student reading to a single textbook limits students. They may come to feel that the information and points of view presented in a text are to be accepted and adopted as their own—without questioning and without further thinking or inquiry. On the other hand, using Annual Editions with students invites—even forces—comparisons of information, points of view, opinions, and interpretations. 6. The wide variety of interesting and stimulating material available in Annual Editions helps to create and maintain student interest in the subject area. Students have a highly motivating alternative to the textbook that also enriches their informational and experiential base. 7. By providing them with a wide range of reading experiences, Annual Editions help students to acquire the skills
As a Basic Text At times, an appropriate or up-to-date textbook may not be available or needed. In this situation, Annual Editions are often the solution. The material in every Annual Editions volume spans a broad range of information and opinions related to the topic. And the material in Annual Editions is current—much more so than with any textbook.
As a Starting Point for Student Research Articles in Annual Editions frequently cite information sources, offer lists of organizations and agencies where additional information is available, or include bibliographies. For students doing research for a term paper or a report, this information can get them started in the right direction and provide substantial background in the subject.
For Independent Study For students ready for self-directed learning activities, Annual Editions could be an important part of an independent study program. On the same hand, if a formal independent study program is impractical or inappropriate, Annual Editions can be used for independent reading.
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For Extra Credit or Make-Up Work
Annotated Table of Contents
Annual Editions are ideal for this type of learning activity. After students have read an article, you might have them complete the article review form, which appears just after the topic index in the back of every Annual Editions volume (see the sample on page 12). Or you might assign questions from the Annual Editions Instructor’s Resource Guide as extra credit or make-up work. (Each Instructor’s Resource Guide’s question bank can be accessed online at http://www.mhcls.com/ irg/ via an assigned password which can be found on the inside of each guide copy.)
A brief summary of each article is included in the table of contents for every Annual Editions volume. This feature is particularly helpful when choosing appropriate articles for student reading. Part of the table of contents from Annual Editions: Multicultural Education is reproduced below. Notice that the title, author, source, and publication date are listed for each article. In addition, the concepts in bold italics are developed in the article and referred to in the topic guide and, when included, in the glossary. Articles in the table of contents are grouped into several major sections that are designed to support and enhance any textbook that is being used.
Excerpt from the annotated table of contents for Annual Editions: Multicultural Education
Other Uses Annual Editions can be used in conjunction with a number of classroom activities. For example, an Annual Editions article could be assigned to a group of three or four students to read. The students then present the issues in the article to the rest of the class in a panel discussion. Annual Editions articles can also be included in recommended reading lists. Even when not formally integrated into the instructional program, Annual Editions are an important resource for both students and instructors. If Annual Editions are readily available as part of a classroom or school library, students will use them as sources of background information on topics that they are studying. Instructors will find them valuable for background information, as a source of examples and anecdotes for classroom presentations and lectures, for lists of possible study topics, as an effective introduction to online information, and as sources of bibliographies.
Integrating Annual Editions into the Instructional Program Annual Editions offer a number of special features designed to help integrate the selections into the classroom quickly and effectively. Among these special features are annotated table of contents, topic guides, selected Internet references, section overviews, comprehensive indexes, and instructor’s resource guides. The following are examples and explanations of each of these special features:
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Topic Guides
Selected Internet References
Every Annual Editions volume includes a detailed topical guide to the articles reproduced in that volume. The topic guide follows the annotated table of contents of the book. These topic guides are invaluable when integrating Annual Editions into an instructional program, particularly when correlating readings in an Annual Editions volume with a textbook. A portion of the topic guide for Annual Editions: American Foreign Policy is printed below. The left-hand column lists major topic areas, and the right-hand column lists those articles in which the topic is given primary attention. Each article is listed by number as it appears in the book and its title.
All Annual Editions offer an annotated listing of Web sites for instructors and students to use for research. These sites have been carefully gathered and customized for each Annual Editions volume, and they are chosen for their relevance, high quality, and value to the student. All sites can be linked through our student support site at http://www.mhcls.com/online/contentsmain.mhtml. A portion of the sites that were gathered for An-
nual Editions: Education is printed below.
Excerpt from the selected Internet References for Annual Editions: Education
Excerpt from the topic guide for Annual Editions: American Foreign Policy
Students find the topic guide and internet references very useful. These features will assist those who want to do more than the assigned reading as they can use the two features to greatly expand their information base. When assigned a term paper or other research project, students can start their search for a topic utilizing the topic guide and internet references.
