Last few Texas TAKS Exit Level Social Studies students? Review here

April 11, 2014

Stealing this wholesale from my history class blog:  A few hundred students still need to take the old TAKS Exit Level Social Studies Test, in order to finish their high school diploma requirements.

Isn't the TAKS Test dead?  Not yet -- zombie like, it still prowls the nightmares of older students working to get a Texas diploma.  Test review and practice in this post

Isn’t the TAKS Test dead? Not yet — zombie like, it still prowls the nightmares of older students working to get a Texas diploma. Test review and practice in this post

You can do it; and if you’ve been out of class for a while, or if you just want to boost your score, here’s a review, and a few lines down here is a link to a place to take an on-line practice test which you can get scored.  The practice test questions should be mostly phased out by now, but the topics will remain.

It’s spring, and a young person’s fancy and earnest wishes turn to acing these tests to get a high school diploma.

From Mr. Darrell’s Wayback Machine:

Here’s a generalized, much truncated list of things high school juniors need to know, according to the Texas Essential Knowledge and Skills (TEKS).  This is a list from which the TAKS test questions will be drawn.

Earlier posts provided the definitions of each of these terms and phrases — check those out in your study, too.

We’ll add links to these terms as we find them — you may want to bookmark this post so you can find it again.

You can download a MicroSoft Word version of this study guide, essentially the same as here in a dozen posts, in one file that prints out to about 12 pages; click here to get the printed study guide.

Update 2012:  Go here to link to an on-line, TEA-released TAKS Social Studies Exit Level Test.

Things to Know for the Grade 11 TAKS Social Studies Test

People:

  • Thomas Jefferson
  • George Washington
  • Theodore Roosevelt
  • Woodrow Wilson
  • Clarence Darrow
  • William Jennings Bryan
  • Henry Ford
  • Charles A. Lindbergh
  • Harry Truman
  • George C. Marshall
  • Joseph McCarthy
  • Susan B. Anthony
  • W. E. B. DuBois
  • Martin Luther King, Jr.
  • Rachel Carson
  • Ronald Reagan
  • Thurgood Marshall

Dates:

  • 1776 – Declaration of Independence
  • 1914-1918 – World War I
  • 1929 – Stock Market Crash (beginning of Great Depression)
  • 1941-1945 – World War II (U.S. involvement)
  • 1787 – Constitution written
  • 1861-1865 – Civil War
  • 1898 – Spanish American War, debut of U.S. as a major world power

Primary Sources (mostly documents):

  • Declaration of Independence
  • U.S. Constitution
  • Bill of Rights
  • 13th Amendment
  • 14th Amendment
  • 15th Amendment
  • Wilson’s 14 Points
  • 16th Amendment
  • 17th Amendment
  • 19th Amendment
  • Brown v. Board of Education of Topeka (Supreme Court case from 1954)
  • 24th Amendment
  • 26th Amendment

Events:

  • Magna Carta
  • Bubonic plague
  • Columbian Exchange of food
  • English Bill of Rights (1789)
  • Declaration of Independence (1776)
  • American Revolution
  • Articles of Confederation
  • Philadelphia Convention (1787 – wrote the Constitution)
  • Federalist Papers
  • Bill of Rights
  • Nullification Crisis
  • Civil War (1861-1865, TEKS dates)
  • Thirteenth Amendment
  • Fourteenth Amendment
  • Fifteenth Amendment
  • Spanish-American War (1898, TEKS date)
  • Panama Canal
  • Sixteenth Amendment
  • Seventeenth Amendment
  • World War I
  • Wilson’s Fourteen Points
  • Treaty of Versailles
  • Nineteenth Amendment (Women’s Right To Vote, or Women’s Suffrage)
  • Red Scare
  • Prohibition (of production and sale of alcoholic beverages)
  • (Scopes Trial)
  • Stock Market Crash, October 29, 1929 (TEKS date)
  • Great Depression
  • New Deal (FDR’s program to pull U.S. out of Depression)
  • FDIC (Federal Deposit Insurance Corporation)
  • Social Security Act
  • World War II (1941-1945, TEKS dates)
  • Pearl Harbor, “a day which will live in infamy” (December 7, 1941)
  • Internment of Japanese Americans
  • Battle of Midway
  • Holocaust
  • Normandy Invasion (D-Day)
  • (Hiroshima and Nagasaki) (Atomic bomb targets)
  • Truman Doctrine
  • Marshall Plan
  • NATO (North Atlantic Treaty Organization, established in 1949)
  • GI Bill
  • Korean War
  • McCarthyism
  • Brown v. Board of Education of Topeka
  • Sputnik I (1957; TEKS date)
  • Civil Rights Act of 1964
  • Twenty-fourth Amendment (banned poll taxes, a civil rights issue)
  • Twenty-sixth Amendment (18-years old to vote)
  • Vietnam Conflict
  • (Watergate)
  • (Resignation of President Nixon)

