SIX ELEPHANTS IN A VOLKSWAGEN: TEACHING US HISTORY FOR FLORIDA’S NEW END-OF-COURSE TEST

1. SIX ELEPHANTS IN A VOLKSWAGEN: TEACHING US HISTORY FOR FLORIDA’S NEW END-OF-COURSE TEST Mark Jarrett, Ph.D. Florida Transformative Education

2. Why Study History? • To understand how we got to where we are today • Because the past still affects how we think • To understand where we are going in the future • To understand how people from different places and backgrounds relate and interact • To find lessons we can apply for solving the world’s problems, or our own • So that we won’t repeat the same mistakes • So that we can recycle good ideas from the past • It is just interesting—and fun—to think about the past • Because of the bad things when we let others make up or control the past—Orwell, Nazis, totalitarian states • So that we won’t forget those who came before us • So that those who come after us won’t forget us

3. How does a teacher squeeze all of Florida’s Next Generation Sunshine State Standards (NGSSS)—from the causes of the Civil War to the present—into a one-year course?

4. Agenda New Standards, New Test, New Challenges • Next Generation Sunshine State Standards (NGSSS) • EOC Assessment Test Item Specifications • How Do Students Learn? What the Research Says • Organizing the US History Standards • Key Learning Features of Gateway to US History

5. Challenges Posed by Florida’s New End-of-Course Testing • Broad Range of Content • More Document-Based and Data-Based Assessment Items: some may combine data-interpretation and critical-thinking skills with assessment of specific content knowledge • Assessment Items of Varying Cognitive Complexity • Online Test Administration?

15. How Do We Learn?

16. Three Key Learning Principles from How People Learn: • Unmask Preconceptions • Conceptual Learning • Metacognitive Approach

17. HOW STUDENTS LEARN National Research Council, How People Learn (1999) KEY FINDINGS • “Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.”

18. KEY FINDINGS • “To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application.” • “A metacognitive approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.”

19. Robert Marzano, Debra Pickering & Jane Pollack, Classroom Instruction that Works • Identifying Similarities and Differences • Summarizing and Note Taking • Reinforcing Effort and Providing Recognition • Homework and Practice • Nonlinguistic Representations • Cooperative Learning • Setting Objectives and Providing Feedback • Generating and Testing Hypotheses • Cues, Questions and Advance

20. What is the best way to organize Florida’s NGSSS Benchmarks for United States History?

22. Social Studies Skills • A special opening unit teaches all the required social studies skills. • Students can use these chapters at the beginning of the course or refer to them as they go. • This unit lays a foundation for later practice questions in the book.

23. “Historians at Work”:How to Interpret HistoricalDocuments

24. How do historians reconstruct the past? Who wrote the document? What do we know about the author of the document? When was it written? Why was it written? How does it relate to other evidence?

25. Civil War and Reconstruction Civil War and Reconstruction Chapter 3. The Civil War Chapter 4. Reconstruction Chapter 5. "Go West!" • Chapter 3. The Civil War • Chapter 4. Reconstruction • Chapter 5. "Go West!"

26. America’s Second Industrial Revolution • Chapter 6. The Triumph of Industry • Chapter 7. The Labor Movement • Chapter 8. Cities, Immigrants and Farmers • Chapter 9. The Progressive Era

27. World Affairs through World War I • Chapter 10. American Imperialism • Chapter 11. World War I

28. The Roaring Twenties And the Great Depression Chapter 12. The Roaring Twenties Chapter 13. The Great Depression & New Deal

29. World War II and Post-World War II • Chapter 14. World War II • Chapter 15. The Cold War

30. Modern America: Global Leadership and Domestic Issues Chapter 16. Post-War Prosperity & Civil Rights Chapter 17. The Sixties—“The Times They Are A Changin” Chapter 18. U.S. Foreign Policy since 1972 Chapter 19. American Social Issues