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Instructor’s Resource Guides
Article Summary A 50- to 100-word abstract of the material discussed in the article is provided.
A comprehensive Instructor’s Resource Guide is available for every Annual Editions volume, and the question banks in all Instructor’s Resource Guides are also available online. To access these test banks, refer to the title page of the printed Instructor’s Resource Guide; there you will find a password for the book you are using. Then enter our online site, http:// www.mhcls.com/irg/ and enter the unique password that is provided at the beginning of the guide. Reprinted below is an excerpt from the Instructor’s Resource Guide that accompanies Annual Editions: Criminal Justice. Note how the information is organized:
Key Terms and Topics This section highlights a number of key topics, phrases, names, or lines of argument with reference to their use in the text.
Web Question Students will now have an opportunity to access article “Web Questions” on the product’s book support site: http://www. mhcls.com/online/contentsmain.mhtml. Web questions assess the student’s understanding of the overall theme of each article. Each question reinforces and enhances the article, and provides an excellent study guide source for students.
Excerpt from the Instructor’s Resource Guide for Annual Editions: Criminal Justice
Multiple-Choice Questions These questions are developed to review lines of argument in the articles at hand and reinforce comprehension of the critical thinking aspects of the ideas presented.
True/False Questions Questions in this area are designed to reflect the main points developed by the author.
General Questions These general questions are developed around three specific categories: to note author bias, open larger issues, and relate the article to trends in the field. Following the question is a suggested strategy or line of argument designed to offer a possible “answer.”
Section Overviews To make material easier to locate, understand, and use, articles in each Annual Editions volume are grouped into sections. These sections are arranged to support and enhance the generic topics covered in a general textbook. Each section overview has a list of the articles appearing in that section, “Key Points to Consider” as the articles are read, a list of “Internet References” that will support and expand the section’s information, and a brief essay that introduces the reader to the role each section plays in the course area. (See excerpt on next page.)
Article Data Indicates that the article is number 3 of the 43 articles reprinted in this Annual Editions volume; provided are the title of the article, the page number on which the article begins, and the author (or authors).
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Excerpt of a section overview from Annual Editions: Global Issues
Comprehensive Indexes
Excerpt from the topical index for Annual Editions: Early Childhood Education
Indexes are the key to information and inquiry, so every Annual Editions volume includes a detailed topical index. An example from Annual Editions: Early Childhood Education is reprinted at the right. Together, these features make Annual Editions an important and useful learning resource for both students and instructors.
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McGraw-Hill Contemporary Learning Series Student Support site data is found on the inside of every Annual Editions book cover. This student-oriented Web site is designed to provide a variety of helpful strategies to deal with college life and to successfully connect to specific data on the articles in each Annual Editions reader.
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Teaching With Annual Editions Discipline Scholarship
press material, the specialized words are presented within the context of the article. In deciding what words and terms to teach, consider the following guidelines: How important is it for students to understand the word or term? Is understanding the concept critical to understanding the material? Are students likely to encounter the word or term frequently in the content area?
How Discipline Practitioners Think One of the strongest reasons for adopting Annual Editions is that it gives students an understanding of how people think, work, and “operate” in a particular discipline. For example, articles may show how various models (physical, conceptual, or mathematical), paradigms, and theories are developed and used. Annual Editions are updated annually, which guarantees that students are exposed to the latest ideas that are shaping the discipline. Articles can also show, in more subtle ways, how creativity and bias are encountered in a particular field. Such insights into the thinking methods in a discipline are invaluable.
2. New Words and Terms The use of new words and terms is increasing all the time in virtually every subject area or discipline. Students should be encouraged to watch for these new words and terms when reading. Good sources for these new terms are Annual Editions articles because (1) they are current, and (2) they reflect the use of language in public press sources. Have the students check an authoritative dictionary to determine if their words are really “new” and not just unknown to them.
What Discipline Practitioners Do
3. Figurative Language Students frequently have difficulty interpreting figurative language. Collect examples of figurative use of language from Annual Editions. To build understanding, have students rewrite the examples in nonfigurative language. Follow this up with class discussion on the accuracy of each “translation.”
Aside from the mental frameworks of a discipline, specific work (research, experimentation, for example) must also be done. Articles in Annual Editions can be used to show what work in a particular discipline involves. For example, is research done mostly in the library, laboratory, or someplace else? Other activities such as classification and organization of data, measurement, and communicating results are also demonstrated.
a. Which version (figurative or nonfigurative) is most appropriate? b. Which version is most attention-grabbing? c. Which version best conveys the meaning?
