Transcript External_Review_Powerpoint[1]

EA History Department:
Philosophy, Overview, Outcomes
Philosophy
Overview
Outcomes
EA History Department Philosophy:
A Spiraling, Skills-based Approach
Philosophy:
• Skills-based approach to content-heavy courses
• Build critical thinking skills from Bloom’s Taxonomy
through essential questions: “what, how and why?”
• Emphasize 3 C’s: content (what), connections (how),
causation (why)
• Pre-write and/or Rewrite (prewrite write rewrite)
• Exam prep (World History SAT II & AP) as a means to
achieve our pedagogical ends: enhancing critical
thinking through writing
• Clarity and Consistency in grading and instruction
Philosophy: Skills-based approach
to content-heavy course
• Skills spiral; repeated each year with
increasing levels of sophistication
Basic Skills:
Organizational/planning:
Emphasize knowledge, understanding,
application— the “what”: who, what, when, where
– Reading
– Note-taking
– Test-taking strategies
– Budgeting time
– Miscellaneous (follow directions, problem
solve, be open to many views, advocate for
self, eg.
Advanced skills:
Critical thinking
Emphasize analysis, evaluation, synthesis: the
“how and why”
• Analysis skills (cause and effect, primary source
analysis, connections, eg.)
• Writing skills (pre-writing, thesis development,
organization, eg.)
• Research skills (outlining, categorization,
citation, eg.)
Philosophy: Foundations of a Spiraling,
Skills-based Approach
Emphasize 3 C’s: content (what),
connections (how), causation (why)
WHY
Causation
HOW
Content
Connections
WHAT:
Who, What,
When, Where
Build critical thinking skills through
essential questions: “What, How and Why?”
Bloom’s Taxonomy
EA History version
WHY
HOW
WHAT:
Who, What,
When, Where
http://www.officeport.com/edu/blooms.htm
Philosophy of Writing:
Pre-write and/or Rewrite
Write
Pre-Write
Rewrite
Philosophy of External Testing:
A means to an End
Exam prep (World and US SAT II & AP):
• means to achieve pedagogical ends:
• enhancing critical thinking through
writing
• Earning college credentials motivates
students to work hard, think critically,
and write clear, concise, causal essays
Philosophy of Departmental
Goals
Clarity and Consistency in grading and
instruction
• Fulfill the “Wagg Doctrine”: students in
multiple sections of any course should
have roughly the same experience
• Build critical thinking skills throughout 9-12
sequence
Overview
Philosophy
Overview
Outcomes
Overview of History Offerings:
Pre-Modern (9); Modern (10); US/AP US (11); Electives (11/12)
Electives
US/AP
US
PreModern
World
Modern
World
Electives Overview:
AP’s: full & partial (12);
Regular: Full year (12) & Semester (11/12)
Full Year
AP’s:
Art Hist,
Euro &
Gov.
Part
Year AP:
Macroecon.
Semester:
11 & 12
Full Year
(12)
Overview: Non-AP Electives
Philosophy: Follow faculty passion(s)
Full Year (12 only):
• Art History (AP seminar option for qualified students)
• Civics
Semester (11 & 12):
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•
•
•
•
•
•
•
Early American History
Global Economics (2 sections)
Middle East dilemma
Olympic History
Race and Ethnicity
Social Impact
US in the 1960’s
(also offered 2011-2012): Chinese History, Human Geography
Pre-Modern World Overview
• Link to Pre-Modern Curricular map:
Have you ever wondered what Constantine and Qin Shi
Huangdi had in common…?
Then welcome to a Pre-Modern
History “Mingle”!
• One of the goals of PH teachers is to strive for the students to think for
themselves and make connections about the material.
• During “a mingle”, the students use the themes of the chapter to help
identify relationships and connections. It is sometimes the culminating
event of a research project/paper.
• Each student is assigned a “character” in history.
• Each student will research the “who, what, where, why, when, and how”
about his/her character.
