A Comparative of Analysis Report:
Global Insights: People and Cultures
and
World Cultures: A Global Mosaic
By
Natalie J. Knight
I have divided the Analysis report into two areas: Student Perspective and Teacher Perspective. I felt that this system of organization would provide a clearer outlook on the texts as some things required the specific perspective of one or another. Also in looking at these texts, I primarily used the units on the Middle East so that I might make a more accurate comparison. The analysis report is organized into a table outlining the criteria. One row is designated for each text book, while the middle row is the section for the analysis.
|
Readability |
Findings of the
Fry Graph
ù 10th grade reading level Interest levelù
reads similar to a story ù
integrates stories and facts into the text ù
organization of chapters helps to hold interest Example:
Middle
East Unit -Geography and Early
History -Heritage -Transition -Modern Middle East |
Overall, I found the W.C. text to be much more clear and had a better overall fluidity. However, the use of the G.I. text in examining photographs was interesting and helps students build the skill of interpretation, in Social Studies. |
Findings of the Fry Graphù 12th grade reading level Interest levelù
reads more like a text ù
examines the historical nature of photographs ù
organization of chapters not as fluid Example:
Middle
East Unit -Environment and People -Mosaic of People -Way of Life -Religion and state -Great
Bitterness -Today |
|
Organization |
Consistent
Pattern
ù
divided into units, chapters, sections, and topics Topics and
Subtopics
ù
each new topic begins with the key idea in bold Advanced Organizersù
Unit: chapter outline, map illustrating countries, pictures and
timeline ù
Chapter: chapter perspective, outline Vocabularyù
outlined in each section review ù
dictionary in back ù
highlighted blue in text Presence of Summaryù
Unit: skill lesson, world literature, global connections, writer’s
workshop ù
Chapter: one page review, mostly summary questions Study Questionsù
build thinking skills Example:
What
developments encouraged the rise in nationalism in a. Egypt b. Iran c. Arab
lands? ù
thought provoking ?’s that accompanied art Example: Has the artist suggested
Saladin’s character?
ù
8 ?’s @ each sections end |
I
found that the W.C. text was highly organized. I thought that this would be helpful if you wanted to
specifically highlight or delete an area from your students reading. Both texts did a good job with the use of
advanced organizers. Also, the vocabulary in both texts was clearly
highlighted. W.C. summary focused
more on the unit, while G.I. focused their summary on each chapter. I found the study questions from the W.C.
text to be the most challenging, thought provoking, and skill building. |
Consistent
Pattern
ù
divided into units, chapters and sections Topics and Subtopicsù
no distinction present Advanced Organizersù
Unit: map of region in relation to world, chapter outline ù
Chapter: detailed outline Vocabularyù
in the chapter outline ù
dictionary in back ù
highlighted by bold Presence of Summaryù
Unit: one page review ù
Chapter” summary, how to use vocab., ?’s, skill builder exercise Study Questionsù
Very broad ?’s Example:
Discuss
the origin of the Arabs. ù
great ?’s to accompany photos Example:
What are
several characteristics of some middle-class Egyptian social gatherings?
(accompanies a picture of a Egyptian family gathering) ù
2-3 ?’s @ each sections end |
|
Concept Development |
Main Ideas Developedù
used supporting evidence to construct ideas Example: Section Challenges to
Stability builds argument using a section on Conflict in Lebanon
and one on Changing Population Literary Meritù
integrated stories with text by highlighting them in articles like:
Up Close, Tradition and Change, Builders and Shapers Examples
Used ù
drew attention to a pilgrimage by using a picture, how many people
attend, why and where they go, and what is done there Example:
Pilgrims
proclaim “Here I am O God, here I am; no partner hast Thou, here I am;
verily the praise and the grace are Thine the empire.” |
I
felt that both texts used effective methods to construct ideas, build
arguments and explain issues. The
G.I. text use of primary sources and people’s personal accounts gives voice
to people and cultures that usually go unheard in a textbook. |
Main Ideas Developedù
looks at issues and explains both sides and why they exist Example:
Explains
the changing role of women and the conservative view points of some nations
and the liberal viewpoints Literary
Merit ù
uses many primary sources and accounts Example:
An
American women tells of her account when meeting a sheikh and the
cultural differences that occur when they dine Examples
Used ù
In a chapter on the Middle East entitled The way of life 12 primary
sources and accounts are used |
Qualities |
Content Accuracy
Aligns with NCSCS
ù Culture Defined Early Civilizationsù
Foundations of Culture Patterns
of Life
ù
Human Environment
Interaction The
Land and the People ù
Material Expressions of
Culture Literature and
the Arts ù
Non-Material Expressions of
Culture The World of Islam ù
Economic Systems Changing
Economic and Social Patterns ù
Power and Authority Political
Directions ù
Cultural Change Three Nations on the Road to
Modernization ù Cultural Connections Regional and Global Issues Story Line
ù
relatively basic story line, introduces a topic and then describes
and explains |
For
content accuracy, I looked at how both texts addressed the conflict between
Palestine and Israel because both texts had an entire section dedicated to
that subject. Although the material
was accurate, W.C. started with the British Mandate and spent approximately
six pages dealing with the material.
