Notes

When you’re studying an informational text, look for these elements: the main idea of the text, the date, the theme or mood, the author's purpose, and important details. All of the texts you read in this lesson share a common theme—conflict.
Now, reflect on life in the internment camps for Japanese Americans. Open the Notebook tool () and jot down examples of conflict that you can identify in this situation. Mention whether a particular conflict affected you personally.
Analyzing a Document
The historical document pictured here is a transcript of opinions expressed by General John DeWitt. Let’s analyze the document by examining some of the elements discussed on the previous screen.
Type of document: It is a typed record of the conference proceedings.
Date: January 4, 1942 (less than a month after the attack on Pearl Harbor)
Purpose or message: DeWitt argues that the United States should gain full authority to arrest Japanese Americans and search their homes without warrants.
Key information: The document provides insight into why the government decided to relocate Japanese Americans in 1942. DeWitt says there are 288,000 “enemy aliens” on its land. Officials like DeWitt worried that Japanese Americans would secretly help Japan defeat the US military. The document reveals that DeWitt was unsure of the legal grounds for these actions.
Documents
If you’re analyzing a historical text, look for these details in the document:
Type of document: Examples include postcards, letters, and newspapers.
Physical characteristics: For example, is the document handwritten or typed? Is it on letterhead, or does it have a seal?
Date: If a document is not dated, look for indications of the year or decade when the document might have been created.
Author: Who created the document? The author may be an individual, the government, a company, or any type of organization.
Audience: Whom does the text address?
Purpose: Why was the document created? What purpose does it serve?
Key information: What does the text say?
Posters or Advertisements
If you’re looking for information from posters or advertisements, pay attention to the following details:
Date and place: When and where was the poster created?
Audience: Whom does the poster address?
Description: What do you see in the poster
Colors: What colors did the artist use? What do the colors signify?
Symbols: Do you see any symbols in the poster? What do they mean?
Mood: What mood or feelings does the poster evoke?
Purpose or message: What does the poster say? What purpose does it serve?
Analyzing a Poster
Let’s examine this historical poster based on the elements discussed on the previous screen:
Date and place: The poster was created by the US government during World War II.
Audience: Americans are the intended audience.
Description: The poster shows a mother and child in danger.
Colors: The soft colors (white and pink) of the mother and child are on a blue background. The threatening hands of the enemy are black.
Symbols: The sharp, scary claws have military symbols that represent Germany and Japan.
Mood: The mood is dark and worrisome.
Purpose or message: The purpose is to urge Americans to buy government bonds that would help fund the war against Japan and Germany.Cartoons
To analyze and gather information from cartoons, look for the following details:
Date: When was the cartoon made or published?
Audience: Whom does the cartoon address?

Description: What do you see in the cartoon?
Colors: What colors did the artist use? What do the colors signify?
Symbols: Do you see any symbols in the cartoon? What do they represent?
Mood: What mood or feelings does the cartoon stir up?
Purpose or message: What does the cartoon say? What purpose does it serve?Tone
Tone is the author’s attitude toward a subject or an audience. For example, when you respond “great” after being asked to do something, your parents will detect the tone in your voice. Your tone can show your excitement or a hint of sarcasm if you’re not thrilled about what they asked you to do.
President Roosevelt’s tone in the speech also affected the meaning of his words. We’re going to examine some changes the president made to the earlier draft of his speech. We’ll evaluate how effective these changes were in helping the president communicate his message to his audience.Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.
President Roosevelt changed the phrase “a date which will live in world history” to “a date which will live in infamy.” The word infamy means “being known as wicked or dishonorable.”
By using the word infamy, the president intended to strongly express his disapproval of Japan’s deceitful attack on the US forces stationed at Pearl Harbor.Comparing Two Documents
Rhetorical Devices
Writers use certain kinds of appeals, called rhetorical devices, to persuade readers in favor of their argument. Modes of persuasion — ethos, logos, and pathos — are rhetorical devices that appeal to an audience.
Ethos
Writers use ethos to establish their own credibility in the eyes of readers. Writers develop ethos by acknowledging opposing viewpoints, appearing knowledgeable on a topic, and sometimes even sharing personal stories.
Logos
With a logical appeal, writers use logic and reasoning to persuade the audience. A logical appeal may include quotes from experts, facts, or data to support a particular claim.
Pathos
Emotional appeals draw on the readers’ emotions about a given topic. They connect to readers’ values and beliefs.

Mediation
Mediation is a type of conflict management in which a neutral third party, called a mediator, listens to the parties on both sides of a disagreement and devises a solution to the conflict. Both parties agree to follow the mediator's decision.

The steps of meditation might sound familiar to you, as the steps are similar to those involved in problem solving and decision making:

Clarify the problem: The mediator allows each party to state its case without interruption. The mediator asks questions to gather more information and clarify the issues. The mediator listens carefully to distinguish facts from opinions.
Summarize each perspective: The mediator summarizes the position of each party.
Generate alternatives: The mediator suggests options for resolving the issues.
Agree on a solution: With the mediator, the parties negotiate until they can reach an agreement. Negotiation often involves bargaining or concessions, in which both parties "give in" on some points but stand firm on others.




The DECIDE model is similar to the problem-solving process. Each letter in the name represents a step in the decision-making process:

D = Define the problem.

E = Establish the criteria.

C = Consider the alternatives.

I = Identify the best alternative.

D = Develop and implement a plan of action.

E = Evaluate and monitor the solution...





Reverse brainstorming and constructive controversy are helpful techniques when there is a lack of ideas for possible solutions, or difficulty evaluating solutions. In reverse brainstorming, you follow these steps:

Identify the problem. (Example: There are not enough seats in the waiting area.)
Reverse the problem by asking how you cause this problem. (Example: How could you eliminate seats from the waiting area?)
Brainstorm solutions to the reversed problem. (Example: Eliminate seats by replacing some chairs with a toy area.)
Reverse the solutions. (Example: Replace a toy area with chairs.)
Evaluate the solutions and choose the best one.








Barriers to Problem Solving
Barriers to problem solving can occur at any stage in the process. When identifying the problem, your feelings can be barriers if they prevent you from seeing the facts. Assumptions, things you believe to be true without proof, also create barriers. Put feelings and assumptions aside and focus on the facts.

In the brainstorming stage, unnecessary constraints and functional fixedness are common barriers. Unnecessary constraints are false limits that block innovation, such as fixating on one idea because it worked well in the past. Functional fixedness occurs when you view something in only one way and miss other options.

Barriers in solution evaluation include irrelevant information and groupthink. Irrelevant information complicates the evaluation process with too many details. Identify and delete extra information to simplify the process. Groupthink occurs when members go along with the ideas of the group even when they're not in agreement to avoid upsetting the group. Eliminate this barrier by creating a group environment that encourages the participation of all members, and speak up when you have an idea or disagree with an idea.





Preparation. Start collecting information as soon as you get the speech delivery date.
Practice. Give your speech aloud, in front of a mirror, or to a mock audience.
Visualization. Calm your mind, close your eyes, and imagine yourself in front of your audience. Mentally map the stages of your speech from beginning to end.
Acceptance. Remember that a certain amount of nervousness is needed for delivering a good speech. Just be sure to put forth your best effort.



Stories. Stories enable the speaker to connect with the audience on a personal level.
Quotes. A speaker usually includes quotes and opinions from experts in a speech. This information convinces the audience of the validity of the speaker’s viewpoints.
Statistics. Statistics refer to the numerical representation of data or information. They help the audience visualize concepts such as proportion and percentages.
Facts. The presentation of facts also helps strengthen the speaker’s arguments.