• The student will also figure how his/or character relates to other characters
in the room.
• All the students “mingle” with all the other characters in the room to try to
figure out who each other is and make as many connections as possible.
• All the students generate a discussion about the relationships.
PH Americas Newspaper project
• In groups, students produce a newspaper that represent the
themes, big ideas, peoples, advancements, and major events of
the people of the Americas from 600-1500 CE.
• Sections of the newspaper include: a literary review, an art
review, a political column, a “front page” article, an obituary,
a sports page, a cooking section, a sports page, a letter to the
editor, a real estate page, a comic strip, a travel section, a
fashion section, and a modern day article.
• Students enjoy weaving their own ideas into the history of the
time period and being able to be creative at the same time.
Real Estate Article
(from an Anasazi student newspaper)
Homes for Sale in Mesa Verde
150 Rooms and 23 Kivas available
Buena Casa 45 Available
In the middle level, we have rooms that are made of sandstone covered by a
wooden roof. The location and foundation of these rooms still provide
appropriate defense. Inside the walls are evenly sanded with a few
carvings of animals and gods. There are even a few holes for spirits to give
you good blessings at night! Also, they will have access to certain kivas
that have been beautifully decorated with average and respectable bearings
of a normal worship center. Price: 2 turkeys, 3 pottery pieces, and a
daughter available for sacrifice, birthing, or wife
PH Document-Based Questions
• The PH teachers use a DBQ or document-based
question with six documents and/or images for each
unit.
• The students will either write an essay answering the
question, generate an outline, analyze the documents,
and/or analyze the question itself.
• This is another attempt for the teachers to guide
students to practice their analyzing, writing and
synthesis skills.
Sample DBQ question and student
thesis
• DBQ question: “Why did civilizations from the Middle
East, Egypt, and the Mediterranean Sea become more
cosmopolitan in the Iron Age than they were in the Bronze
and Dark Ages? Be sure to address why some civilizations
were more successful than others.”
• Student thesis: “As a result of trade, conquest, and
diplomatic relationships, cosmopolitanism developed
during the Bronze Age and re-emerged after the chaotic
Dark Age, assimilated and more advanced.”
Modern World Overview
• Link to Modern History curricular map
The Road to Independent,
Critical Thinking
Modern World History
builds a bridge from the
skills of Pre-Modern History to the
intensive writing of United States
History.
•Analysis of specific historical facts help develop a more
sophisticated and transferable historical concept.
•For example, what factors have helped countries
industrialize? Why is industrialization important? How can
these factors be applied to the unindustrialized?
Primary Source Analysis & the
DBQ
Primary Source Review
and Analysis
DBQs – Independent
Analysis
 Primary sources are
longer and increasingly
complex.
 Primary sources are in
addition to text and
include: Why We Are
Militant; Novikov
Telegram; Declaration of
Jihad.
 Students use document
analysis on both DBQs
and tests.
 On final exam, students
independently analyze
current event articles not
previously reviewed in
class.
Research Paper – Putting It
Together
Landlubbers: Why the
Reformation Kept
Germany from Exploring
the Seas
Sophomore Research Paper
•Choose from several designated
topics including:
•How and why did Exploration and
the Reformation impact each other?
•Analyze the impact of
•European imperialism on African
women.
•To what extent did the
Enlightenment sffect political
revolution in France or Latin
America?
•Research at least two primary and
two secondary sources
•Outline, write, edit, cite and revise 45 page paper
Model United Nations
Project
History
Contemporary
Problems
Students use their twoyear study of world history
to appreciate and
understand the problems
of today in a three week
Model UN Symposium.
• Each class chooses a world crisis deserving of solution.
• Each student represents a country with interest in the
crisis.
• Each student researches crisis and country.
• Students collectively debate and compromise to reach
resolution.
