ANNUAL EDITIONS

Using Annual Editions in the Classroom

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EDITORIAL STAFFLarry Loeppke, Managing EditorJay Oberbroeckling, Developmental EditorJade Benedict, Developmental EditorNancy Meissner, Editorial Assistant

PERMISSIONS STAFFLenny J. Behnke, Permissions CoordinatorLori Church, Permissions CoordinatorShirley Lanners, Permissions Coordinator

CopyrightCataloging in Publication DataI. Title: Using Annual Editions in the ClassroomISBN-13: 978-0-07-330190-7 ISBN-10: 0-07-330190-6

© 2007 by McGraw-Hill Contemporary Learning Series, Dubuque, IA 52001, A Division of The McGraw-Hill Companies.

Copyright law prohibits the reproduction, storage, or transmission in any form by any means of any portion of this publication without the express written permission of McGraw-Hill Contemporary Learning Series,and of the copyright holder (if different) of the part of the publication to be reproduced. The Guidelines forClassroom Copying endorsed by Congress explicitly state that unauthorized copying may not be used to create, to replace, or to substitute for anthologies, compilations, or collective works. Inquiries concerning publishing rightsto the articles herein can be directed to the Permission Department at Contemporary Learning Series. 800.243.6532

Annual Editions® is a Registered Trademark of McGraw-Hill Contemporary Learning Series,A Division of The McGraw-Hill Companies.

Tenth Edition

Cover image by Maggie LytlePrinted in the United States of America 1234567890QPDQPD9876 Printed on Recycled Paper

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Contents

PREFACE vii

INTRODUCTION viii

What Are Annual Editions? viii

Criteria Used in Selecting Articles for Annual Editions ix

ANNUAL EDITIONS—A CLASSROOM RESOURCE 1

How Annual Editions Can Be Used 1For Supplementary Reading 1As a Basic Text 1As a Starting Point for Student Research 1For Independent Study 1For Extra Credit or Make-Up Work 2Other Uses 2

Integrating Annual Editions into the Instructional Program 2Annotated Table of Contents 2Topic Guides 3Selected Internet References 3Instructor's Resource Guides 4Section Overviews 5Comprehensive Indexes 5

McGraw-Hill Contemporary Learning Series Online 6

TEACHING WITH ANNUAL EDITIONS 7

Discipline Scholarship 7How Discipline Practitioners Think 7What Discipline Practitioners Do 7Vocabulary 7

1. General and Special Vocabularies2. New Words and Terms3. Figurative Language

Critical Thinking 7Reasoning 8

1. Making Judgments and Drawing Conclusions2. Recognizing Logical Fallacies and Faulty Reasoning3. Recognizing Propaganda Techniques

Analysis 91. Identifying Fact and Opinion2. Comparing and Contrasting Information

Problem Solving 9

Summary 9

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Communication Skills 9Analytical Reading 9

1. Organizing Information2. Determining the Accuracy and Completeness of Information3. Evaluating Author Credibility and Bias4. Comparing and Contrasting Points of View5. Locating Information Sources6. Using Indexes

Writing 101. Note taking2. Summarizing3. Outlining4. Reports, Term Papers, and Essays

Quantitative Literacy 11Dimensions of Quantitative Literacy 11Equations 11Graphs 11

ANNUAL EDITIONS TEST YOUR KNOWLEDGE FORM 12

DEVELOPING AN INSTRUCTIONAL PLAN 13

Directed Reading-Thinking Activities 13

Study Guides 13The Process Study Guide 13The Content Study Guide 14

Reasoning Guides 15

Summary 15

SHARE YOUR SUCCESSFUL INSTRUCTIONAL METHODS 17

ANNUAL EDITIONS ARTICLE RATING FORM 18

BUSINESS REPLY CARD 19

Other Innovative Series 21

VOLUMES IN THE ANNUAL EDITIONS SERIES 22

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Preface

Welcome to Annual Editions! If you've been teaching for a while, the chances are good thatyou're familiar with the series. You may be using one or more of the volumes in your classes right now,or perhaps you've been considering incorporating them into your instructional program. Whether ornot you're familiar with Annual Editions or have used them in your classes, this guide will provideyou with a number of interesting and functional ideas for using the best of the current press.

Annual Editions is a series of over 65 volumes, each designed to provide you and your studentswith convenient, inexpensive access to a wide range of current, carefully selected articles fromsome of the most important magazines, newspapers, and journals published today. Annual Edi-tions are updated on a regular basis through a continuous monitoring of over 700 periodicalsources. From these sources articles are selected that are current, relevant, and interesting. Thearticles themselves are most often written by prominent individuals in their fields who write for ageneral audience.

All Annual Editions have a number of organizational features designed to make them particu-larly useful in the classroom, including an annotated table of contents, a topic guide, selected Inter-net references, a general introduction, brief overviews for each section, a topical index, and aninstructor's resource guide.

“Using Annual Editions in the Classroom” attempts to show you not only “how” to use Annual Editionseffectively but also “why” using Annual Editions makes a great deal of sense when you want to effectivelyinterest and involve your students in your course. For your convenience, “Using Annual Editions in theClassroom” is available both online at http://www.mhcls.com/usingae/index.mhtml and as aprinted guide.

This is the tenth updated and revised edition of “Using Annual Editions in the Classroom,” and we arevery much interested in knowing how well this guide works for you. If you have any ideas, comments (pos-itive or negative), or teaching methods you would like to share with us, please use the form on page 17 ofthis guide to let us know how you feel we can make it better. You may also interact directly with us throughour Web site at: http://www.mhcls.com/usingae/share.mhtml. Your feedback will be read andconsidered, and will have an impact on making future editions of “Using Annual Editions in the Classroom”more useful and effective.