Vocabulary To understand the material in any content area, students must be able to recognize and understand the specialized words and terms associated with that area. Ideally, they will make these words and terms a part of their own vocabularies. The most effective way to teach vocabulary is to teach it in context. Since Annual Editions offer a wide range of contentrelated materials from a variety of sources, they are a powerful aid in teaching the specialized vocabulary of a discipline.
Critical Thinking In order to function effectively as information consumers, students must be able to evaluate what they read. Critical thinking requires an open mind, a broad background of experience, knowledge of where and how to find information, and the ability to analyze and evaluate the accuracy of that information. The development of critical thinking involves the evaluation and analysis of information from many sources. Textbooks usually present only a limited sample of the information and opinion available on a topic. Students must be exposed to a wide range of materials from many different sources. The diversity of the articles in every volume makes Annual Editions an invaluable tool for developing critical and analytical thinking.
1. General and Special Vocabularies Sometimes the specialized vocabulary that students encounter in an Annual Editions article is extensive. However, many of these words and terms have a general meaning that students already recognize. Since Annual Editions are public
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Reasoning
• Faulty analogy. Comparison is carried too far, or the things compared have nothing in common. (Example: Apples and oranges are both fruit. Both grow on trees. Therefore, apples and oranges taste the same.) • Oversimplification. Relevant information is ignored in order to make a point. (Example: The majority of voters in the United States are Democrats. Therefore, Democratic candidates will win every election.) • Stereotyping. People or objects are lumped together under simplistic labels. Also called labeling. (Example: Blonde women are beautiful, but dumb.) • Ignoring the question. Digression, obfuscation, or similar techniques are used to avoid answering a question. (Example: When asked about the possibility of a tax increase, a senator replies: “I have always met my obligations to those I represent.”) • Faulty generalization. A judgment is made on the basis of inaccurate or insufficient evidence. (Example: Ducks and geese migrate south for the winter. Therefore, all waterfowl migrate south for the winter.)
One component of critical thinking is reasoning. Important components of reasoning include: understanding the issue; determining a point of view, underlying assumptions, possible implications, consequences, and inferences; and drawing a conclusion. 1. Making Judgments and Drawing Conclusions Making judgments and drawing conclusions require students to develop critical thinking skills. After they have read an article, questions such as the following can help students successfully perform this task: What conclusions are drawn by the author of this article? Do you agree or disagree with the conclusions drawn by the author? What other conclusions are possible to draw using the same information? What other information might be important to know before making any judgment on the value and importance of this article?
3. Recognizing Propaganda Techniques. Propaganda is information presented in an attempt to influence readers. Propaganda is not by definition “good” or “bad.” However, to the unwary, propaganda can be misleading. The box below summarizes some of the most frequently used propaganda techniques. Using Annual Editions, students can look for examples of each of the techniques outlined. Ask students to read several different articles from the same Annual Editions volume. Have them make notes of any propaganda techniques they find in their reading. Similarly, have students compare an Annual Editions article or a unit with a similar chapter or section in their textbook. Have students compare articles from other sources (newspapers, magazines) with Annual Editions articles on the same topic.
2. Recognizing Logical Fallacies and Faulty Reasoning Critical thinking requires the ability to recognize faulty logic. Here are seven major fallacies of reasoning that students should know and be able to recognize. • Incorrect assumption of a cause/effect relationship. (Example: Every time we wash our car, it rains. Therefore, if we wash our car today, it will rain.) • Inaccurate or distorted use or interpretation of numerical statistical information. (Example: Traffic fatalities were cut when the highway speed limit was reduced to 55 m.p.h. Therefore, the lower speed limit has resulted in safer highways. [The fact that people are driving less may be equally or more important.])
