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Skim-C, APPARTS, SOAPS, Hippo, Big C/little c - Coggle Diagram
Skim-C
What specific information, details and/or perspectives does the source provide?
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- Summarizing is the first phase of the SCIM-C strategy and begins with having students quickly examine the documentary aspects of the text, in order to find any information or evidence that is explicitly available from the source. Within this phase students should attempt to identify the source's subject, author, purpose, and audience, as well as the type of historical source (e.g., letter, photograph, cartoon).
Student should look for key facts, dates, ideas, opinions, and perspectives that appear to be immediately apparent within the source. The four analyzing questions associated with the summarizing phase include:
- Monitoring is the capstone stage in examining individual sources. Here students are expected to question and reflect upon their initial assumptions in terms of the overall focus on the historical questions being studied.
- Contextualizing begins the process of having students spend more time with the source in order to explore the authentic aspects of the source in terms of locating the source within time and space.
Students and teachers must be careful to avoid treating the source as a product of today as they pursue their guiding historical question.
- Inferring is designed to provide students with the opportunity to revisit initial facts gleaned from the source and to begin to read subtexts and make inferences based upon a developing understanding of the context and continued examination of the source.
- Corroborating only starts when students have analyzed a series of sources, and are ready to extend and deepen their analysis through comparing the evidence gleaned from each source in light of the guiding historical questions.
- Interpretation of a Primary Source
APPARTS
Author: Students should look closely at who authored the piece. What do they know about the author that would affect the reliability of the document?
Place and Time: When and where was the source produced, and how might this affect the meaning of the document? If time and place is not given in the source, are there clues within the document as to the time and place of origin?
Prior Knowledge: Based on the author and time and place of the source, what additional knowledge can a student trigger from this document?
Audience: Who was the source created for, and how might this affect the reliability of the document?
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Significance: On the Advanced Placement exam, students are always asked to examine documents relative to a specific question.
APPARTS is designed to get students to focus on key elements of the document and to evaluate the relative importance of these elements - Primary Source
SOAPS
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The general topic, content, and ideas contained in the text. Students should be able to state the subject in a few words or a short phrase.
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Hippo
H: Historical Context (aka little c): What’s the date? What was going on at the time of the document? Are there other big events that could have motivated the writer/creator/author at the time to inspire a change?
I: Intended Audience: Who did the speaker (author/creator) intend to reach? Who was meant to read, see, or hear the document?
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P: Point of View: What is the speaker’s position in society, and how does this impact his/her view? Does he/she convey emotion? Does he/she have a defined political, religious, or economic view that a reader should consider? Consider the context, audience, and purpose when writing POV.
Outside information: What additional evidence can you tie to the documents? Can you make a connection to the argument? Can you include more evidence, separate from the Context?
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Big C/little c
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CONTEXTUALIZATION: Historical thinking skill that involves the ability to connect historical events and processes to specific circumstances of time and place as well as broader regional, national, or global processes
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