Larry LoeppkeManaging Editor

Contemporary Learning Series

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Introduction

What Are Annual Editions?

Annual Editions®, published by McGraw-Hill Contempo-rary Learning Series are collections of the most interest-ing, informative, and important articles related to aparticular subject area.

But Annual Editions are much more. Annual Editions are an exciting instructional tool—

diverse and challenging. Every one of the articles iscarefully chosen from a broad range of the publicpress—magazines, professional journals, and majornewspapers. The latest information, thinking, and re-search is supplemented by enduring articles, essays,and important basic documents. Altogether, AnnualEditions subscribe to more than 160 important and influ-ential magazines, journals, and newspapers.

Annual Editions bring topics into sharp focus forstudents—a focus that no textbook can match.

The amount of material available in today's information-oriented society is staggering. With Annual Editions, theproblem of how to sort through this mountain of material issolved. Annual Editions offer the best from the currentpress. Every article has been carefully reviewed by profes-sional editors, an academic editor, and an Annual Edi-tions Advisory Board.

In recent years the concept of “customized publishing”has become very attractive to many instructors. For alarge number of subject areas, keeping current is of para-mount importance to effectively introduce students to acourse of study. To customize a readings supplement andto develop a useful, cohesive, and interesting collection ofreadings, instructors must painstakingly research thesources at hand and go through the process of making thecollection available to their students which can be timeconsuming, expensive, and often frustrating. Recentchanges in the copyright laws make this task even moredifficult and increasingly more expensive. The law re-quires instructors to obtain written permission from au-thors and publishers before duplicating and distributingcopies of any article. We do that work for you. Special per-mission is even required before duplicating an article al-ready reprinted in Annual Editions.

Every Annual Editions’ Advisory Board is composed ofinstructors who use Annual Editions in their classes. Thishands-on experience allows them to assess the effective-ness of the selections in the current edition in an actualclassroom situation. Often, they submit current articles theyhave found in their own research that they feel would be ofvalue in the new edition. There are almost 1,300 active Ad-visory Board members in the Annual Editions series ofover 65 volumes. Their input allows us to “class test” and“customize” the books on a broad, in-depth, national basis.

In addition, every Annual Editions has a postage-paidArticle Rating Form that appears at the end of the book(pages 18 and 19). This form asks the reader to rate thevalue of the articles, to suggest any articles they haveread that they feel would add to the quality of the next edi-tion, and to suggest topic areas that they feel should beadded or deleted. These forms are received from largenumbers of students and instructors, and they give us an-other perspective on how effective articles are in the ex-isting edition. This aspect of the evaluation process isanother element that allows us to customize the AnnualEditions to specific subject areas.

We constantly monitor the 160-plus periodicalsources that make up our subscription base. This pro-cess of gleaning current selections from such a mass ofinformation allows us to follow and, in many cases, an-ticipate trends and evolving areas in all of the subject ar-eas we publish. All of the Annual Editions are focusedand “customized” to stay on the cutting edge of currentsubject information.

Articles in Annual Editions are written by experts andauthorities in their fields; the writing is clear, lucid, and un-derstandable—free of obscure technical terms and jargon.

Articles are facsimile-reproduced in Annual Editionsas they were originally published. Rarely have they beenedited. Occasionally, when a copy of an article will not re-produce to Annual Editions standards, the article is reset-word for word-in new type so that students will have no dif-ficulty with legibility.

Most Annual Editions are revised every year. Every arti-cle is reviewed on the basis of timeliness, appropriateness,and educational value. After exhaustive research and analy-sis, new articles are carefully blended with current material.

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In addition to a wealth of information and ideas, An-nual Editions offer a number of unique and useful in-structional aids. These include an annotated table ofcontents, a topic guide, carefully selected Internet refer-ences, section overviews with key points for students toconsider as they read, an article review form, and com-prehensive indexes. Also available for use with every

Annual Editions volume is a separate Instructor's Re-source Guide. Instructor’s Resource Guides contain asynopsis of each Annual Editions article, multiple-choice testing suggestions, and suggested discussion oressay questions. (For more information on these specialAnnual Editions features, see the next section, AnnualEditions—A Classroom Resource.)

CRITERIA USED IN SELECTING ARTICLES FOR ANNUAL EDITIONS

Every year, thousands of articles are screened for possible use in Annual Editions. An article selected for publication mustmeet stringent editorial criteria. Among these criteria are:

1. The information and ideas presented in an article must help students to see the relationship between the material and“the real world.” It must help to clarify the subject and help students to translate information into understanding.

2. The information presented should be accurate and up-to-date.3. The readability of each article should be appropriate for the students who will be working with the material.4. The writers should be professionals, authorities in the field.5. The article should be an appropriate length. It must cover a topic thoroughly but not overwhelm students.6. The articles in each Annual Editions volume must present a balanced overview of that field.

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ANNUAL EDITIONS—A Classroom Resource

How Annual Editions Can Be Used

For Supplementary ReadingIn the classroom, Annual Editions are an important supple-

ment to the regular textbook, providing students with new andrelevant, current information. Annual Editions broaden theirknowledge and understanding of the subject area and help to de-velop and enhance student vocabulary, comprehension, andoverall reading ability. Using Annual Editions to supplementsubject area texts has a number of specific advantages:

1. In regular textbooks, important topics often receive onlycursory treatment. Annual Editions provide students withan opportunity to explore topics in depth.

2. Annual Editions articles represent the latest informationand thinking on a topic. Using Annual Editions keeps yourcourse current.