Vocabulary

  • Colonial grievances
  • Unalienable right
  • Free speech
  • Freedom of the press
  • Absolute chronology
  • Relative chronology
  • Demographic patterns
  • Subsistence agriculture
  • Market-oriented agriculture
  • Cottage industries
  • Commercial industries
  • Physical geographic factors
  • Human geographic factors
  • Population growth
  • Technological innovations
  • Telegraph
  • Scientific discoveries
  • Railroads
  • Labor unions
  • Big business
  • Farm issues
  • Minority group
  • Child labor
  • Migration
  • Immigration
  • Unrestricted submarine warfare
  • Prosperity
  • Bank failures
  • Dictatorship
  • Home front
  • Atomic bomb
  • Rationing
  • International trade
  • Political equality

Concepts/Issues:

  • Representative government
  • Revolution
  • Independence
  • Confederation
  • Constitution
  • Limited government
  • Republicanism
  • Checks and balances
  • Federalism
  • Separation of powers
  • Popular sovereignty
  • Individual rights
  • States’ rights
  • Civil war
  • Reconstruction amendments
  • Free enterprise system
  • Spatial diffusion
  • Economic growth
  • Traditional economy
  • Command economy
  • Market economy
  • Industrialization
  • Standard of living
  • Urbanization
  • Expansionism
  • World power
  • Reform
  • (Militarism)
  • (Nationalism)
  • Imperialism
  • Depression
  • Civil rights movement

Testing resistance in Colorado takes to the road

January 20, 2014

From Susan O'Hanian's NCLB Cartoons:   Every year, the Coalitition for Better Education raises grassroots funds to put up these billboards.  You can contribute.  You can go forth and do likewise in your state.

From Susan Ohanian’s NCLB Cartoons: “Every year, the Coalitition for Better Education raises grassroots funds to put up these billboards. You can contribute. You can go forth and do likewise in your state.”

Dr. Diane Ravitch, former Assistant Secretary of Education for Research, said at her blog:

The corporate types who hate teachers’ unions and public schools have been running a billboard and mass media campaign in New York and New Jersey.

But they are not the only ones who know how to frame a message.

Here is a fabulous billboard posted on a major highway in Colorado by critics of the nutty testing regime imposed by No Child Left Behind and Race to the Top.


How to tell testing is a monster in your local schools: “Test Menu”

June 18, 2013

This would be much funnier were it not so eerily close to stuff I’ve seen, even in great Texas school systems:

Details:

A :30 commercial created by The Canandaigua Film Society in Canandaigua, New York, to protest over-testing in schools in May 2013.

761

More:


Holding teachers accountable, in reality

June 5, 2013

Scott McLeod at Dangerously!Irrelevant put together a video, with computer voices to protect the innocent naive genuinely ignorant and proudly stupid.

Teachers who watch this may cry as they watch America’s future slip away into the Tide of Mediocrity™ we were warned about, which NCLB mistook for high water.  Turn it up so you can hear the full sound effects.  That’s the level of mediocrity rising as the “official” fiddles.

