Academic
Vocabulary
WJHS Social Studies Department
3rd Quarter 2013
1/7/13
WEEK 1: ANALYZE
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.
Analyze this propaganda poster.
Analyze this political cartoon.
Analyze this cartoon.
1/14/13
WEEK 2: SIGNIFICANCE
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.
Explain the significance of each
cause of the Civil War/World
War 2/World War 1?
Analyze the significance of US
involvement in World War
1/World War 2.
Explain the significance of
voting in Americans’ civic
responsibilities.
1/21/13
WEEK 3: PERSPECTIVE/VIEWPOINT
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?
Describe the viewpoint of this
propaganda poster. Explain
the clues.
Describe the viewpoint of this
poster. Explain the clues.
Describe the viewpoint of this
poster. Explain the clues.
1/28/13
WEEK 4: COMPARE/DISTINGUISH
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.
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.
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.
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.
2/4/11
WEEK 5: ARGUMENT/DEFEND
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.
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.
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.
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.
2/11/13
WEEK 6: EVIDENCE
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?
What evidence supports the
statement, Hitler was an evil
leader?
Jewish Victims of the Holocaust
Polish-Soviet area
4,565,000
Germany
125,000
Austria
65.000
Czechoslovakia
(in the pre-Munich boundaries)
Hungary, including northern Transylvania
277,000
402,000
France
83,000
Belgium
24,000
Luxembourg
Italy
The Netherlands
Norway
700
7,500
106,000
760
Romania
(Regat, southern Transylvania, southern Bukovina)
40,000
Yugoslavia
60,000
Greece
65,000
Total Loss
5,820,960
What statement does this
evidence support?
What statement does this
evidence support?
2/18/13
WEEK 7: PARAPHRASE VS. PLAGIARISM
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?
How can you avoid plagiarizing
in your research?
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 Tarquin royal 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
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.)
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.
2/25/13
WEEK 8: CREDIBLE
credible
• Believable, convincing
How it might look on a test
• Which of these sources would be most credible?
• Why is this author credible?
What should you pay attention
to when assessing the
credibility of a source or
author?
Credentials, sponsors, experience,
education
Which of these sources is least
credible for researching
Abraham Lincoln?
A. His personal diaries
B. A website made my a 2nd grade
classroom
C. Newspaper articles from his life
period
D. A website by a college
professor
Which of these sources is least
credible for researching
Vietnam War?
A. Letters from soldiers
B. Footage of anti-war protests
C. A student’s project about the
war
D. Speeches from Presidents of
the time period