3. Annual Editions give students the opportunity to extendtheir knowledge and understanding of a topic far beyondwhat is available in a single textbook. Concepts, principles,and generalizations that might be confusing are clarified.

4. Annual Editions provide students with challenging mate-rial that might not be available in regular textbooks.

5. Limiting student reading to a single textbook limits students.They may come to feel that the information and points ofview presented in a text are to be accepted and adopted astheir own—without questioning and without further thinkingor inquiry. On the other hand, using Annual Editions withstudents invites—even forces—comparisons of information,points of view, opinions, and interpretations.

6. The wide variety of interesting and stimulating materialavailable in Annual Editions helps to create and maintainstudent interest in the subject area. Students have a highlymotivating alternative to the textbook that also enrichestheir informational and experiential base.

7. By providing them with a wide range of reading experi-ences, Annual Editions help students to acquire the skills

and techniques necessary for gaining further informationand understanding.

8. The McGraw-Hill Contemporary Learning Series offersonline support for all of its Annual Editions readers athttp://www.mhcls.com/online/contents-

main.mhtml/. The Web sites that are listed as sources foreach Annual Editions have been carefully researched andselected to support articles found in the reader. These anno-tated sites are an excellent place to learn more about spe-cific topics found in the current edition. As students accessa specific Annual Editions, they will find links to a varietyof helpful strategies to deal with college life (for example,How to write a term paper; How to perform better on tests;and How to manage time).

As a Basic TextAt times, an appropriate or up-to-date textbook may not be

available or needed. In this situation, Annual Editions are oftenthe solution. The material in every Annual Editions volumespans a broad range of information and opinions related to thetopic. And the material in Annual Editions is current—muchmore so than with any textbook.

As a Starting Point for Student ResearchArticles in Annual Editions frequently cite information

sources, offer lists of organizations and agencies where addi-tional information is available, or include bibliographies. Forstudents doing research for a term paper or a report, this infor-mation can get them started in the right direction and providesubstantial background in the subject.

For Independent StudyFor students ready for self-directed learning activities, An-

nual Editions could be an important part of an independentstudy program. On the same hand, if a formal independent studyprogram is impractical or inappropriate, Annual Editions canbe used for independent reading.

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For Extra Credit or Make-Up Work

Annual Editions are ideal for this type of learning activity.After students have read an article, you might have them com-plete the article review form, which appears just after the topicindex in the back of every Annual Editions volume (see thesample on page 12). Or you might assign questions from theAnnual Editions Instructor’s Resource Guide as extra credit ormake-up work. (Each Instructor’s Resource Guide’s questionbank can be accessed online at http://www.mhcls.com/

irg/ via an assigned password which can be found on the in-side of each guide copy.)

Other Uses

Annual Editions can be used in conjunction with anumber of classroom activities. For example, an AnnualEditions article could be assigned to a group of three or fourstudents to read. The students then present the issues in thearticle to the rest of the class in a panel discussion. AnnualEditions articles can also be included in recommendedreading lists.

Even when not formally integrated into the instructional pro-gram, Annual Editions are an important resource for both stu-dents and instructors. If Annual Editions are readily availableas part of a classroom or school library, students will use themas sources of background information on topics that they arestudying. Instructors will find them valuable for background in-formation, as a source of examples and anecdotes for classroompresentations and lectures, for lists of possible study topics, asan effective introduction to online information, and as sourcesof bibliographies.

Integrating Annual Editions into the Instructional Program

Annual Editions offer a number of special features de-signed to help integrate the selections into the classroomquickly and effectively. Among these special features are an-notated table of contents, topic guides, selected Internet refer-ences, section overviews, comprehensive indexes, andinstructor’s resource guides. The following are examples andexplanations of each of these special features:

Annotated Table of ContentsA brief summary of each article is included in the table of contents

for every Annual Editions volume. This feature is particularlyhelpful when choosing appropriate articles for student reading. Partof the table of contents from Annual Editions: Multicultural Edu-cation is reproduced below. Notice that the title, author, source, andpublication date are listed for each article. In addition, the conceptsin bold italics are developed in the article and referred to in the topicguide and, when included, in the glossary. Articles in the table ofcontents are grouped into several major sections that are designed tosupport and enhance any textbook that is being used.

Excerpt from the annotated table of contents for Annual Editions: Multicultural Education

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Topic GuidesEvery Annual Editions volume includes a detailed topical

guide to the articles reproduced in that volume. The topicguide follows the annotated table of contents of the book.These topic guides are invaluable when integrating AnnualEditions into an instructional program, particularly whencorrelating readings in an Annual Editions volume with atextbook.

A portion of the topic guide for Annual Editions: Amer-ican Foreign Policy is printed below. The left-hand columnlists major topic areas, and the right-hand column liststhose articles in which the topic is given primary attention.Each article is listed by number as it appears in the bookand its title.

Selected Internet ReferencesAll Annual Editions offer an annotated listing of Web sites for in-

structors and students to use for research. These sites have been care-fully gathered and customized for each Annual Editions volume,and they are chosen for their relevance, high quality, and value to thestudent. All sites can be linked through our student support site athttp://www.mhcls.com/online/contents-

main.mhtml. A portion of the sites that were gathered for An-nual Editions: Education is printed below.

Students find the topic guide and internet references veryuseful. These features will assist those who want to do morethan the assigned reading as they can use the two features togreatly expand their information base. When assigned a termpaper or other research project, students can start their searchfor a topic utilizing the topic guide and internet references.