G.I. was much more brief and only spent three pages on the topic, thus
leaving the subject somewhat ambiguous.
I outlined the content competencies of the NCSCS and matched them with
chapters or sections that I felt might illustrate each one. |
Content Accuracy
Aligns
with NCSCS ù
Culture Defined A Mosaic of Peoples
ù
Foundations of Culture The
Family ù
Human Environment
Interaction Environment and
the People ù
Material Expressions of
Culture Social Life ù
Non-Material Expressions of
Culture Three
Religions ù
Economic Systems The Suez Canal ù
Power and Authority Islamic
State ù
Cultural Change Breaking with Tradition ù
Cultural Connections The Middle East Today Story
Line ù takes an interesting style as it introduces a topic and then follows with direct quotes from primary sources |
Structure |
Paragraphs Main Idea Statements ù
begin with main idea in bold ù
defined, explained, developed Signal Words ù
known as, basic message, beginning, limited effect, most people,
among, in general Active Voice ù
passive voice Example: They would have to verses
they did Description ù
uses examples of the now and then looks at the issues historically Example: Government of the Middle East Looking at its present
democratic rule then to its rule as a dynasty and then an Empire |
The paragraph’s main ideas
are much more clearly outlined in the W.C. text, which makes the text easier
to read, and the structure more obvious.
Both texts include signal words that are fairly apparent and
comprehensible, however I felt like the signal words in the G. I. text were
stronger vocabulary words. Both used
good description in the text but because of the primary sources used by the
G.I. text it made for a more vivid description. |
Paragraphs Main Idea Statements ù
paragraph structure is vague Signal Words ù
traditionally, in the past, important part, ultimate aim, at first,
as early, as a result Active Voice ù
uses both Description ù
uses lots of names, places and proper nouns Example: “About two years later, on
March 27, 1969, President Sadat and Israeli Prime Minister Menachem Begin
signed the Camp David Accords…” ù
as described before, many primary sources |
Comprehension |
Vocabulary Explainedù
vocab. addressed in chapter and defined ù
definition in chapter matches definition in the dictionary ù
dictionary gives page # Visuals to Match Text ù
include: physical maps, art, photos, sketches ù
visuals accompanied by text boxes with info. And ?’s Visuals Represent
Diversity ù
visuals include representation of men and women ù
many areas and cultures are present |
Defining vocabulary in the
text is very important so that the learner may see the words used in
context. However, this is less
effective when there is conflict with the chapter definition and the
dictionary, such is the case in the G.I. text. Both text present good visually accurate examples of a people
and their cultures. |
Vocabulary Explainedù
vocab. addressed in chapter and defined ù
definition in chapter and dictionary differ ù
dictionary gives page # Visuals to Match Text ù
mostly photographs and maps ù
every photo is accompanied by a brief explanation and question Visuals Represent
Diversity ù
men, women and children represented ù
different cultural practices and areas are presented |
Materials |
Ancillary Materialsù
global issues posters ù
literature audio tapes ù
videotapes ù
global studies review book ù
test bank ù
transparencies ù
desk atlas ù
instructional material ù
alternative assessment strategies ù
global issue activities ù
outline maps |
Both texts provide
teachers with the adequate instructional materials. I like how the W.C. text addresses global issues through
activities ad posters. The G.I. text
offers many useful tools for teaching history such as the humanities links,
full motion video. Also the G.I.
materials provide you with a test maker that allows you to work with and
manipulate the test that they have prepared. |
Ancillary Materialsù
full motion video ù
link to humanities: art, music, comprehension, literature ù
lesson plans ù
books: primary source reading, geography themes activities, outline
map resource, cultures close up ù
transparences ù
test maker software ù
review book ù
quality posters |