Skills Focus Understanding words in context: transitional words Recognizing patt

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Skills Focus
Understanding words in context: transitional words
Recognizing patterns of organization: cause and effect
Applying study skills to reading materials: reading a map or an atlas
Applying study skills to reading materials: using library and Internet resources
Carefully read and mark “Was the United States Justified in Dropping Atomic Bombs on Japan?”(p.207) Be sure to check the meanings of unfamiliar words by using context clues, word similarities, and the
Many references are made to locations and sites around the world. To understand the global significance of World War II and the article, use a world map or an atlas to locate the following:
Pearl Harbor, Hawaii
Hiroshima, Japan
Nagasaki, Japan
Potsdam, Germany
Yalta
Historical accounts usually refer to the causes and the effects (results) of certain events. Showing that one event is the cause or the effect of another can often help support an argument. To understand the bases of the contrasting analyses of the article, note the specific and implied use of the “If . . . , then . . . ” format in the following paragraphs by the historians:
Change this sentence to read as an “If . . . , then . . . ” construction: “We could have allowed the Japanese to surrender earlier and saved all those lives obliterated by the bomb by letting them have their one condition in the first ”
Change this question to read as an “If . . . , then . . . ” sentence: “If the bombs were not used to bring about surrender, then why were they used?”
Add the word that is implied: “If it explodes as I think it will, I’ll certainly have a hammer on those boys.”
Add the word that is implied: “If the Russians get involved in the war in Asia, they could spread Communism to China and other ”
Use the library or Internet resources (search engines) to locate additional information on the topics discussed in the reading: World War II; Hiroshima, Japan; Nagasaki, Japan; atomic bombs;
and so on. Using the criteria cited in Chapter 2, evaluate the sources of information you have found.
Refer to the following list of “Commonly Used Transitional ”
Commonly Used Transitional Words
To Signal Sequence
again; also; and; and then; besides; finally; first, . . . , second, . . . , and third, . . . ; furthermore; in addition; last; moreover; next; still
To Signal Time
after a few days, a while, afterward, as long as, as soon as, at last, at that time, before, earlier, for many years, immediately, in the meantime, in the future, in the past, lately, later, meanwhile, now, presently, simultaneously, since, so far, soon, then, thereafter, today, until, when, while
To Signal Comparison
again, also, in the same way, likewise, once more, similarly To Signal Contrast
although, but, despite, even though, however, in contrast, in spite of, instead, nevertheless, on the contrary, on the one hand . . . on the other hand, rather, regardless, still, though, while, yet
To Signal Examples
after all, even, for example, for instance, indeed, in fact, of course, particularly, specifically, such as, the following example, to illustrate
To Signal Cause and Effect
accordingly, as a result, because, consequently, for this purpose, hence; if . . . then . . . , since, so, then, therefore, thereupon, thus, to this end
To Signal Place
above, adjacent to, below, beside, beyond, closer to, elsewhere, far, farther on, here, near, nearby, opposite to, there, to the left, to the right
To Signal Concession
admittedly, although it is true that, granted that, I admit that, it may appear that, naturally, of course,seemingly
To Signal Summary, Repetition, or Conclusion
as a result, as had been noted, as I have said, as we have seen, as mentioned earlier, in any event, in conclusion, in light of, in other words, in short, on the whole, therefore, thus, to summarize
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