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