Excerpt from the topic guide for Annual Editions: American Foreign Policy

Excerpt from the selected Internet References for Annual Editions: Education

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Instructor’s Resource GuidesA comprehensive Instructor’s Resource Guide is available

for every Annual Editions volume, and the question banks inall Instructor’s Resource Guides are also available online. Toaccess these test banks, refer to the title page of the printed In-structor’s Resource Guide; there you will find a password forthe book you are using. Then enter our online site, http://www.mhcls.com/irg/ and enter the unique password that isprovided at the beginning of the guide.

Reprinted below is an excerpt from the Instructor’s ResourceGuide that accompanies Annual Editions: Criminal Justice.Note how the information is organized:

Article DataIndicates that the article is number 3 of the 43 articles re-

printed in this Annual Editions volume; provided are the titleof the article, the page number on which the article begins, andthe author (or authors).

Article Summary

A 50- to 100-word abstract of the material discussed in thearticle is provided.

Key Terms and Topics

This section highlights a number of key topics, phrases,names, or lines of argument with reference to their use in thetext.

Web Question

Students will now have an opportunity to access article “WebQuestions” on the product’s book support site: http://www.mhcls.com/online/contentsmain.mhtml. Web questionsassess the student’s understanding of the overall theme of eacharticle. Each question reinforces and enhances the article, andprovides an excellent study guide source for students.

Multiple-Choice Questions

These questions are developed to review lines of argument inthe articles at hand and reinforce comprehension of the criticalthinking aspects of the ideas presented.

True/False Questions

Questions in this area are designed to reflect the main pointsdeveloped by the author.

General Questions

These general questions are developed around three specificcategories: to note author bias, open larger issues, and relate thearticle to trends in the field. Following the question is a sug-gested strategy or line of argument designed to offer a possible“answer.”

Section OverviewsTo make material easier to locate, understand, and use, arti-

cles in each Annual Editions volume are grouped into sections.These sections are arranged to support and enhance the generictopics covered in a general textbook. Each section overview hasa list of the articles appearing in that section, “Key Points toConsider” as the articles are read, a list of “Internet References”that will support and expand the section’s information, and abrief essay that introduces the reader to the role each sectionplays in the course area. (See excerpt on next page.)

Excerpt from the Instructor’s Resource Guide for Annual Editions: Criminal Justice

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Comprehensive IndexesIndexes are the key to information and inquiry, so every An-

nual Editions volume includes a detailed topical index. An ex-ample from Annual Editions: Early Childhood Education isreprinted at the right. Together, these features make AnnualEditions an important and useful learning resource for both stu-dents and instructors.

Excerpt of a section overview from Annual Editions: Global Issues

Excerpt from the topical index for Annual Editions: Early Childhood Education

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McGraw-Hill Contemporary Learning Series Student Support site data is found on the inside of every Annual Editions book cover. This student-oriented Web site is designed to provide a variety of helpful strategies to deal with college life and to successfully connect to specific data on the articles in each Annual Editions reader.

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Teaching With Annual Editions

Discipline Scholarship

How Discipline Practitioners ThinkOne of the strongest reasons for adopting Annual Editions

is that it gives students an understanding of how people think,work, and “operate” in a particular discipline. For example,articles may show how various models (physical, conceptual,or mathematical), paradigms, and theories are developed andused. Annual Editions are updated annually, which guaran-tees that students are exposed to the latest ideas that areshaping the discipline. Articles can also show, in more subtleways, how creativity and bias are encountered in a particularfield. Such insights into the thinking methods in a disciplineare invaluable.

What Discipline Practitioners DoAside from the mental frameworks of a discipline, specific

work (research, experimentation, for example) must also bedone. Articles in Annual Editions can be used to show whatwork in a particular discipline involves. For example, is re-search done mostly in the library, laboratory, or someplaceelse? Other activities such as classification and organizationof data, measurement, and communicating results are alsodemonstrated.

VocabularyTo understand the material in any content area, students must

be able to recognize and understand the specialized words andterms associated with that area. Ideally, they will make thesewords and terms a part of their own vocabularies.

The most effective way to teach vocabulary is to teach it incontext. Since Annual Editions offer a wide range of content-related materials from a variety of sources, they are a powerfulaid in teaching the specialized vocabulary of a discipline.

1. General and Special VocabulariesSometimes the specialized vocabulary that students en-

counter in an Annual Editions article is extensive. However,many of these words and terms have a general meaning that stu-dents already recognize. Since Annual Editions are public

press material, the specialized words are presented within thecontext of the article.

In deciding what words and terms to teach, consider the fol-lowing guidelines: How important is it for students to under-stand the word or term? Is understanding the concept critical tounderstanding the material? Are students likely to encounter theword or term frequently in the content area?

2. New Words and TermsThe use of new words and terms is increasing all the time in

virtually every subject area or discipline. Students should be en-couraged to watch for these new words and terms when reading.Good sources for these new terms are Annual Editions articlesbecause (1) they are current, and (2) they reflect the use of lan-guage in public press sources. Have the students check an au-thoritative dictionary to determine if their words are really“new” and not just unknown to them.

3. Figurative LanguageStudents frequently have difficulty interpreting figurative

language. Collect examples of figurative use of language fromAnnual Editions. To build understanding, have students rewritethe examples in nonfigurative language. Follow this up withclass discussion on the accuracy of each “translation.”

a. Which version (figurative or nonfigurative) is mostappropriate?

b. Which version is most attention-grabbing? c. Which version best conveys the meaning?

Critical ThinkingIn order to function effectively as information consumers,

students must be able to evaluate what they read. Criticalthinking requires an open mind, a broad background of experi-ence, knowledge of where and how to find information, and theability to analyze and evaluate the accuracy of that information.

