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

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


Test “priming”: Malcolm Gladwell on how to push test results, and why tests might not work

July 31, 2012

Who is the interviewer, Allan Gregg?

From the YouTube site:

Malcolm Gladwell in an interview about Blink explains priming, and re-states some of the examples of priming from Blink with CC (closed captions)

Here’s a longer excerpt of the interview; from TVO (TVOntario)?

Discussion:  Gladwell appears to confirm, for testing results, the old aphorism attributed to Henry Ford:  “If you think you can, or if you think you can’t, you’re right.”  Gladwell seems to be saying that the student’s view of his or her abilities at the moment the test starts rules in a significant way how the student performs — worse, for teachers, it’s the student’s unconscious view of his or her abilities.  As a final shot in class, I have often had students predict their performance on state tests.   I have them write what they think they will scores.  Then I ask them to predict what they would have scored, had they applied themselves seriously to study of history — and of course, almost always the students have a fit of honesty and predict their scores would have been higher.  Then I ask them to pretend they had studied, and cross out the lower predicted score and replace it with the higher predicted score.  At the schools where I’ve taught, we do not administer the tests to our own students, and such exercises are prohibited on the day of the test.  Too bad, you think?

Another exercise I’ve found useful for boosting scores is to give the students one class period, just over an hour, to take the entire day-long TAKS social studies test, in the on-line version offered by the Texas Education Agency.  Originally I wanted students to get scared about what they didn’t know, and to get attuned to the questions they had no clue about so they’d pick it up in class.  What I discovered was that, in an hour, clearly with the pressure off (we weren’t taking it all that seriously, after all, allowing just an hour), students perform better than they expected.  So I ask them to pass a judgment on how difficult the test is, and what they should be scoring — almost unanimously they say they find the test not too difficult on the whole, and definitely conquerable by them.

What else could we do with students, if we knew how to prime them for tests, or for writing papers, or for any other piece of performance on which they would be graded?

With one exception, my administrators in Dallas ISD have been wholly inuninterested in such ideas, and such results — there is no checkbox on the teacher evaluation form for using online learning tools to advance test scores, and administrators do not regard that as teaching.  The one exception was Dorothy Gomez, our principal for two years, who had what I regarded as a bad habit of getting on the intercom almost every morning to cheer on students for learning what they would be tested on.  My post-test surveys of students showed those pep talks had been taken to heart, and we got much better performance out of lower-performing groups and entire classes during Gomez’s tenure (she has since left the district).

Also, if psychological tricks can significantly affect test scores, surely that invalidates the idea that we can use any test score to evaluate teacher effectiveness, unless immediate testing results is all we want teachers to achieve.  Gladwell said in this clip:

To me that completely undermines this notion, this naive notion that many educators have that you can reduce someone’s intelligence to a score on a test.  You can’t.

More:


Sputnik – part of the series, “Cold War”

February 17, 2011

BBC’s 24-part series on the Cold War included an entire segment on Sputnik.  Kenneth Branagh narrated this episode.

Sarah Palin, you can start your education here.  On YouTube, it’s broken up into five parts, each less than 10 minutes long.

Cold War, Sputnik, Part 1

Sputnik, Part 2

Sputnik, Part 3

Sputnik, Part 4

Sputnik, Part 5



Especially Texans: Please stand up for high-quality, non-political education

May 13, 2010

I get e-mail, this time from the Texas Freedom Network:

The State Board of Education meeting is next week, and we need YOU to make a difference.

“Am I a religious fanatic? Absolutely. You’d have to be to do what I do.”
– State Board of Education member Don McLeroy

Don't White Out our education - Texas Freedom Network

Don't White Out Our History! - Texas Freedom Network

Is this who you want to decide what Texas schoolchildren learn? Or would you rather entrust that task to someone who believes public education is a “tool of perversion,” as board member Cynthia Dunbar believes? Or maybe any one of the board members who believe the separation of church and state is a myth?

