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and what they mean
Analyze
• To learn the WHY and HOW
• To study (something) closely and carefully to learn…
• its nature, character, behavior
• each specific part that makes up the whole
• how each part interacts with other parts of the whole
To examine in order to do
• Interpret (explain meaning/value)
• Compare-contrast
• Establish causation
• Contextualize
• See patterns of continuity and change
• Periodize
• Argue
• Synthesize
Analysis Levels for WHAP
MEGAMETA-ANALYSIS
Comparative study of two or more
societies or periods, etc. to
analyse the meta-analysis.
• Paleo vs Neolithic societies
• Role of women in four
different regions, 1750-1914
CCOT study of a civilization,
region, or topic across time.
• Diffusion of Islam in Europe
from its exigence through
1450
• Patterns of interactions along
the Silk Roads from 200 BCE.
to 1450
META-ANALYSISComparative study of two or more
societies or topics to analyze
direct SIMs and DIFFs
What we do when we compare A
and B within a chapter
• Persian empire vs. Greek
empire, Ch 3
• Development and spread of
Christianity vs Islam, Ch 4
Or study CCOT of A or B…
• India’s empire changes, Ch 4
ANALYSIS
Studying a single society or topic
to analyze the why and how of its
what and when and where.
What we do when we process a
single chapter reading
• Persia's rise of empire
• China's belief systems
similarities & differences abound
Compare-Contrast: A to B
• Look closely for similarities (SIM)
‒ While THIS was happening in A, THIS was
also happening in B.
‒ THIS was characteristic for A, and similarly
THIS was true for B.
• Look closely for differences (DIFF)
‒ THIS was happening in A, but THAT was
happening in B
‒ THIS was characteristic for A; however, THAT
was more characteristic of B.
• Compare A and B at the same “scale”
• Switch from A to B to find SIMs and DIFFs.
Comparing: Keep It Parallel & Balanced
• Make sure points of comparison are focused on the same aspect or feature.
• It’s what we mean we talk about how you can’t compare “apples to oranges”
because they aren’t the same thing.
Comparing: Keep It Parallel & Balanced
…which would be a great way to remember comparative balance
if it weren’t so stupid because you can easily compare apples to oranges
because, umm, they’re both pieces of fruit.
Comparing: Keep It Parallel & Balanced
A better meme to help you remember.
• Unbalanced: comparing the rise of
Persia to the fall of Rome
• Balanced: the spread of the
Persian empire vs the spread of the
Greek empire
• Unbalanced: comparing gender
roles in China to bureaucratic
efficiency in Persia
• Balanced: the impact of Islam vs
the impact of Christianity
Comparing: Keep It Parallel & Balanced
Make sure points of comparison are focused
on the same aspect or feature.
While apples have a thin skin that can
be eaten, oranges are juicier.
skin…juice content
While apples have a thin skin that can
be eaten, oranges have skin you can
grate for zest.
ability to eat skin…ability to grate skin
While apples have a thin, tasty skin that
can be eaten, oranges have a thick,
bitter skin that must be peeled off.
ability to eat skin...ability to eat skin
Comparing: Indirect vs Direct
INDIRECT
• aka “implied” comparison or
“anti-facts”
• Sentences in different places
that are not connected.
• Addresses a SIM or DIFF
between A and B separately
or in a way that forces the
reader to make the
comparative connection.
• Sentences that happen to be
contiguous (written near
each other) do not
automatically make a direct
comparison.
DIRECT
• One sentence or contiguous (touching) sentences that use
comparative cue words to accurately compare A and B in
some parallel way.
• Usually better when written as one complex (or compound-complex)
sentence.
• Must be SIM or DIFF made specific and concrete with factual
evidence (EV).
• Must be "direct" and "enough" in substance and factual validity
• Must mention both "this" and "that" and both “A" and “B."
• Must use comparative cue words to establish clear, concrete
connections—avoiding assuming people will “get” the
connection on their own.
Comparing: INdirect/Implied
1. Apples (A) are tasty. Oranges (B) are delicious.
2. Apples (A) have a thin peel. Oranges (B) have a thick rind.
3. Apples (A) provide dietary roughage. Oranges (B) are orange. [umm...]
Comparing: Direct Simple
Apples (A) and oranges (B) have similar shapes.
Vague—the abstract “shape” says nothing because it doesn’t show concrete detail.
Apples (A) and oranges (B) are both deliciously sweet, edible fruits (SIM)
Apples (A) and oranges (B) both germinate on trees (SIM)
Apples (A) are known for their healthfulness (SIM), but oranges (B) actually have
significantly more vitamin A, vitamin C, potassium, and calcium. (DIFF)
China (A) and Egypt (B) both had dynastic rule with a divine connection.
Comparing: Direct Complex (Better)
While apples (X) and oranges (Y) both thrive in full sun (DC-SIM), apples (X) are
grown primarily in the northern U.S. (EV & DC-DIFF) whereas oranges (Y) grow
best in the southern U.S. (EV & DC-DIFF)
INDIRECT
The Mongols (A) relied heavily
on their military, which was
dominated by cavalry
(FACTS). The Romans (B)
relied heavily on their military
strength (FACT).
Comparing: Direct vs Indirect
DIRECT
The Mongols (A) and the
Romans (B) both relied
heavily on their military
strength (DC-SIM), although
the Mongols (B) emphasized
the use of cavalry (DC-DIFF).