The development of critical thinking involves the evaluationand analysis of information from many sources. Textbooks usu-ally present only a limited sample of the information andopinion available on a topic. Students must be exposed to a widerange of materials from many different sources. The diversity ofthe articles in every volume makes Annual Editions an invalu-able tool for developing critical and analytical thinking.

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ReasoningOne component of critical thinking is reasoning. Important

components of reasoning include: understanding the issue; de-termining a point of view, underlying assumptions, possible im-plications, consequences, and inferences; and drawing aconclusion.

1. Making Judgments and Drawing ConclusionsMaking judgments and drawing conclusions require students

to develop critical thinking skills. After they have read an ar-ticle, questions such as the following can help students success-fully perform this task:

What conclusions are drawn by the author of this article? Do you agree or disagree with the conclusions drawn by the

author? What other conclusions are possible to draw using the same

information?What other information might be important to know before

making any judgment on the value and importance of thisarticle?

2. Recognizing Logical Fallacies and Faulty ReasoningCritical thinking requires the ability to recognize faulty

logic. Here are seven major fallacies of reasoning that studentsshould know and be able to recognize.

• Incorrect assumption of a cause/effect relationship. (Ex-ample: Every time we wash our car, it rains. Therefore, ifwe wash our car today, it will rain.)

• Inaccurate or distorted use or interpretation of numericalstatistical information. (Example: Traffic fatalities werecut when the highway speed limit was reduced to 55 m.p.h.Therefore, the lower speed limit has resulted in safer high-ways. [The fact that people are driving less may be equallyor more important.])

• Faulty analogy. Comparison is carried too far, or the thingscompared have nothing in common. (Example: Apples andoranges are both fruit. Both grow on trees. Therefore, ap-ples and oranges taste the same.)

• Oversimplification. Relevant information is ignored in or-der to make a point. (Example: The majority of voters inthe United States are Democrats. Therefore, Democraticcandidates will win every election.)

• Stereotyping. People or objects are lumped together undersimplistic labels. Also called labeling. (Example: Blondewomen are beautiful, but dumb.)

• Ignoring the question. Digression, obfuscation, or similartechniques are used to avoid answering a question. (Exam-ple: When asked about the possibility of a tax increase, asenator replies: “I have always met my obligations to thoseI represent.”)

• Faulty generalization. A judgment is made on the basis ofinaccurate or insufficient evidence. (Example: Ducks andgeese migrate south for the winter. Therefore, all water-fowl migrate south for the winter.)

3. Recognizing Propaganda Techniques.Propaganda is information presented in an attempt to influ-

ence readers. Propaganda is not by definition “good” or “bad.”However, to the unwary, propaganda can be misleading. The boxbelow summarizes some of the most frequently used propagandatechniques. Using Annual Editions, students can look for exam-ples of each of the techniques outlined.

Ask students to read several different articles from the sameAnnual Editions volume. Have them make notes of any propa-ganda techniques they find in their reading. Similarly, have stu-dents compare an Annual Editions article or a unit with asimilar chapter or section in their textbook. Have students com-pare articles from other sources (newspapers, magazines) withAnnual Editions articles on the same topic.

SOME FREQUENTLY USED PROPAGANDA TECHNIQUES

“Bad” (or “Sad”) Names—The use of words, phrases, or expressions with negative connotations. Examples: slob, prude,moron, embarrassing.

“Glad” Names—The use of words or phrases with positive, pleasant connotations. Examples: warm, lovely, delicious, “lem-ony” fragrance.

Testimonials—The recommendation or endorsement by prominent and/or influential people. Example: Professional base-ball star Derek Jeter’s advertisements for a credit card.

Transfer—The use of names, phrases, or symbols to influence acceptance. Example: Using a movie star’s photograph onthe cover of a magazine to get people to buy it.

“Just Plain Folks”—The use of dress, behavior, or other devices in an attempt to identify a product or person with ordinarypeople. Example: Photographs of the President of the United States eating spaghetti or chopping wood.

Card Stacking—The presentation of only that information or those arguments most favorable to a particular point of view.Example: Making a list of all the advantages of buying a new car without making a similar list of all of the disadvantages.

Bandwagon—The use of the fear of being “different” to influence behavior. Example: “Twenty million people jog for theirhealth. Shouldn’t you?”

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AnalysisAnother component of critical thinking is analysis. Analysis

involves a variety of skills, but one of the most common is theability to recognize the difference between an observation andan inference. Once the distinction is made, students can then tryto understand on what basis the inferences are being made (forexample, logical or statistical).

1. Identifying Fact and OpinionA fact is an accurate description of an object, event, or state-

ment that can be proved true. An opinion is a statement that ex-presses how a person feels about something or what a personthinks is true. The articles in Annual Editions are ideally suitedto develop the ability to differentiate between fact and opinionstatements. Discussion questions might include the following:

a. What rules or techniques can be used to identify state-ments of fact?

b. What rules or techniques can be used to identify anopinion?

c. Can a statement contain both fact and opinion? d. Are some opinions more reliable than others? Why?

2. Comparing and Contrasting InformationTo compare and contrast information, students must have a

wide variety of material at hand. Annual Editions make it pos-sible to identify similarities and differences among the facts,opinions, purposes, and points of view in a number of articles allrelated to a single topic. By comparing and contrasting informa-tion, students can identify facts, make inferences, and draw con-clusions that would not otherwise be possible. After reading twoarticles, you may ask the students these questions:

a. How do the articles differ in the information each onepresents?

b. Are the articles different in how they present information? c. Does the information appear to be complete and accurate?

Why or why not?