If this is not what you want for Texas children, NOW is the critical time to take a stand.

The controversial social studies curriculum process is coming to an end. Public testimony will be heard at the State Board of Education meeting on Wednesday, May 19, and we expect a vote on these standards to take place the following day. We need you to stand up to the State Board of Education by attending our rally on Wednesday, May 19. Or testifying in front of the board. Or both!

“Don’t White-Out Our History”  Rally
Wednesday, May 19 at 1:00 p.m.
William B. Travis building (where the state board meets).
Click here to sign up to attend the rally
.

Also on Wednesday, the State Board of Education will hear public testimony on the social studies curriculum standards. Since you are already planning to be at the William B. Travis building for the rally, you can also sign up to testify! Read below for more information on registering to testify with the Texas Education Agency. (Testimony will begin in the morning and likely stretch into the evening — so if you wish to testify, be prepared for a long day.)

We look forward to seeing you next week. If you have any questions, e-mail Judie or call us at 512-322-0545.



SBOE dare not say his name: “Obama”

May 3, 2010

What?  The Texas State Board of Education is doing such a shoddy job of writing social studies standards that they don’t even name the current president of the U.S.?

It’s a cautionary tale of overprescribing, and of looking at everything as if it has some ulterior motive.  But is there any rational reason why the SBOE refuses to utter the name “Obama?”

President Barack Obama

Who is this man? Texas social studies standards let his identity remain a mystery, despite the historical significance of his election.

SBOE should stop gutting social studies standards and vote to simply accept the updates provided by teachers, historians, economists and geographers.  The process is out of control, embarrassing to Texas, and damaging to education.

Grading Texas has the story (from TSTA), here in its entirety (but go check out that blog):

April 28, 2010

The president has a name: it’s Barack Obama

TSTA President Rita Haecker created a stir among legislators today when she testified, at a hearing hosted by the Mexican American Legislative Caucus, that the State Board of Education, in its recent rewrite of social studies curriculum standards, had refused to name President Barack Obama.

That bit of news seemed to catch several lawmakers by surprise. They already knew that the right-wing bloc on the board had attempted to rewrite history. But to go so far as to omit the name of the historic, first African American president of the United States seemed preposterous, even by conservative leader Don (the Earth is 5,000 years old) McLeroy’s standards.

Haecker was correct. Barack Obama’s name, so far, has not been included in the history curriculum standards on which the SBOE is scheduled to take a final vote next month. The standards do note the “election of first black president” as a significant event of 2008, but they don’t say who that black president is.

Haecker urged legislators to make changes, if necessary, to the curriculum setting process to protect educator input and ensure that “scholarly, academic research and findings aren’t dismissed or diminished at the whim of a board member’s own political or religious view of the world.”

State Education Commissioner Robert Scott accepted the caucus’ invitation to voluntarily testify on the curriculum adoption process. He said his and the Texas Education Agency’s role was mostly in technical support of the SBOE.

Board Chairwoman Gail Lowe of Lampasas, who also had been invited, declined to attend, even though the caucus had offered to pay her travel expenses.

Predictably, Lowe was skewered for her failure to show up by the mostly Democratic legislators who attended the caucus hearing. Lowe must have figured it was better to be skewered in absentia than in person.

You can read Rita Haecker’s prepared testimony here:

http://www.tsta.org/news/current/

Oh, go on — you can say it — tell your friends:

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SBOE shames Texas, part G: Toles in the Washington Post

April 11, 2010

Pulitzer Prize-winner Tom Toles in the Washington Post, March 19, 2010

Pulitzer Prize-winner Tom Toles in the Washington Post, March 19, 2010

It’s pretty embarrassing when the State Board of Education’s actions leave Texas open to jokes about whether Texans remember the Alamo.  Remembering the Alamo is as much a Texas monument or icon as anything else — maybe moreso.

Tom Toles demonstrates why Texas should be embarrassed by the Texas State Board of Education’s work on social studies standards.


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