Blooms+Taxonomy+Chart

= Comprehension questions from Chapter 12 - //A History of Our Nation.// Are these "good" questions or "bad" questions? What can students and teachers learn with/from them? =

•What gains did Union forces make in the western part of the Confederacy in the first two years of the Civil War? •Briefly summarize Union efforts to capture the southern capital of Richmond in 1861-1863 •Why did Lincoln suspend the writ of habeas corpus? •What laws did the Republic Congress pass during the Civil War to support economic development? •Describe the medical and health conditions faced by Union and Confederate soldiers. •What was the result of the Battle of Gettysburg? •What were the immediate and the long-term effects of Sherman’s march to the sea? •Briefly describe the events of 1865 that lead to Lee’s surrender.

__ **Knowledge:** __

What were the events leading to North Carolina’s secession from the Union?

__ **Comprehension:** __

Draw a map of the battles occurring in North Carolina during the Civil War. Include names, major commanders, and locations.

__ **Application** __ :

Choose three of the following and explain their role in Civil War North Carolina: Braxton Bragg, William Sherman, Ambrose E. Burnside, Daniel Harvey Hill, Zebulon B. Vance, Joseph Ellis, and Joseph E. Johnston

__ **Analysis:** __

Select 5-10 key events of Civil War North Carolina and include them on a timeline.

__ **Synthesis:** __

Propose what might have happened had North Carolina stayed in the Union.

__ **Evaluation:** __

Research the General Joseph Johnston’s surrender terms to General William Sherman at Bennett Place. Do you agree with them? What would you have required or left out? Why?

** Bloom's Taxonomy **

|| ||
 * New Bloom Triangle ||

//Note that the top two levels are essentially exchanged from the traditional to the new version.//
 * New Version** || In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. The two graphics show the revised and original Taxonomy. Note the change from nouns to verbs associated with each level.
 * || [[image:http://www.odu.edu/educ/roverbau/Bloom/fx_Bloom-old.jpg caption="Old Bloom Triangle"]] ||
 * Old Bloom Triangle ||

**Old Version**
 * **Remembering** **:** can the student recall or remember the information? |||| define, duplicate, list, memorize, recall, repeat, reproduce state ||
 * **Understanding:** can the student explain ideas or concepts? |||| classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase ||
 * **Applying** : can the student use the information in a new way? |||| choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. ||
 * **Analyzing** : can the student distinguish between the different parts? |||| appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. ||
 * **Evaluating** : can the student justify a stand or decision? |||| appraise, argue, defend, judge, select, support, value, evaluate ||
 * **Creating** : can the student create new product or point of view? |||| assemble, construct, create, design, develop, formulate, write. ||
 * **Creating** : can the student create new product or point of view? |||| assemble, construct, create, design, develop, formulate, write. ||

**Roles, Process Verbs and Products from Bloom's Taxonomy of the Cognitive Domain**

|| Understanding of information given || Demonstrate
 * **Level of Taxonomy** || **Definition** || **Teacher Roles** || **Student Roles** || **Process Verbs** || **Products** ||
 * **Comprehension**

Listens

Questions

Compares

Contrasts

Examines || * Explains
 * Translates
 * Demonstrates
 * Interprets
 * Active Participant || restate

paraphrase

discuss

locate

retell

research

convert

annotate

give examples of || describe

report

recognize

review

observe

locate

outline

account for || explain

tell

express

summarize

list

identify

calculate

expand upon

give main idea || recitation

summary

reproduction

collection

explanation

dramatization

show & tell

story problems || example

definition

quiz

list

test

label

outline || || Recall or recognition of specific information || Directs
 * **Knowledge**

Tells

Shows

Examines

Questions

Evaluates || * Responds
 * Absorbs
 * Remembers
 * Recognizes
 * Memorizes
 * Passive recipient || define

name

record

match

select

underline

cite

sort || repeat

label

recall

locate

group

recite

choose

describe || list

memorize

relate

show

quote

distinguish

give example

reproduce || quiz

definition

fact

worksheet

reproduction || label

list

test

workbook ||

|| Breaking information down into its constituent elements. || Probes
 * **Level of Taxonomy** || **Definition** || **Teacher Roles** || **Student Roles** || **Process Verbs** || **Products** ||
 * **Analysis**