SOME FREQUENTLY USED PROPAGANDA TECHNIQUES “Bad” (or “Sad”) Names—The use of words, phrases, or expressions with negative connotations. Examples: slob, prude, moron, embarrassing. “Glad” Names—The use of words or phrases with positive, pleasant connotations. Examples: warm, lovely, delicious, “lemony” fragrance. Testimonials—The recommendation or endorsement by prominent and/or influential people. Example: Professional baseball star Derek Jeter’s advertisements for a credit card. Transfer—The use of names, phrases, or symbols to influence acceptance. Example: Using a movie star’s photograph on the cover of a magazine to get people to buy it. “Just Plain Folks”—The use of dress, behavior, or other devices in an attempt to identify a product or person with ordinary people. Example: Photographs of the President of the United States eating spaghetti or chopping wood. Card Stacking—The presentation of only that information or those arguments most favorable to a particular point of view. Example: Making a list of all the advantages of buying a new car without making a similar list of all of the disadvantages. Bandwagon—The use of the fear of being “different” to influence behavior. Example: “Twenty million people jog for their health. Shouldn’t you?”
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Analysis
appears in the back of every Annual Editions volume for the articles they read. This form is also accessible at http://www. mhcls.com/online/contentsmain.mhtml. Students are encouraged to photocopy the form and use it in any number of suggested ways. The form requires students to summarize an article and briefly analyze and evaluate what they read. The completed form can be graded, used as a starting point for class discussions, expanded into a larger writing activity, or serve as a check on student understanding of the reading. The form is adapted from one developed by Bob Lee of Cypress College, Cypress, California.
Another component of critical thinking is analysis. Analysis involves a variety of skills, but one of the most common is the ability to recognize the difference between an observation and an inference. Once the distinction is made, students can then try to understand on what basis the inferences are being made (for example, logical or statistical). 1. Identifying Fact and Opinion A fact is an accurate description of an object, event, or statement that can be proved true. An opinion is a statement that expresses how a person feels about something or what a person thinks is true. The articles in Annual Editions are ideally suited to develop the ability to differentiate between fact and opinion statements. Discussion questions might include the following:
Communication Skills
a. What rules or techniques can be used to identify statements of fact? b. What rules or techniques can be used to identify an opinion? c. Can a statement contain both fact and opinion? d. Are some opinions more reliable than others? Why?
Analytical Reading Students studying any discipline need to have analytical reading skills to understand the main point of the article, major divisions of thought, the author’s attitude, the article’s purpose, assumptions, implications, and different perspectives. Some analytical reading skills are:
2. Comparing and Contrasting Information To compare and contrast information, students must have a wide variety of material at hand. Annual Editions make it possible to identify similarities and differences among the facts, opinions, purposes, and points of view in a number of articles all related to a single topic. By comparing and contrasting information, students can identify facts, make inferences, and draw conclusions that would not otherwise be possible. After reading two articles, you may ask the students these questions:
1. Organizing Information To be coherent, information must be organized around a central idea of thesis. In other words, what is the purpose of collecting the information? It is not enough just to find information. Students must know what to do with it. Some of the purposes most often used for collecting and presenting information are to argue, to explain, to define, to inform, and to persuade. Annual Editions articles provide examples of all of these organizational approaches. Here are some possible activities:
a. How do the articles differ in the information each one presents? b. Are the articles different in how they present information? c. Does the information appear to be complete and accurate? Why or why not?
a. Give students selected paragraphs or sections from several different Annual Editions articles. Have them analyze the main purpose of each one. Follow up with classroom discussion. b. Have students read several Annual Editions articles and select examples of paragraphs that define, explain, argue, inform, or persuade.
Problem Solving Annual Editions articles are excellent at showing how practitioners solve problems. They illustrate (1) the types of problems that can arise, (2) the various search strategies employed when trying to solve a problem, and (3) how decisions are made in the discipline.
2. Determining the Accuracy and Completeness of Information Select an appropriate article for students to read. Have the students compare the information in the article with a similar section of the textbook. Is the information contained in the article more current? How is the topic explained in the textbook? How is it explained in the article?
Summary A tested and effective way to use Annual Editions in the classroom is to have students use the “Test Your Knowledge Form” that
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6. Using Indexes An index is a key that can help students unlock the information contained in a book. When combined with scanning, the information can be located quickly. Every Annual Editions volume includes an extensive topical index.
