Organize and synthesize information

• 3.1. What to do with the information found
• 3.2. Work tools
  • Writing plan
  • Photo analysis
  • Geographical sketch
  • •    Lexicon
    

• 3.1. What to do with the information found?

At this stage, students should examine the information they have found. Are some sources more interesting than others? Some may also be contradictory, i.e., they don’t agree with each other.

Methodological rigour is central to the processing of information in Social Sciences. Various office software programs (word processors,  *    spreadsheets *  or graphics editors, *  etc.) are essential tools when developing this competency and can be used to create footnotes, hypertext links, tables, organizational maps or graphs (using a spreadsheet).

Image processing software is essential when analyzing photos, maps, engravings or posters (for example, to annotate elements that are distinct to an era on a photo by grouping them visually according to economic, cultural, social or political indicators).

3.2 Work tools

- Writing plan

A writing plan could follow the following structure. Students should use their organizational map (PDF blank) to draw up their writing plans.

1- Introduction: Guiding question and hypothesis
2- Development: Using the sources found, examine three or four aspects of the guiding question
3- Conclusion: Answer the guiding question (confirm or reject the hypothesis)

Example of an organizational map

Students can use a word processor to create their writing plan using bullets and numbers. For example, they could plan an essay using the inverted pyramid or funnel structure, which starts from a more general idea and gradually narrows to a specific point. Click here for an example of a writing plan (in Word):

 
Word processors offer flexibility during the writing process. For example, the copy/paste function makes it easy to reorganize thoughts and/or rewrite sections of a document. Comments can also be inserted by students, their peers and their teacher as a formative evaluation tool.

 

- Photo analysis

Photo analysis allows students to work with primary sources in a non-traditional way. It also produces a diagram of sorts, once students have identified and described the key elements of an image: who, what, when (context, time and space), where and why (place and purpose). This exercise enables students to grasp and reflect upon the complexities of a society and formulate hypotheses.

Example of a photo before photo analysis

Source: Photo submitted by a student during a family heritage contest, http://www.recitus.qc.ca/

Here is the same photo with annotations in text boxes created using a word processor.
The circles were created using drawing tools available in most word processors.   Click here to see an example of a photo analysis done in Word.

Click here for bigger version
 

Source : Récit national en univers social, http://www.recitus.qc.ca/

Students can then share the results of their observations (by creating a poster, for example).

For more information on photo analysis in Social Sciences click here. >>>

- Geographical sketch

What is a geographical sketch?

•    A geographical sketch is a freehand schematic drawing of the main elements that make up a landscape.
•    It supports the interpretation (deconstruction) of an actual landscape or photo of a landscape based on the geographical realities of that landscape.
•    It can also be used as a diagram illustrating one’s ideas in order to understand the organization of a territory.

Click here to find out more about geographical sketches. >>>

 

- Lexicon

Students can create a lexicon using a word processor. This lexicon has the advantage of being easy to consult thanks to the hypertext links found within the document.
 
We used the following model for the definitions in the lexicon:


Download an example of a lexicon:

Word Format
Star, Neo, or OpenOffice format

We used the “Table of Contents” tool (in Word) or the “Indexes and Tables” tool (in StarOffice or OpenOffice) to create the hyperlinks.

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