Guides

Evaluates

Acts as a resource

Questions

Organizes

Dissects || * Discusses
 * Uncovers
 * Lists
 * Active Participant || distinguish

question

research

appraise

experiment

inspect

examine

probe

separate

inquire

arrange

investigate

sift || calculate

solve

sequence

interpret

compare

inventory

scrutinize

discover

survey

detect

group

order

sort || test

analyze

discriminate

diagram

contrast

relate

dissect

categorize

point out

classify

organize

differentiate

deduce || diagram

investigation

graph

conclusion

category

questionnaire

illustration

inventory

spreadsheet

checklist || chart

outline

list

plan

summary

survey

database

mobile

abstract

report || || Using methods, concepts, principles and theories in new situations. || Shows
 * **Application**

Facilitates

Observes

Evaluates

Organizes

Questions || * Solves problems
 * Demonstrates use of knowledge
 * Constructs
 * Active Participant || teach

manipulate

exhibit

illustrate

calculate

sketch

interpret

prepare

make

experiment

practice || apply

adapt

relate

operate

interview

paint

change

record

translate

produce

compute || employ

show

solve

schedule

collect

demonstrate

dramatize

construct

use

sequence

list || prediction

scrapbook

demonstration

photograph

illustration

simulation

sculpture

experiment

interview

performance

presentation || puzzle

drawing

diary

report

diorama

poster

diagram

lesson

model

journal

map ||


 * **Level of Taxonomy** || **Definition** || **Teacher Roles** || **Student Roles** || **Process Verbs** || **Products** ||
 * **Evaluation**

|| Judging the values of ideas, materials and methods by developing and applying standards and criteria. || Clarifies

Accepts

Harmonizes

Guides || * Judges
 * Disputes
 * Develops
 * Active Participant || judge

rate

validate

predict

assess

score

revise

infer

referee

determine

prioritize

tell why || evaluate

compare

defend

select

measure

choose

conclude

deduce

debate

justify

recommend

discriminate || appraise

value

probe

argue

decide

estimate

criticize

rank

award

support

reject

use criteria || investigation

opinion

survey

debate

verdict

conclusion

panel

editorial cartoon

recommendation

critique || judgment

report

editorial

scale

evaluation

review

debate ||
 * **Synthesis**

|| Putting together constituent elements or parts to form a whole requiring original, creative thinking. || Reflects

Extends

Analyzes

Evaluates || * Discusses
 * Generalizes
 * Relates
 * Compares
 * Contrasts
 * Abstracts
 * Active Participant || compose

assemble

manage

pretend

arrange

organize

invent

generalize

systematize

show

compile

forecast

modify

devise || propose

construct

plan

revise

collect

prepare

develop

originate

imagine

generate

predict

combine

write

suppose || formulate

set up

design

blend

create

produce

hypothesize

predict

concoct

infer

act

improve

reorganize

role play || film

story

design

blueprint

plan

solution

new game

song

pantomime

video

newspaper

advertise-ment

hypercard stack

media production || poem

formula

machine

goal

play

cartoon

invention

painting

radio

event

collage || Synthesized by C.A. Lutz from __Taxonomy of Educational Objections: Handbook I Cognitive Domain__. B.S. Bloom, NY Longman's, Green & Co., 1956. __Measurement and Evaluation in Teaching__. 4th Ed., Norman E. Grunlund NY. MacMillian, 1981 __Teaching Models in Education of the Gifted__. C. June Maker, Rockville, MD. Aspen. 1982 __Growing Up Gifted__. Barbara Clark. Columbus, OH Charles E. Merrill, 1979. "Build a Higher Thought", Claremont Educational Resources, 1977. "Verbs and Product for Independent Study", Engine Uity, Ltd., P.O. Box 9610, Phoenix, AZ 85068. 1984. ©Constance A. Lutz 9/91.