3. Evaluating Author Credibility and Bias Again, because they contain a number of articles on related topics, Annual Editions offer a unique opportunity to analyze and evaluate author credibility and bias. After reading an Annual Editions article, have students consult Who’s Who, The New York Times Biographical Index, Contemporary Authors, or other biographical references for information on the background, education, and experience of the article’s author (or people quoted in it). Follow up with questions such as:
Writing To be effective writers, students must be able to organize information and ideas around a central theme or thesis. Annual Editions provide some important ingredients for developing this ability. Specifically, the articles offer illustrations of a wide range of writing purposes, styles, and points of view; provide a large amount of related information, opinions, and ideas; and add new excitement, interest, and challenge to writing assignments. In other words, in Annual Editions, students have a number of examples of how material is organized and presented, they have the raw material they need to practice a variety of writing-related skills, and they have the motivation to do a good job. Here are a number of activities that will help students develop writing and writing-related skills:
a. What qualifications does the author have for writing on this subject? (Or what are the qualifications of the people the author quotes?) b. When and where was this article first published? Does this information affect the credibility of the article? c. What do you think the author wants us to do, think about, or believe? d. Are there any special words that the author uses to try to influence how we respond to the article? e. Based on your research on the author’s background, what factors may have influenced his or her point of view? Here’s another approach: Have students read several Annual Editions articles and locate background information on as many of the articles as possible. Give students a list of topics and have them discuss which of the authors is best qualified to write on each of the topics listed.
1. Note Taking The purpose of note taking is to help students identify, organize, and recall important information, ideas, and details. This means that students must be able to recognize, in context, dates, names, and places; important or unusual details; key words and phrases; and definitions and examples. Students will probably have no difficulty identifying important dates, names, and places in their reading. However, they may tend to overlook other important information. To reinforce the importance of this information:
4. Comparing and Contrasting Points of View Annual Editions permit students to compare and contrast how related material is presented by different authors. Have students read several articles from an Annual Editions volume. Questions for discussion might include:
1. Have students skim several Annual Editions articles looking only for definitions. 2. As they read, have students list the key words and phrases in an article.
a. What is the author’s point of view for each of these articles? b. These articles are all on essentially the same topic. Why do you think that the points of view presented are so different? c. How much influence did the author’s point of view have on you?
2. Summarizing A summary is a brief statement of the important points from an article, book, speech, or other form of communication. It includes the author’s main points, but omits long descriptions and examples. After reading an Annual Editions article, have students make a list of the main ideas presented. Alternatively, ask them to include two or three important details for each main idea they list. Have students rewrite an Annual Editions article so that it is less than one-fourth as long as the original. To give them a real challenge, have them summarize an Annual Editions article in 50 words or less.
5. Locating Information Sources The ability to find additional information on a topic is a critical study skill and an aid to analytical reading. To give students practice with this skill, choose an Annual Editions article for them to read. Then, suggest that they look for more material on that topic. Have the students then evaluate the source of the information (For example, are articles from refereed journals more reliable than information from the Internet?).
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some quantitative manner (data tables, graphs, or figures, for example). Articles in Annual Editions offer a look at the quantitative presentation of data. Using the data presented in an article, students may discover some dimension of quantitative literacy such as: patterns, trends, scale, proportion, probability, and statistics.
3. Outlining To prepare an outline, students must be able to identify main ideas and supporting details, and organize this information around a central idea or theme. Assign students selected paragraphs from Annual Editions articles. Have them identify the main idea or topic sentence in each one and list all of the supporting details they can find. Working in small groups, have students outline a complete Annual Editions article. To make the task easier, select an article that contains a number of typographical cues, if possible. Suggest that the students use the title of the article as the title of their outline. Subheadings in the article would then be main ideas in their outlines. Have students read two or three related Annual Editions articles. Give them a list of several possible titles. Their job is to use material from the articles to build an outline under one of the assigned titles.
Equations Some Annual Editions, particularly those in the sciences, contain equations. Students can learn a great deal from studying the various equations. Questions to ask include: a. What does each symbol represent? b. What is the relationship between the variables? c. Can you verbally express the relationship that is being described? d. If you increase one variable, what happens to each of the other variables in the equation?
4. Reports, Term Papers, and Essays Successfully completing a formal writing assignment requires students to use all of the skills discussed—note taking, summarizing, and outlining. Provide students with a keyword or phrase from an Annual Editions article. Have them write a title or thesis statement using the word or phrase. Give students two related paragraphs from different Annual Editions articles. Ask them to combine the information into a single paragraph that is no longer than either of the original two. As an alternative, have students write a transition between the paragraphs.
Graphs Quite often articles include at least one figure or graph. Again, students can analyze the quantitative information given in a graph. Questions that can be asked include: a. What is the title of this graph? What is being described? b. What are the variables being graphed? Are the increments on each axis of equal value? Do the units of each axis make sense for the variable being described? c. What is the relationship between the variables? Is there any bias in the graphing, e.g., extending or compressing information on an axis to change the perception of the relationship?