W. Edwards Deming researched and wrote a lot about organization managers who don’t really have a clue what is going on in their organizations, and who lack tools to measure employee work, because they lack an understanding of just what products are, what the resources are that are required to make the desirable product, and how to processes that make those products work, or could work better.

That’s education, today.

Should teachers be “held accountable?”  Depends.  Effective organizations understand that accountability is the flip-side of the coin of authority.  Anyone accountable must have the authority to change the things that affect product, for which that person is “held accountable.”  Texas schools lose up to 45 days a year to testing — that may drop as the TAKS test is phased out, but it won’t drop enough.  45 days is, effectively 25% of the school year.  If time-on-task is important to education as Checker Finn used to badger us at the Department of Education, then testing is sucking valuable resources from education, way above and beyond any benefits testing may offer.

Today, Texas Governor Rick Perry has proposed laws sitting on his desk that would greatly pare back unnecessary testing.  A coalition of businessmen (no women I can discern) with a deceptively-named organization urges Perry to veto the bills, because, they claim, rigor in education can only be demonstrated by a tsunami of tests.

What’s that, you ask?  Where is the person concerned about the student?  She’s the woman with the leaky classroom, who is being shown the door.

Why is it those with authority to change things for the better in Texas schools, and many other school systems throughout the U.S., are not being held accountable? If they won’t use their authority to make things better, why not give that authority to the teachers?

Check out McLeod’s blog — good comments on his video there.

More:

Fitzsimmons in the Arizona Daily Star

Fitzsimmons in the Arizona Daily Star


Out near Longview: Small district defense of CSCOPE and good lesson plans

May 10, 2013

The nasty kerfuffle over a Texas lesson-planning aide, a comprehensive program called CSCOPE, may have evaded your radar.

Heck, most people in Texas aren’t even aware of this money-wasting teapot tempest.

CSCOPE Parent Portal logo

CSCOPE Parent Portal logo for a Texas school district. Click to see one way Grand Prairie ISD gives parents access to what’s going on in classrooms.

But the state’s attorney general (campaigning for U.S. Senate, hoping to please the Tea Party Commissars) makes threatening gestures towards CSCOPE from time to time, our leading Black Shirt member of the State Senate pushes bills to gut the lesson planning tools, and Texas’s education overseeing ministry, the Texas Education Agency, is conducting a three-month “review” of CSCOPE to make sure it’s politically correct and properly condemning of Islam, Catholicism, Mormonism, Hinduism, agnosticism and atheism (if any can be found).  CSCOPE critics hope that the review will delay updating materials just long enough that school districts across the state will abandon it in favor of . . . um, well, kids can learn if they got books . . . er, um, well — “they shouldn’t be learning about Islam at all” (never mind the state standards that require that course unit).

Out of the east, near Longview, three brave school district officials from two school districts put up their hands to ask why the CSCOPE critics are standing naked.  It’s not much, but it’s about the toughest defense of CSCOPE put up by school officials — and of course, they risk investigation by the Attorney General Abbott merely by speaking out, according to CSCOPE critic harpies.

Dear Reader, you can learn a lot from this opposite-editorial page article in the Longview News-Journal (I’ve added links for your convenience):

CSCOPE and Carthage ISD

Posted: Friday, April 19, 2013 5:46 pm

It is sometimes mindboggling how some controversies begin. Certainly, the wildfire that has swept across Texas concerning the CSCOPE curriculum has our heads spinning. Misinformation has spread rampantly and the truth backed by factual information has been difficult to get out in front of the folks that are taking small excerpts and lessons out of context. In some cases, the CSCOPE curriculum has been attacked with reckless, unsubstantiated accusations.

The shame is that CSCOPE should be a success story of how 870 public school districts, average enrollment of 2000 students, working together with the twenty Education Service Centers (ESCs) created a 21st century curriculum based on the state mandated Texas Essential Knowledge and Skills (TEKS). Prior to selecting this curriculum for CISD, an extensive investigation was conducted to assure that it was a good fit for our district.

