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Elementary
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Analysis of Sources
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NYS Standards
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Document Based
Constructed Response
Thematic Essay
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Using Information Presenting Information
Getting Information
Students shall be able to:
Identify a variety of sources of information:
- multiple sources of the same types of information
- varying approaches, viewpoints, interpretations
- reference works, newspapers, magazines, primary and secondary sources
- tables, graphs, charts, diagrams
- maps, globes, atlases, vocabulary
- visuals, field trips, artifacts
- listening
- observing
Recognize advantages and limitations of various sources
Locate sources of print and non-print information:
- libraries (card catalogs, indices, library guides such as
Readers Guide to Periodical Literature)
- tables of contents, appendices, glossaries, bibliographies, and
indices
- museums, galleries, public and private collections, motion pictures,
television, radio, recordings, conversations, interviews
Identify the types and kinds of information needed:
- recognition of information that is relevant as differentiated from
information that is irrelevant
- use of sub-questions and/or predicted con-sequences
- understanding of purposes for which information is to be used locate
information in print and non-print sources:
- main elements
- main ideas
- supportive elements organize collected information:
- orderly, precise, summarized notes
- cited sources
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Using Information
Students shall be able to:
classify and/or categorize data by:
- selecting appropriate headings for data
- distinguishing between relevant and irrelevant information and events
placing ideas in order, chronological and other
- developing tables, charts, maps, and graphs to clarify data and ideas
- identifying differences and similarities in data
evaluate data by:
- differentiating fact from opinion
- identifying frames of reference
- identifying value-laden words
- detecting evidence of propaganda
- evaluating authors or persons qualifications draw
inferences from data by:
- identifying relationships among the parts
- detecting inconsistencies
- weighing conflicting facts and statements
check on completeness of data and question hypotheses based on
sufficiency of evidence by:
- using simple mathematical and statistical devices to analyze data
- testing, refining, and eliminating hypotheses and working out new
ones where necessary
- drawing conclusions
generalize from data by:
- applying previously learned concepts and generalizations to the data
or situation
- checking reasoning against basic principles of logic and looking for
inconsistencies, limitations of data, and irrelevancies
- creating a broad statement which encompasses findings
scrutinize possible consequences of alternative courses of action by
evaluating them in light of basic values, listing arguments for and against such
proposals, and selecting courses of action most likely to achieve goals
revise generalizations in the light
of new data
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Presenting Information
Students shall be able to:
speak in an effective way by:
- spending sufficient time in planning and preparing, whether it be for
an individual oral report or as a member of a panel, debate, forum, etc.
- talking in complete sentences
- keeping to the topic
- using appropriate visuals
- learning and developing the skills of being a discussion leader or
participant
use media and various visuals for communicating ideas by:
- previewing such media and visuals
- preparing appropriate commentary
- using a variety of media forms: films, film-strips, photographic
essays, etc.
- constructing and using appropriate tables, charts, graphs, cartoons,
etc.
write in an expository way by:
- thinking logically
- communicating ideas coherently
- forming generalizations based on appropriate data
- supporting such generalizations through the use of relevant factual
information
- using different forms of written exposition: investigative,
informative, interpretive, argumentative
- following an acceptable format that includes an introductory element,
a body containing the basis of the exposition, a conclusion
recognize and use nonverbal means of communication by:
- understanding the variety of kinds of non-verbal communication:
gestures, touching, eye language, etc.
- appreciating that the amount and kind of nonverbal communication
varies from culture to culture
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