US History Overview
• Link to US History Curricular map
US/AP US History Overview
• Exam prep enhances regular US History
offering
• Expanded opportunities for prewriting,
collaboration, peer review, rewriting
• Taught collaboratively, with regular lab
meetings and rotating partners
• Students “pay it forward” by creating
review opportunities for future AP students
Documents-Based Questions (DBQ’s):
A Collaborative, Skills-based Approach
Peer Revision
Peer Planning
Peer Review
AP US History Writing Labs
How:
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•
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23 in-class, full period (45 minute) writing assignments
1st term emphasis– Pre-write, Write, Peer Review, Rewrite:
– 8 analytical essays
– 4 essay rewrites
2nd term emphasis– Research, Write, Revise, Exam Review:
– 5 analytical essays
– 3 pre-term paper assignments: note cards; rough draft; abstract
– 3 exam review assignments: create a DBQ; practice exam; review
outline
In-class essays plus monthly tests allow students to manage rigors of AP
US History curriculum within reasonable limits
Overview
WL One
Sequence
Workshop
Paper
Review
AP US History Writing Labs:
Resolving the Breadth vs. Depth Dilemma
AP US History:
Understanding
Traditional Survey Courses:
Breadth/
Coverage
Depth
Depth
Overview
WL One
Sequence
Workshop
Breadth
Paper
Review
Writing Lab Sequence
Rewrite
Pre-Write
Test
Overview
WL One
Sequence
Workshop
Paper
Review
Rewrite Lab feedback:
uses Comment and Merge functions in Word
Rahul’s WL Two rewrite (Comments purple; additions blue: deletions red).
The very establishment of the English colonies presaged the dramatic
transformation that would soon occur; the fundamental building blocks that
supported European institutions and ways of thinking were no longer applicable,
unable to function in a new world dominated by the abundance of land.[MSOffice1] .
Policies that had been mainstays in Europe, like feudalism, soon fell by the wayside in
the New World as independent forms of democracy predicated upon a large
franchise and direct representation emerged[MSOffice2] . The influences of the New
World and its newfound emphasis on private property, coupled with the period of
Salutory[MSOffice3] Neglect, engendered [an atmosphere which fostered] the
creation of a[MSOffice4] ] nearly autonomous colonial government and a civic
identity disjointed from that of Great Britain, straining the colonies’ relationship with
an increasingly centrist England and ultimately laying the foundation for the
American Revolution[MSOffice5] .
[MSOffice1]OK, but why? Degler on the transformative effect of LAND?
[MSOffice2]Explicate why! [MSOffice3]My bad on spelling [MSOffice4]Cut unnecessary
verbiage between brackets! [MSOffice5]OK, but specify those new world influences (LAND,
perhaps?), and explicate English v. American vision of civic identity: written v. unwritten
constitutions and virtual v. direct representation
Overview
WL One
Sequence
Workshop
Paper
Review
AP US History Writing Labs
2nd Term
Revise
Research
Overview
WL One
Review
Sequence
Workshop
Paper
Review
Term Paper Process
8 step process, supplemented by 3 writing labs: WL 11, WL 13, WL 18
(graded term paper steps in blue)
1.
2.
3.
4.
5.
6.
7.
8.
Topic (early January, un-graded)
Research strategy sheet (early January, un-graded)
Preliminary thesis and Works Cited (mid-January, un-graded)
12 note cards from 6 sources (late January, un-graded)
•
Followed by retraining in Inspiration (late January)
•
Followed by WL Eleven (mid-February)
80 note cards and detailed outline (late February, 20% of paper grade)
•
Followed by WL Thirteen (mid-March)
•
Paper, Inspiration, or Noodlebib
Rough draft (2400 words, late March, 20% of paper grade)
Peer Review (early April, 10 % of paper grade)
Final draft (2400 words, mid April, 50% of paper grade
•
Followed by WL Eighteen, oral presentation of paper abstracts
(mid-May, after AP US exam)
Overview
WL One
Sequence
Workshop
Paper
Review
Term Paper Process
Final Draft
1.