CSCOPE curriculum/lesson plans were created by master “Texas” teachers, not a textbook company, not a testing company, and not a private, for-profit vendor. Multiple resources, including digital resources, were integrated into the curriculum, with suggested lessons that proved to be extremely beneficial to less experienced teachers. The framework allowed districts and staff to integrate localized lessons within the scope and sequence of the system. Approximately 50% of the charter schools (i.e. KIPP Academy, UT Charter School, Bannockburn Christian Academy and the Texas School for the Deaf) also use CSCOPE. Private schools, such as Catholic Diocese of Austin, Wichita Christian, Hyde Park Baptist and Cornerstone Christian Academy use CSCOPE.

What is my point? CSCOPE and our ESCs have been accused of promoting non-Christian and unpatriotic values based on a couple of lessons that were taken out of context, the targeted lessons were based on state standards created and approved by the State Board of Education. Due to several districts refusing to purchase another “new” curriculum, the creators of this “new curriculum” began a mass media blitz misrepresenting two lessons that addressed the state required curriculum standards.

Districts are mandated to teach the major religions of the worlds and the beliefs of those religions. Districts are mandated to teach heroism and terrorism. CSCOPE curriculum units have designed lessons that explore these standards, allowing students to investigate, compare/contrast, and analyze perspectives based on cultural influences. Example, the Boston Tea Party was perceived as an act of heroism from an American’s point of view; however, patriots of England considered this an act of terrorism. Islam, one of the major religions of the world, believes their God is the only God. These are the two excerpts taken out of context of the instructional units that have resulted in mass social media messages from those wanting to sell “their curriculum”, accusing the writers of CSCOPE and the ESCs of treason and promoting the Islam religion! Recently, a superintendent received threatening emails because the district was using CSCOPE.

Carthage ISD was not one of the first districts to embrace the curriculum; however, the revised state standards and new state assessment system demanded a new curriculum. CSCOPE offers a well-designed curriculum framework that is vertically aligned to the state standards (NOT the Federal Core Standards as inaccurately reported), the state assessment system and 21st century life-long learning goals.

CSCOPE insures the appropriate skills are taught in specific grades using multiple resources. The instructional focus is college and career readiness at all levels. School districts have the flexibility of using the curriculum as a sole source or as an alignment framework – CSCOPE lessons/units optional. Skills such as spelling, cursive handwriting, and math facts are found aligned in CSCOPE. Teachers have the flexibility to adjust the amount of time spent practicing these skills.

CSCOPE is a learning curve for classroom instruction. It is not driven by one textbook or worksheets. It embraces multiple resources, integration of technology and higher order thinking skills.

Similar to purchased curriculum there are mistakes within the lessons, those are reported and corrected. An internal system exists where teachers are asked for input on any element of CSCOPE. It is a proprietary curriculum and shares the same protection as other vendors’ products one must purchase to access the content. Districts sign affidavits, comparable to those required by the state for STAAR testing, to protect the integrity of the system, not unlike copyright laws. The cost is based on the enrollment of the district.

Parents can view the content of a lesson at a parent meeting; however, giving parents free access to the lesson plans and tests would destroy the validity of the assessments and negatively impact the intent of the instructional lessons.

The attack against the supporters and users of CSCOPE may well become the first step toward the state assuming total control of all curriculum and lesson plans for all districts. A bill has been filed to begin this process. That would be another attack on local control by the state.

Article by:

Glenn Hambrick, Ed.D., Superintendent, Carthage ISD

Donna Porter, Ed.D., Asst. Superintendent, Carthage ISD

Mary Ann Whitaker, M.Ed., Superintendent, Hudson ISD

More: 

Longview is under the green star, map from Sperling's BestPlaces

Longview is under the green star, map from Sperling’s BestPlaces


. . . and one test to rule them all . . .

October 18, 2012

The fundamental problem with standardized testing is that kids don’t come “standard.”  A teacher friend sent me this cartoon, summarizing the problem nicely:

One test fits all cartoon

If we use tests to cheat teachers out of a job, and to cheat students out of their futures, should we be surprised when students and teachers cheat on the tests?  Is that a mark of their innate sanity, if they do?