Problem SolvingAnnual Editions articles are excellent at showing how prac-

titioners solve problems. They illustrate (1) the types of prob-lems that can arise, (2) the various search strategies employedwhen trying to solve a problem, and (3) how decisions are madein the discipline.

SummaryA tested and effective way to use Annual Editions in the class-

room is to have students use the “Test Your Knowledge Form” that

appears in the back of every Annual Editions volume for the arti-cles they read. This form is also accessible at http://www.mhcls.com/online/contentsmain.mhtml. Students are en-couraged to photocopy the form and use it in any number ofsuggested ways. The form requires students to summarize anarticle and briefly analyze and evaluate what they read. Thecompleted form can be graded, used as a starting point forclass discussions, expanded into a larger writing activity, orserve as a check on student understanding of the reading. Theform is adapted from one developed by Bob Lee of CypressCollege, Cypress, California.

Communication Skills

Analytical ReadingStudents studying any discipline need to have analytical

reading skills to understand the main point of the article, majordivisions of thought, the author’s attitude, the article’s purpose,assumptions, implications, and different perspectives. Some an-alytical reading skills are:

1. Organizing InformationTo be coherent, information must be organized around a

central idea of thesis. In other words, what is the purpose ofcollecting the information? It is not enough just to find infor-mation. Students must know what to do with it. Some of thepurposes most often used for collecting and presenting infor-mation are to argue, to explain, to define, to inform, and topersuade. Annual Editions articles provide examples of allof these organizational approaches. Here are some possibleactivities:

a. Give students selected paragraphs or sections fromseveral different Annual Editions articles. Have themanalyze the main purpose of each one. Follow up withclassroom discussion.

b. Have students read several Annual Editions articles andselect examples of paragraphs that define, explain, argue,inform, or persuade.

2. Determining the Accuracy and Completeness of Information Select an appropriate article for students to read. Have the

students compare the information in the article with a similarsection of the textbook. Is the information contained in the ar-ticle more current? How is the topic explained in the textbook?How is it explained in the article?

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3. Evaluating Author Credibility and BiasAgain, because they contain a number of articles on re-

lated topics, Annual Editions offer a unique opportunity toanalyze and evaluate author credibility and bias. Afterreading an Annual Editions article, have students consultWho’s Who, The New York Times Biographical Index, Con-temporary Authors, or other biographical references for in-formation on the background, education, and experience ofthe article’s author (or people quoted in it). Follow up withquestions such as:

a. What qualifications does the author have for writing onthis subject? (Or what are the qualifications of the peoplethe author quotes?)

b. When and where was this article first published? Doesthis information affect the credibility of the article?

c. What do you think the author wants us to do, think about,or believe?

d. Are there any special words that the author uses to try toinfluence how we respond to the article?

e. Based on your research on the author’s background, whatfactors may have influenced his or her point of view?

Here’s another approach: Have students read several AnnualEditions articles and locate background information on as manyof the articles as possible. Give students a list of topics and havethem discuss which of the authors is best qualified to write oneach of the topics listed.

4. Comparing and Contrasting Points of ViewAnnual Editions permit students to compare and contrast

how related material is presented by different authors. Have stu-dents read several articles from an Annual Editions volume.Questions for discussion might include:

a. What is the author’s point of view for each of these articles? b. These articles are all on essentially the same topic.

Why do you think that the points of view presented areso different?

c. How much influence did the author’s point of view haveon you?

5. Locating Information SourcesThe ability to find additional information on a topic is a

critical study skill and an aid to analytical reading. To givestudents practice with this skill, choose an Annual Editionsarticle for them to read. Then, suggest that they look formore material on that topic. Have the students then evaluatethe source of the information (For example, are articlesfrom refereed journals more reliable than information fromthe Internet?).

6. Using IndexesAn index is a key that can help students unlock the informa-

tion contained in a book. When combined with scanning, the in-formation can be located quickly. Every Annual Editionsvolume includes an extensive topical index.

WritingTo be effective writers, students must be able to organize in-

formation and ideas around a central theme or thesis. AnnualEditions provide some important ingredients for developingthis ability. Specifically, the articles offer illustrations of a widerange of writing purposes, styles, and points of view; provide alarge amount of related information, opinions, and ideas; andadd new excitement, interest, and challenge to writing assign-ments. In other words, in Annual Editions, students have anumber of examples of how material is organized and pre-sented, they have the raw material they need to practice a va-riety of writing-related skills, and they have the motivation todo a good job. Here are a number of activities that will help stu-dents develop writing and writing-related skills:

1. Note TakingThe purpose of note taking is to help students identify, orga-

nize, and recall important information, ideas, and details. Thismeans that students must be able to recognize, in context, dates,names, and places; important or unusual details; key words andphrases; and definitions and examples.

Students will probably have no difficulty identifying impor-tant dates, names, and places in their reading. However, theymay tend to overlook other important information. To reinforcethe importance of this information:

1. Have students skim several Annual Editions articleslooking only for definitions.

2. As they read, have students list the key words and phrasesin an article.

2. Summarizing A summary is a brief statement of the important points from an

article, book, speech, or other form of communication. It includesthe author’s main points, but omits long descriptions and examples.

After reading an Annual Editions article, have studentsmake a list of the main ideas presented.

Alternatively, ask them to include two or three important de-tails for each main idea they list.

Have students rewrite an Annual Editions article so that it isless than one-fourth as long as the original. To give them a realchallenge, have them summarize an Annual Editions article in50 words or less.

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3. OutliningTo prepare an outline, students must be able to identify main

ideas and supporting details, and organize this informationaround a central idea or theme.