31. Structure:Key Learning Features • Unit Opener: Advance Organizer • Chapter Opener: Florida NGSSS Benchmarks Covered in this Chapter • Chapter Opener: Names and Terms You Should Know (Word Wall) • Chapter Opener: Florida “Keys” to Learning (Important Ideas) • Chapter Text: “Chunked, Clustered and Illustrated” • The Historian’s Apprentice (Student Activities) • Review Cards • Concept Map • What Do You Know? (EOC-type Practice Questions)

32. Chapter Opener • NGSSS Benchmarks in the Chapter • Key Terms and Names

33. Chapter Opener • NGSSS Benchmarks in the Chapter • Key Terms and Names

34. Florida “Keys” to Learning • The Most Important Ideas Your Students Should Know • Purposes: • An Overview that Provides a Framework for More Detailed Information in the Chapter • A Preview that Checks What Students Already Know • A Summary that Students Can Refer to after Reading the Chapter

35. Florida “Keys” to Learning • The Most Important Ideas Your Students Should Know • Purposes: • An Overview that Provides a Framework for More Detailed Information in the Chapter • A Preview that Checks What Students Already Know • A Summary that Students Can Refer to after Reading the Chapter

36. ChapterOpener • NGSSS Benchmarks • Important Names and Terms

37. Florida “Keys” to Learning • The Most Important Ideas Your Students Should Know • Purposes: • An Overview that Provides a Framework for More Detailed Information in the Chapter • A Preview that Checks What Students Already Know • A Summary that Students Can Refer to after Reading the Chapter

38. Student- Friendly Text • Clustered into Sections • Emphasizes Key Concepts • Cutting-Edge History • Key Names are Bolded • Accompanied by Illustrations, Maps and Graphic Organizers

39. Student- Friendly Text • Clustered into Sections • Emphasizes Key Concepts • Cutting-Edge History • Key Names are Bolded • Accompanied by Illustrations, Maps and Graphic Organizers

40. Student- Friendly Text • Clustered into Sections • Emphasizes Key Concepts • Cutting-Edge History • Key Names are Bolded • Accompanied by Illustrations, Maps and Graphic Organizers

41. Student- Friendly Text • Clustered into Sections • Emphasizes Key Concepts • Cutting-Edge History • Key Names are Bolded • Accompanied by Illustrations, Maps and Graphic Organizers

42. Student Interaction:The Historian’s Apprentice • Some activities ask students to apply and reorganize information they have just read, or to view this information from different perspectives • Other activities go beyond the book and ask students to act like real historians by conducting research or interpreting primary documents

43. Student- Friendly Text • Clustered into Sections • Emphasizes Key Concepts • Cutting-Edge History • Key Names are Bolded • Accompanied by Illustrations, Maps and Graphic Organizers

44. Student- Friendly Text • Clustered into Sections • Emphasizes Key Concepts • Cutting-Edge History • Key Names are Bolded • Accompanied by Illustrations, Maps and Graphic Organizers

45. Student- Friendly Text • Clustered into Sections • Emphasizes Key Concepts • Cutting-Edge History • Key Names are Bolded • Accompanied by Illustrations, Maps and Graphic Organizers

46. Student- Friendly Text • Clustered into Sections • Emphasizes Key Concepts • Cutting-Edge History • Key Names are Bolded • Accompanied by Illustrations, Maps and Graphic Organizers

47. Student Interaction:The Historian’s Apprentice • Some activities ask students to apply and reorganize information they have just read, or to view this information from different perspectives • Other activities go beyond the book and ask students to act like real historians by conducting research or interpreting primary documents

48. Student Interactionand Application:The Historian’s Apprentice

49. Summary and Reinforcement:Chapter Concept Map • -Research continues to demonstrate the value of concept maps for cognition • -Each Concept map emphasizes keyrelationships

50. Summary and Reinforcement:Chapter Concept Map • -Research continues to demonstrate the value of concept maps for cognition • -Each Concept map emphasizes keyrelationships