Quantitative Literacy Dimensions of Quantitative Literacy The amount of information that a student must read and comprehend is enormous. Much of the information is presented in
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This Annual Editions Test Your Knowledge Form appears at the end of every volume and can be accessed at http:// www.mhcls.com/online/. The form requires a summary of each article, and it encourages students to evaluate and analyze what they have read. 12
Developing an Instructional Plan 5. Reinforce and improve comprehension. One of the best ways to determine if an article was understood is to rephrase sections of the material into questions. Discuss the answers to the purpose questions. Check for and clarify any problems with vocabulary. Review the main ideas presented in the article and go over important details. What other information might be helpful in understanding the information presented? 6. Follow up. Have students locate additional information related to the Annual Editions article. Ask for a report, presentation, or other product that uses information and ideas from the article. Give a writing assignment that requires students to work with newly learned concepts.
Developing an instructional plan requires setting goals for learners, determining what instructional strategies, techniques, and materials will be needed to achieve the learning objectives, and deciding how student learning will be evaluated. Annual Editions can help with each step of this process. The following are examples based on several widely used and successful instructional approaches.
Directed Reading-Thinking Activities A directed reading-thinking activity (DRTA) is a highly structured instructional technique. The approach has been refined and sharpened since it was first developed by Russell Stauffer. The directed reading-thinking activity can be adapted to a wide range of student ability levels and instructional situations. Here’s how the approach is implemented:
Study Guides A study guide uses notes or annotations to point out or clarify important aspects of a reading assignment. There are two types of study guide:
1. Select an article from Annual Editions that you want students to read. 2. Preview the article with students. Go over the basic structure and organization of the article. Discuss the title and subtitles. Talk about the meaning and importance of any graphic material—pictures, charts, graphs, tables, or illustrations. Note any accompanying reference or resource information such as a glossary, summary, bibliography, or list of sources. 3. Introduce the vocabulary. Discuss any unfamiliar words and terms and explain their meaning in the context of the article. 4. Set a purpose for reading. Give students some background on the content and significance of the article. If it’s relevant, talk briefly about the author. Ask students if they can suggest purposes for reading the article. Motivation increases and comprehension improves when students understand why they are reading a particular selection. Have them look for answers to specific “purpose questions” as they read. For example, ask students to look for specific facts, key words or terms, or ideas; analyze the author’s point of view; look for examples of author bias; read to compare or contrast the facts and ideas presented with those in the textbook or another Annual Editions article.
The Process Study Guide A process study guide is designed to help students who are having difficulty applying reading skills. Marginal notes suggest where, when, and what reading skills can be applied to a passage. Notes in the margins of the reading material might include: “What signal word is used here?” “Note the cause/effect relationship.” “What words show that this information is part of a list?” To prepare a process study guide for an Annual Editions article, read the article several times first. As you read, pencil notes and comments next to examples of the reading skill you want to reinforce. Finally, write clues you’ll give your students in the margins of the article. A process study guide is not necessary for every student or every reading assignment. However, when students are having difficulty with specific and identifiable reading skills, a process study guide may be helpful. On the next page is an example of how annotation might be used in a process study guide. The paragraph is an excerpt from the article “A People at Risk,” reprinted in Annual Editions: Anthropology.
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EXAMPLE OF ANNOTATION FOR A PROCESS STUDY GUIDE FROM AN ANNUAL EDITIONS: ANTHROPOLOGY VOLUME ARTICLE The spiritual beliefs of the Yanomami Indians of northern Amazonia are based on a worldview in which spirits exist not only in plants, animals, and humans, but in two parallel universes located above and below the world. Those spirits who inhabit the upper world assist their creator, Oman, in keeping the world abundant so that the Yanomami may have fruitful lives; those who inhabit the lower world are vengeful and do little but bring illness and trouble to the Yanomami. To undo the trouble caused by the evil spirits, the Yanomami depend upon their shamans, tribal medicine men who not only understand the uses of medicinal plants but can call on the helpful spirits of the natural world to aid in the daily struggles to keep their universe in balance by keeping the vengeful spirits in check.
The Content Study Guide
Topic sentence
What does “Oman” mean?