…
Direct Comparison from Strayer, Chapter 4
Both of these classical civilizations also absorbed a
foreign religious tradition (DC-SIM)—Christianity (A)
in the Roman Empire (X) (EV) and Buddhism (B) in
China (Y) (EV)—although the process unfolded
somewhat differently (ED-DIFF)…. Buddhism (B)
became one of several religious strands in a complex
Chinese mix (EV), while Christianity (A), though
divided internally, ultimately became the dominant
religious tradition throughout Europe (EV).
Direct Comparison with Analysis
While apples and oranges both thrive in full sun (DC-SIM), apples (A) are grown
primarily in the northern U.S. (DC-DIFF) because apple trees need a period of
dormancy (EV-Anal), and dormancy necessitates colder weather (EV-Anal). Apples
do not grow as well in the southern U.S. because temperatures are more moderate
with less seasonal variation. Oranges (B), on the other hand, grow best in the
southern U.S (DC-DIFF) precisely because of the heat (EV-Anal). Citrus trees
require heat in order to produce sweet fruit (EV-Anal) and can be damaged by
prolonged or severe cold (EV-Anal).
and how it’s not correlation
Causation
• Establishing cause and effect (always)
• Examining the relationship between
cause and effect
• Studying not just WHAT is similar or
different, but HOW it is and WHY it is
that they are similar or different.
‒ X could cause Y
‒ X did cause Y
‒ X does cause Y
Causation vs Correlation
Causation
• When the weather gets hot, ice
cream consumption tends to
increase.
• When the weather gets hot, crime
rates tend to increase.
I pray thee, good Mercutio, let's
retire: The day is hot, the Capulets
abroad, And, if we meet, we shall
not scape a brawl; For now, these
hot days, is the mad blood stirring.
- Shakespeare’s Romeo & Juliet
Causation vs Correlation
Correlation
• Whether people eat ice cream
has nothing to do with causing
the rise or fall of crime.
• That crime goes up in summer
and ice cream consumption goes
up is only a correlation.
• A and B happen at the same
time and are, perhaps, even
caused by the same thing, but A
and B do not cause each other
and A and B do not effect each
other.
Causation Analysis: why is there causation?
• Look closely at causes
• In what specific, concrete ways or for
what specific, concrete reasons does
the why happen?
• Heat Ice Cream Eating
• People who typically don’t eat ice cream eat
some ice cream.
• People who generally like and eat ice cream
throughout the year eat more ice cream.
• More ice cream stands and trucks are open in
summer, tempting more people to eat ice
cream because it’s so easy to get.
• Ice cream advertising increasing making
people think more about ice cream.
Causation Analysis: why does heat crime?
• True: burglary and theft crime peaks in summer.
• Why? Opportunity
• Heat more open windows
• Heat people more likely to leave to go out
• True: violent crime peaks in summer.
• Why? Opportunity
• Heat people more likely out and about
more potential victims
• Why? Heat makes people violent
• Heat personal discomfort short tempers
more aggressive behaviour can get
channeled into aggressive crimes by some.
• Note: Too hot heat drives people back in
who can’t fight the heat
source: http://www.medicaldaily.com/some-it-hot-summer-crime-increase-linked-higher-
temperatures-better-weather-288944
Correlation ≠ Causation
zoom zoom zoom!
Contextualize: A within B
• Something about A is better understood
when it is considered as part of the
bigger B and in relation to Bs other
smaller bits of C, D, E…
• A and B are at different scales—you
must zoom in or out to contextualize
“A” within “B.”
• Without context, a piece of information
is just a dot. It floats in your brain with a
lot of other dots and doesn't mean a
damn thing. Knowledge is information-
in-context. Knowledge is connecting
the dots. – Michael Ventura
Contextualize: A within B
• Rome (A) was not the only empire to
struggle against barbarian (B) invaders.
• Barbarians (B) contributed to the
collapse of all classical empires,
including Rome (A), Gupta (C), and
Han (D).
Contextualize: Example (discussed in class)
• Fact: Between 2000-2010, the U.S., as one country, had
nearly as many mass school shootings as did all the rest of
the countries listed (who also had school shootings)
combined.
• In context, this looks horrible—one country with almost as
many school massacres as 34 other countries combined.
• However, one would need to add up the population of all
these countries to see if context is skewing perspective.
‒ The rough population in 2010 for the U.S. was 309 million.
For all the other countries combined, 3.7 billion.
‒ OK, wow, the U.S. rate of school shootings looks really
really horrible, not just in international news, but also in
global context.
Contextualize: Example (cont.)
• From 1927-2003 (75 years), 164 were killed in
75 school shooting events.
• In the last 10 years (2004-2014), 144 were killed
in 85 school shooting events.
‒ Comparing the two time frames, it is clear
that school shootings are an escalating issue
in the U.S.
• However, in context, 85 schools represents .06%
of all school campuses (137,000), meaning that
99.94% of schools in the U.S were safe places
for students. The “solution” to school shootings
does not seem to warrant arming U.S. teachers
with guns. In context, that specific solution
seems to border on hysterical.
Contextualize
Without context, a piece of
information is just a dot. It floats in
your brain with a lot of other dots
and doesn't mean a damn thing.
Knowledge is information-in-
context. Knowledge is connecting
the dots. – Michael Ventura
Contextualize Example
• Graphic representation of
thinking about mobile phone
usage in different contexts.
• Every circle in the graphic is
another considered context,
which also goes to show you (as
a teachable moment) that
infographics can pack a whole
lot of analysis into a small
space.
…Analysis
ComparisonCausation
ContextualizationInterpretationArgumentation
Synthesis
Ms. Jackson’s Teaching Experience
The Internet
2,085 Facebooking History Teachers, especially Bill Strickland, Greg Pirotta, and Chris Meier