I wonder who the cartoonist was, and what other gems may be lurking out there by the same person?

Tip of the old scrub brush to Daniel Rhee.


823 Texas school boards say they are “anti-testing”

October 12, 2012

Political consultant and columnist Jason Stanford out of Austin Tweeted an interesting note today:  823 school boards in Texas now have passed resolutions opposing “over-reliance on high-stakes testing.”

From the Texas Association of School Administrators (TASA) website:

Testing Resolution Update

Submitted by Alberto Rivas on October 11, 2012

As of October 11, 823 school districts representing more than 4.3 million students have notified us that they’ve adopted the testing resolution opposing the over-reliance on high-stakes testing. That’s 80 percent of Texas school districts and 88 percent of all Texas public school students.

If you believe the current testing system is strangling our public schools, imposing relentless test preparation and memorization and is stealing the love of learning from your students, then we encourage you to present the resolution to your board for consideration. You can use the sample resolution as written or modify it to meet your needs.

See the list of districts that have adopted the resolution.

Here’s the text of the sample resolution:

WHEREAS, the over reliance on standardized, high stakes testing as the only assessment of learning that really matters in the state and federal accountability systems is strangling our public schools and undermining any chance that educators have to transform a traditional system of schooling into a broad range of learning experiences that better prepares our students to live successfully and be competitive on a global stage; and

WHEREAS, we commend Robert Scott, former Commissioner of Education, for his concern about the overemphasis on high stakes testing that has become “a perversion of its original intent” and for his continuing support of high standards and local accountability; and

WHEREAS, we believe our state’s future prosperity relies on a high-quality education system that prepares students for college and careers, and without such a system Texas’ economic competitiveness and ability to attract new business will falter; and

WHEREAS, the real work of designing more engaging student learning experiences requires changes in the culture and structure of the systems in which teachers and students work; and

Whereas, what occurs in our classrooms every day should be student-centered and result in students learning at a deep and meaningful level, as opposed to the superficial level of learning that results from the current over-emphasis on that which can be easily tested by standardized tests; and

WHEREAS, We believe in the tenets set out in Creating a New Vision for Public Education in Texas (TASA, 2008) and our goal is to transform this district in accordance with these tenets; and

WHEREAS, Our vision is for all students to be engaged in more meaningful learning activities that cultivate their unique individual talents, to provide for student choice in work that is designed to respect how they learn best, and to embrace the concept that students can be both consumers and creators of knowledge; and

WHEREAS, only by developing new capacities and conditions in districts and schools, and the communities in which they are embedded, will we ensure that all learning spaces foster and celebrate innovation, creativity, problem solving, collaboration, communication and critical thinking; and

WHEREAS, these are the very skills that business leaders desire in a rising workforce and the very attitudes that are essential to the survival of our democracy; and

WHEREAS, imposing relentless test preparation and boring memorization of facts to enhance test performance is doing little more than stealing the love of learning from our students and assuring that we fall short of our goals; and

WHEREAS, we do not oppose accountability in public schools and point with pride to the stellar performance of our students, but believe that the system of the past will not prepare our students to lead in the future and neither will the standardized tests that so dominate their instructional time and block our ability to make progress toward a world-class education system of student-centered schools and future-ready students;

THEREFORE BE IT

RESOLVED that the ___________ ISD Board of Trustees calls on the Texas Legislature to reexamine the public school accountability system in Texas and to develop a system that encompasses multiple assessments, reflects greater validity, uses more cost efficient sampling techniques and other external evaluation arrangements, and more accurately reflects what students know, appreciate and can do in terms of the rigorous standards essential to their success, enhances the role of teachers as designers, guides to instruction and leaders, and nurtures the sense of inquiry and love of learning in all students.
PASSED AND APPROVED in this _____ day of _____________, 2012.

823 school districts in Texas, looking out for 4.3 million students.  The Texas Lege mostly represents the Tea Party against the People of Texas these days; don’t look for quick action.

Is your school district one of the 823?

More:


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