What is the context clue to the meaning of “shamans”?
tions volume could be a source of “purpose questions” (see Directed Reading-Thinking Activities, page 13). In addition, students can access Web questions that relate to each article in a product’s book support site at http://www.mhcls.com/ online/contentsmain.mhtml. Each question will assess the student’s understanding of the overall theme of the article. Below is an example of a brief content study guide prepared for an article in Annual Editions: Criminal Justice. Content study guides help to ensure that students understand the material, locate the important ideas and details, and make connections between the new material and experience.
A content study guide tells students what information and ideas to look for, highlights important information and ideas, and may even tell students exactly where important information will be found. A content study guide may also provide questions for students to think about while reading and list reading assignments for different student ability levels. To prepare a content study guide for an Annual Editions article, read the article several times first. Identify and list words and terms that may be unfamiliar or confusing to students. Also, identify and list keywords, phrases, and important details. The Instructor’s Resource Guide that accompanies the Annual Edi-
STUDY GUIDE FOR AN ANNUAL EDITIONS: CRIMINAL JUSTICE ARTICLE: “AN OVERVIEW OF THE CRIMINAL JUSTICE SYSTEM” (Article 1, pages 6–10) Vocabulary:
nolle prosequi misdemeanor nolo contendere incarceration
restitution discretion jurisdictions arraignment
writ of certiorari parole adjudicatory hearing statutory
Ideas to look for: What is the sequence of events in the criminal justice system? What role does the judge play in the initial phase of the criminal justice process? What discretion with regard to a criminal can be exercised by the police? The prosecutors? The judges? What conditions of a criminal act bring it under federal jurisdiction? Questions for class discussion: How do the discretionary options available to the various criminal justice officials differ? Under what circumstances can they be employed? What are the differences in the way that a felony and a misdemeanor are handled in the justice system? How do they differ from how a juvenile offender is handled?
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Reasoning Guides
4. Write the reasoning guide. Include full directions on how to use the material. Structured activities such as matching items on prepared lists or rank ordering will make the reasoning guide somewhat easier for students to use. Requiring students to locate major points and other information will make the reasoning guide more challenging. 5. Have students complete the activities in the reasoning guide. This can be done individually—as homework, for example—or by students working in small groups. Follow up with classroom discussion of the reasoning guide activities.
A reasoning guide encourages students to think critically and analytically about what they have read. For example, a reasoning guide might offer biographical information about the authors of several Annual Editions articles. After reading the articles, students would be asked to rank each author on a scale of 1 to 10 on such factors as expertise in relation to the topic, objectivity, and accuracy. After rating authors individually, students then meet in small classroom discussion groups and try to agree on group rankings. Creating a reasoning guide to accompany Annual Editions involves the following steps:
Summary
1. Decide what critical and analytical thinking skills you want to reinforce (see “Critical Thinking,” pages 7–8). 2. Select several Annual Editions articles that include information and ideas appropriate to the objectives of the reasoning guide. 3. Decide how much help to give students in the reasoning guide. For example, if the material is difficult, you may want to provide students with a list of the major points to look for and consider.
This guide to using Annual Editions offers a number of suggestions on how this outstanding instructional resource can be used effectively in the classroom. However, this guide is, by necessity, limited. The number of alternative teaching strategies and techniques is limited only by imagination. Each Annual Editions volume represents the best material available on a topic. The high quality of the articles is a guarantee that students will find the material interesting, informative, and challenging.
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Share Your Successful Instructional Methods If you’ve developed an interesting or unique way to use Annual Editions in your classroom, we would like to hear about it! It might be simple—a game, a discussion method, a special technique to generate student interest, a testing procedure—or it might be an entire unit built around an Annual Editions. Either way, we hope you’ll share it with us. Please photo copy this page, briefly describe your idea—preparation, materials needed, instructions to students, etc. If possible, include copies of the printed instructional materials you used to implement your idea or strategy. If we use any of your materials, you’ll receive full credit in print. Dear McGraw-Hill Contemporary Learning Series: Here’s what I did using (book title) Annual Editions: __________________(add an extra sheet, if needed): _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Name ___________________________________________________ Date: _______________________ School: ________________________________________________________________________________ Department: ____________________________________________________________________________ Address: _____________________________________________________________________________ Street and Number City State ZIP Office telephone number or e-mail address (in case we need more information or clarification): (________) _____________________ _____________________________________________________ Area Code Number E-mail address: Mail to:
McGraw-Hill Contemporary Learning Series 2460 Kerper Boulevard Dubuque, IA 52001-9902
Or you can access this form to interact directly with us on our online Web site: http://www.mhcls.com/online/contentsmain.mhtml
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