Assign students selected paragraphs from Annual Editions ar-ticles. Have them identify the main idea or topic sentence in eachone and list all of the supporting details they can find. Working insmall groups, have students outline a complete Annual Editionsarticle. To make the task easier, select an article that contains anumber of typographical cues, if possible. Suggest that the stu-dents use the title of the article as the title of their outline. Sub-headings in the article would then be main ideas in their outlines.

Have students read two or three related Annual Editions ar-ticles. Give them a list of several possible titles. Their job is touse material from the articles to build an outline under one ofthe assigned titles.

4. Reports, Term Papers, and EssaysSuccessfully completing a formal writing assignment re-

quires students to use all of the skills discussed—note taking,summarizing, and outlining.

Provide students with a keyword or phrase from an AnnualEditions article. Have them write a title or thesis statementusing the word or phrase.

Give students two related paragraphs from different Annual Edi-tions articles. Ask them to combine the information into a singleparagraph that is no longer than either of the original two. As an al-ternative, have students write a transition between the paragraphs.

Quantitative LiteracyDimensions of Quantitative LiteracyThe amount of information that a student must read and com-

prehend is enormous. Much of the information is presented in

some quantitative manner (data tables, graphs, or figures, forexample). Articles in Annual Editions offer a look at the quan-titative presentation of data. Using the data presented in an ar-ticle, students may discover some dimension of quantitativeliteracy such as: patterns, trends, scale, proportion, probability,and statistics.

EquationsSome Annual Editions, particularly those in the sciences,

contain equations. Students can learn a great deal from studyingthe various equations. Questions to ask include:

a. What does each symbol represent? b. What is the relationship between the variables? c. Can you verbally express the relationship that is being

described? d. If you increase one variable, what happens to each of the

other variables in the equation?

GraphsQuite often articles include at least one figure or graph.

Again, students can analyze the quantitative information givenin a graph. Questions that can be asked include:

a. What is the title of this graph? What is being described?b. What are the variables being graphed? Are the increments

on each axis of equal value? Do the units of each axismake sense for the variable being described?

c. What is the relationship between the variables? Is thereany bias in the graphing, e.g., extending or compressinginformation on an axis to change the perception of therelationship?

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This Annual Editions Test Your Knowledge Form appears at the end of every volume and can be accessed at http://www.mhcls.com/online/. The form requires a summary of each article, and it encourages students to evaluate and analyze what they have read.

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Developing an Instructional Plan

Developing an instructional plan requires setting goals forlearners, determining what instructional strategies, techniques,and materials will be needed to achieve the learning objectives,and deciding how student learning will be evaluated.

Annual Editions can help with each step of this process. Thefollowing are examples based on several widely used and suc-cessful instructional approaches.

Directed Reading-Thinking Activities

A directed reading-thinking activity (DRTA) is a highlystructured instructional technique. The approach has been re-fined and sharpened since it was first developed by RussellStauffer. The directed reading-thinking activity can be adaptedto a wide range of student ability levels and instructional situa-tions. Here’s how the approach is implemented:

1. Select an article from Annual Editions that you want stu-dents to read.

2. Preview the article with students. Go over the basic struc-ture and organization of the article. Discuss the title andsubtitles. Talk about the meaning and importance of anygraphic material—pictures, charts, graphs, tables, or il-lustrations. Note any accompanying reference or resourceinformation such as a glossary, summary, bibliography,or list of sources.

3. Introduce the vocabulary. Discuss any unfamiliar wordsand terms and explain their meaning in the context of thearticle.

4. Set a purpose for reading. Give students some back-ground on the content and significance of the article. Ifit’s relevant, talk briefly about the author. Ask students ifthey can suggest purposes for reading the article. Motiva-tion increases and comprehension improves when stu-dents understand why they are reading a particularselection. Have them look for answers to specific “pur-pose questions” as they read. For example, ask students tolook for specific facts, key words or terms, or ideas; ana-lyze the author’s point of view; look for examples of au-thor bias; read to compare or contrast the facts and ideaspresented with those in the textbook or another AnnualEditions article.

5. Reinforce and improve comprehension. One of the bestways to determine if an article was understood is to re-phrase sections of the material into questions. Discuss theanswers to the purpose questions. Check for and clarifyany problems with vocabulary. Review the main ideaspresented in the article and go over important details.What other information might be helpful in understandingthe information presented?

6. Follow up. Have students locate additional informationrelated to the Annual Editions article. Ask for a report,presentation, or other product that uses information andideas from the article. Give a writing assignment that re-quires students to work with newly learned concepts.

Study GuidesA study guide uses notes or annotations to point out or clarify

important aspects of a reading assignment. There are two typesof study guide:

The Process Study GuideA process study guide is designed to help students who are

having difficulty applying reading skills. Marginal notes suggestwhere, when, and what reading skills can be applied to a passage.Notes in the margins of the reading material might include:“What signal word is used here?” “Note the cause/effect relation-ship.” “What words show that this information is part of a list?”

To prepare a process study guide for an Annual Editions ar-ticle, read the article several times first. As you read, pencilnotes and comments next to examples of the reading skill youwant to reinforce. Finally, write clues you’ll give your studentsin the margins of the article.

A process study guide is not necessary for every student orevery reading assignment. However, when students are havingdifficulty with specific and identifiable reading skills, a processstudy guide may be helpful.

On the next page is an example of how annotation might beused in a process study guide. The paragraph is an excerpt fromthe article “A People at Risk,” reprinted in Annual Editions:Anthropology.

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The Content Study GuideA content study guide tells students what information and

ideas to look for, highlights important information and ideas,and may even tell students exactly where important informationwill be found. A content study guide may also provide questionsfor students to think about while reading and list reading assign-ments for different student ability levels.