2.
3.
4.
5.
2400 word limit
Recommended 35 word limit for
thesis statement
Result of 10 preliminary steps
emphasizing:
• Research
• Pre-writing
• Reorganization
• Revision
• Peer review
• Rewriting
Followed by oral presentation of
paper abstract in WL 18
Submitted to www.TurnItIn.com
anti-plagiarism site
Overview
WL One
Rahul’s thesis:
• “The perceived aggression of the
Soviet-Afghan invasion revitalized
Cold War tensions, awakening an
American resolve to check Soviet
Third World expansionism and to
defend US oil interests through
proactive rather than détente-based
foreign policy.”
Mallika’s thesis:
• “Because of the Somalia precedent,
lack of national interests, and influence
of post-Cold War isolationism, the
United States followed its noninterventionist twentieth century
precedent during the Rwandan
genocide.”
Logan’s thesis:
• “The Panic of 1857 exacerbated
existing sectional discord because
post Panic-Protectionists clashed with
the southern cotton economy, allowing
for the Democratic split that led to
Lincoln’s electoral victory in 1860, and
caused Civil War.”
Sequence
Workshop
Paper
Review
AP European History
As students transition to the
threshold of college….
Interdisciplinary approach to European history: not only
political and economic history but also:
o Intellectual history and philosophy
o Cultural history and arts, literature and music
o Social history and migration, family and customs
Socratic method requires students to acclimate to
sophisticated environment of collaborative learning
Reformation Roundtable: Appreciating
Different Perspectives and Analyses
Students consider
whether, according
to historical figure,
the Reformation was
socially,
economically or
politically motivated.
Industrial Revolution Project:
Learning to Problem Solve
IR Project challenges students to
think like entrepreneurs.
• Student groups are assigned a
historical time period,
European city and an industry
in which to develop a business
plan for profit.
• The class acts as investment
bankers and chooses whether
to invest (and how much)!
• Each banker has $100 to
invest. The business with the
most money at the end wins.
Technology
Physical
Infrastructure
Urbanization
Private Wealth
Personal Ownership: Thinking
and Writing Creatively
Essay questions:
To what extent was nationalism’s
success dependent on its appeal
across social class?
Analyze the governmental priorities
expressed in Great Britain’s
Crystal Palace and France’s Arc
de Triomphe.
Creative Projects:
To excite demand, students create a
print advertisement for a massproduced good of the 19th century.
To further military, economic or
political goals, students create
Cold War propaganda in visual or
auditory form.
• Class discussion allows students to develop, criticize
and defend ideas based in historical fact.
• Discussion provides the basis for historical themes and
concepts.
• Students use theme and concept to write traditional
essays and to develop creative solutions.
