Intro to POV Analysis Using the Editorial Section of a Newspaper

I have been thinking a lot about different ways to help students learn how to conduct point of view analysis, to focus on the unstated, subtext of a source rather than ONLY on what is stated, what is literal.

Throughout our social studies/history courses, students (I hope) will spend considerable time engaging with the text, subtext, and context of various sources.

As an entry point or fairly non threatening activity, you might try something like this.

Find an article in the newspaper that has a point of view that you think is fairly accessible. All sources have POV, though some are easier to detect and articulate than others.

I used this text, which I read on the op-ed page of the Philadelphia Inquirer.

The Prompt: Write 100 words conducting a POV analysis for this source excerpt.

Source: Op-Ed Page, Phila Inquirer, 7/13/2014

Information about the Author: Perry Brown is director of pediatric education at the Family Medicine Residency in Boise, Idaho. He wrote this for the Idaho Statesman.

“There are certain injuries that I, as a pediatrician, would like to see on more kids these days: skinned knees, poison ivy, and blisters.”

POV ANALYSIS

Dr. Brown penned an Op-Ed arguing that parents and children need to get outside and play much more than they currently are. As a pediatrician, he is naturally concerned with the health and well being of children. On a daily basis, he sees the adverse consequences of a sedentary lifestyles, the biggest of which is likely obesity. As a result, he believes that  Americans are doing themselves a disservice by not connecting with nature and exercising more. The Dr. values the natural environment, physical activity, and promoting a healthy lifestyle. By getting this piece published in a large newspaper, he is hoping to influence an audience well beyond his medical practice.    

Commentary

You'll notice that in this exercise students are only being given information about where the source comes from, a sentence about the author, and a sentence pulled from the text. This is done intentionally, for use as an introductory exercise. Over time, you can increase the amount of information students are given in the source excerpts. Also, you will  notice that in my example I increased the font on certain words. These words are helpful triggers when conducting point of view analysis. After students have completed this exercise, have them read the text and discuss the following questions: After reading the text, how would you assess your POV analysis?

Did the author surprise you in any ways?

Did the author make points, use examples that you expected?

Did you read this text differently *because* of the POV analysis?

If so, in what ways?

First Post

     Last summer, I focused on writing 750 words every single day, after stumbling on a website called 750words.com.

     If my Twitter activity (see @joetabhistory) doesn't already give you a clue, when I am interested in something, I can really become obsessed. And quite quickly, I became obsessed with keeping alive my daily streak of writing 750 words.

     For the most part, I established this habit and continued with it until about February of 2013, ending with a 200+ day streak. Juggling a brand new course, Economics, and writing each night started to consume too much time.

     While the bulk of my writing was never shared with anyone, I did consciously work on honing my writing and critical thinking skills by submitting as many as ten letters to the editor to my local newspaper, where I discussed various topics in the news. At least five were published.

     This experience was powerful. Writing regularly was stimulating, addictive, and, at times, difficult. Thinking deeply about a topic without putting pen to paper or turning on a computer to type is rare for me. It always has been. But this experience pushed me to a new level. Daily writing reconnected me with the process of writing and editing (which has helped me work on writing with my students!) and reminded me how important daily reflection is.

     This summer, rather than repeating what I did last summer, my goal has been different. This year I am more focused. I am committed to growing as a history teacher. What has led me to this point? Many things, but for now I will mention two books.

     When it comes to books, and I sense this is true for most people, simply reading a book rarely leads to change. Nevertheless, there are some books that really speak to you. Books like these are special. They are invitations to grow. While the author is inviting you to grow, it's still just an invitation, not growth in and of itself. In the past six months I have read two books that have really impacted me: Brush Lesh's "Why won't you just tell us the answer" and Sam Wineburg's "Historical Thinking and Other Unnatural Acts". Reading, and re-reading, these books plus writing about the ideas in them is part of my process of growing as a history teacher.

     Another part of the process I have found has been Twitter. Over the past few months, I have discovered how powerful Twitter can be as way to connect with other teachers. I have started participating in various chats, including #sschat, #edchat, and #wrldchat. Though on Twitter you are limited to 140 characters, as opposed to 750 words, that really is not a limit!

     Genuine discussions and connections occur here. The dynamics of Twitter are definitely different than a traditional meeting or workshop. I think this is actually one of the reasons, at least in my experience, Twitter interactions seem to surpass traditional professional development.

     I will definitely continue writing, and I look forward to one more outlet to grow and learn.