To prepare a content study guide for an Annual Editions ar-ticle, read the article several times first. Identify and list wordsand terms that may be unfamiliar or confusing to students. Also,identify and list keywords, phrases, and important details. TheInstructor’s Resource Guide that accompanies the Annual Edi-

tions volume could be a source of “purpose questions” (see Di-rected Reading-Thinking Activities, page 13). In addition,students can access Web questions that relate to each article ina product’s book support site at http://www.mhcls.com/online/contentsmain.mhtml. Each question will assessthe student’s understanding of the overall theme of the article.

Below is an example of a brief content study guide preparedfor an article in Annual Editions: Criminal Justice.

Content study guides help to ensure that students understandthe material, locate the important ideas and details, and makeconnections between the new material and experience.

EXAMPLE OF ANNOTATION FOR A PROCESS STUDY GUIDE FROM AN ANNUAL EDITIONS: ANTHROPOLOGY VOLUME ARTICLE

The spiritual beliefs of the Yanomami Indians of northern Amazonia arebased on a worldview in which spirits exist not only in plants, animals, and hu-mans, but in two parallel universes located above and below the world. Thosespirits who inhabit the upper world assist their creator, Oman, in keeping theworld abundant so that the Yanomami may have fruitful lives; those who inhabitthe lower world are vengeful and do little but bring illness and trouble to the Ya-nomami. To undo the trouble caused by the evil spirits, the Yanomami dependupon their shamans, tribal medicine men who not only understand the uses ofmedicinal plants but can call on the helpful spirits of the natural world to aid inthe daily struggles to keep their universe in balance by keeping the vengefulspirits in check.

Topic sentence

What does “Oman” mean?

What is the context clue to the meaning of “shamans”?

STUDY GUIDE FOR AN ANNUAL EDITIONS: CRIMINAL JUSTICE ARTICLE: “AN OVERVIEW OF THE CRIMINAL JUSTICE SYSTEM”

(Article 1, pages 6–10)Vocabulary: nolle prosequi

misdemeanornolo contendere

incarceration

restitutiondiscretion

jurisdictionsarraignment

writ of certiorariparole

adjudicatory hearingstatutory

Ideas to look for:What is the sequence of events in the criminal justice system? What role does the judge play in the initial phase of the criminal justice process? What discretion with regard to a criminal can be exercised by the police? The prosecutors? The judges? What conditions of a criminal act bring it under federal jurisdiction?

Questions for class discussion:How do the discretionary options available to the various criminal justice officials differ? Under what circumstances can they beemployed?What are the differences in the way that a felony and a misdemeanor are handled in the justice system?How do they differ from how a juvenile offender is handled?

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Reasoning GuidesA reasoning guide encourages students to think critically and

analytically about what they have read. For example, a rea-soning guide might offer biographical information about the au-thors of several Annual Editions articles. After reading thearticles, students would be asked to rank each author on a scaleof 1 to 10 on such factors as expertise in relation to the topic,objectivity, and accuracy. After rating authors individually, stu-dents then meet in small classroom discussion groups and try toagree on group rankings.

Creating a reasoning guide to accompany Annual Editionsinvolves the following steps:

1. Decide what critical and analytical thinking skills youwant to reinforce (see “Critical Thinking,” pages 7–8).

2. Select several Annual Editions articles that include infor-mation and ideas appropriate to the objectives of the rea-soning guide.

3. Decide how much help to give students in the reasoningguide. For example, if the material is difficult, you maywant to provide students with a list of the major points tolook for and consider.

4. Write the reasoning guide. Include full directions on how touse the material. Structured activities such as matching itemson prepared lists or rank ordering will make the reasoningguide somewhat easier for students to use. Requiring stu-dents to locate major points and other information will makethe reasoning guide more challenging.

5. Have students complete the activities in the reasoningguide. This can be done individually—as homework, forexample—or by students working in small groups.Follow up with classroom discussion of the reasoningguide activities.

SummaryThis guide to using Annual Editions offers a number of sug-

gestions on how this outstanding instructional resource can beused effectively in the classroom. However, this guide is, by ne-cessity, limited. The number of alternative teaching strategiesand techniques is limited only by imagination. Each AnnualEditions volume represents the best material available on atopic. The high quality of the articles is a guarantee that studentswill find the material interesting, informative, and challenging.

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Share Your Successful Instructional Methods

If you’ve developed an interesting or unique way to use Annual Editions in your classroom, we would like tohear about it! It might be simple—a game, a discussion method, a special technique to generate student interest,a testing procedure—or it might be an entire unit built around an Annual Editions. Either way, we hope you’llshare it with us. Please photo copy this page, briefly describe your idea—preparation, materials needed, in-structions to students, etc. If possible, include copies of the printed instructional materials you used to imple-ment your idea or strategy. If we use any of your materials, you’ll receive full credit in print.

Dear McGraw-Hill Contemporary Learning Series: Here’s what I did using (book title) Annual Editions: __________________(add an extra sheet, if needed):_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name ___________________________________________________ Date: _______________________School: ________________________________________________________________________________Department: ____________________________________________________________________________Address: _____________________________________________________________________________

Street and Number City State ZIPOffice telephone number or e-mail address (in case we need more information or clarification):(________) _____________________ _____________________________________________________Area Code Number E-mail address:

Mail to: McGraw-Hill Contemporary Learning Series2460 Kerper BoulevardDubuque, IA 52001-9902

Or you can access this form to interact directly with us on our online Web site: http://www.mhcls.com/online/contentsmain.mhtml

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