Outcomes
Philosophy
Overview
Outcomes
Eleven Year World & US SAT II Scores
2001-2011
Exam/
Year/
Class
US
2001
Class
'02
World
2001
Class
'03
US
2002
Class
'03
World
2002
Class'
04
US
2003
Class
'04
World
2003
Class
'05
US
2004
Class
'05
World
2004
Class
'06
US
2005
Class
'06
World
2005
Class
'07
US
2006
Class
'07
World
2006
Class
'08
US
2007
Class
'08
World
2007
Class
'09
US
2008
Class
'09
World
2008
Class
'10
US
2009
Class
'10
World
2009
Class
'11
US
2010
Class
'11
World
2010
Class
'12
US
2010
Class
'12
World
2011
Class
'13
Average
598
663.3
591.4
626.7
666
770
655
644.3
664.4
682.7
657
674.3
672
642.7
708
639.7
654
659.6
668
649.3
651
668
# Taking
Exam
32
3
42
3
11
2
11
7
27
15
29
9
24
16
20
29
60
27
47
41
49
25
11 Year AP World & US
Average Scores
AP World HISTORY averages for 2001-2011
(CLASSES OF 2003-2013)
School Year
AP World scores
•
2000-01
Exam not offered by AP
•
2001-2
No EA students took exam
•
2002-3
N=10;
Mean = 4.2
•
2003-4
N= 1;
Mean = 4.0
4 year (2001-2004)
N= 11
Mean= 4.18
•
2004-5
N = 31;
Mean = 3.323
•
2005-6*
N= 18;
Mean = 4.056
•
2006-2007
N = 28;
Mean = 3.64
•
2007-2008
N = 38;
Mean = 3.56
•
2008-2009
N = 30;
Mean = 3.97
•
2009-2010
N = 37
Mean = 3.89
•
2010-2011
N = 39
Mean = 4.027
6 Year (2006-2010)
N=190;
Mean = 3.842
* the AFG target school year & beginning of
World History program review
Current 2 year World History program;
implementation completed in 2008-2009
AP US HISTORY averages for 2001-2011
(CLASSES OF 2002-2012)
School Year
AP US Scores
•
2000-01
N=8 ;
Mean = 4.0
•
2001-2
N=13;
Mean = 3.5
•
2002-3
N=13;
Mean = 3.7
•
2003-4
N= 13;
Mean = 4.1
4 year (2001-2004)
N=47;
Mean= 3.84
•
2004-5
N = 35;
Mean = 3.34
•
2005-6*
N= 39;
Mean = 4.21
•
2006-2007
N = 24;
Mean = 4.17
•
2007-2008
N = 23;
Mean = 4.17
•
2008-2009
N = 35;
Mean = 4.25
•
2009-2010
N = 33
Mean = 4.33
•
2010-2011
N = 38
Mean = 4.05
6 Year (2006-2011)
N=192;
Mean = 4.203
* the AFG target school year
current AP US History class structure,
begun in 2005-2006.
Six Year AP Comparisons
for the Classes of 2007-2012
Class of: US
World
Econ
Euro
G&P
Art
Hist Hist
X
XX
XX
X
Macro XXX
XXX
Hist
XXXX US
V
V
X
XXXX XX History
2007 4.205 3.4762
3.727
4 3.625
2.75 3.86667 3.8077 4.3077
3.5
3
3.5 4.455 3.3636
4.5 2.75
2008 4.192 3.8182
3.167
4.6
3.75 3.16667
4.5 3.8333 4.0714
3.5
4
4 3.8571
4.5 3.17
2009 4.043 4.0476 1.875
3
3.8 2.6667
4 4.26667 3.8462 4.3333
4
3
4
3.5 4.667
4
5
2010 4.333
3.5 1.545
2011 4.314 4.0476 4.125
2.5
4.6
2.25 4.57
3 2.83333
4.625 3.8125
3 2.16667 4.28125
4.08
4 3.3333 4.429
4 3.6667 3.364
5
3 3.8333
4.4
4
4
4.444 4.1429 4.333
4
4
2012 4.056 4.0345
2
3.5
4.48387
4.125
2.4
3.667
4.75
Other
AP
Exam
6 year
Running
Average
s
4.203 3.8182 2.41
3
4.3 3.381 3.0556
4.32
3.947 4.132
3.24 3.74 3.67 4.097 3.594 4.467 3.29
4.2
AP US
6 Year
Running
Average
(took
both
tests)
4.203 4.3306 4.408 4.333
4.3 4.0476 4.44444
4.28
4.207 4.5015
4 4.263 4.22 4.452
4.5
4.4 4.36
4.4
compare
d
to kids US
World
XX
XX
Econ
Euro
G&P
XXXX XX Art
who
Hist Hist
X
N= X
Macro XXX
XXX
Hist
XXXX US
V
V
X
N=
N = History
took
N=192 N = 123 N =27 N =39 30
N = 21 N = 18 N = 150 N = 129 N = 68 N = 25 N = 19 N = 9 N = 31 N = 30 45
28
N=5