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What is the Purpose of Education

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POST MARGINALIZED HISTORY PRESENTATIONS HERE

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POST MARGINALIZED HISTORY PRESENTATIONS HERE

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Mendez v.s Westminister Texting Presentation 

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Mendez v.s Westminister Texting Presentation 

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Here is the link for the Spotlight Presentation I did using Screen Record on my IPhone. I edited it to speed up and added the background music through IMovie.

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In this state, concern about Asian immigration produced more legislation against Chinese immigrants than against African Americans. From 1879 to 1926, California's constitution stated that "no native of China" shall ever exercise the privileges of an elector in the state." Similar provisions appeared in the constitutions of Oregon and Idaho.

1866-1947: Segregation, voting [Statute] Enacted 17 Jim Crow laws between 1866 and 1947 in the areas of miscegenation (6) and education (2), employment (1) and a residential ordinance passed by the city of San Francisco that required all Chinese inhabitants to live in one area of the city. Similarly, a miscegenation law passed in 1901 broadened an 1850 law, adding that it was unlawful for white persons to marry "Mongolians."

1870: Education [Statute] African and Indian children must attend separate schools. A separate school would be established upon the written request by the parents of ten such children. "A less number may be provided for in separate schools in any other manner."

1872: Alcohol sales [Statute] Prohibited the sale of liquor to Indians. The act remained legal until its repeal in 1920.

1879: Voter rights [Constitution] "No native of China" would ever have the right to vote in the state of California. Repealed in 1926.

1879: Employment [Constitution] Prohibited public bodies from employing Chinese and called upon the legislature to protect "the state...from the burdens and evils arising from" their presence. A statewide anti-Chinese referendum was passed by 99.4 percent of voters in 1879.

1880: Miscegenation [Statute] Made it illegal for white persons to marry a "Negro, mulatto, or Mongolian."

1890: Residential [City Ordinance] The city of San Francisco ordered all Chinese inhabitants to move into a certain area of the city within six months or face imprisonment. The Bingham Ordinance was later found to be unconstitutional by a federal court.

1891: Residential [Statute] Required all Chinese to carry with them at all times a "certificate of residence." Without it, a Chinese immigrant could be arrested and jailed.

1894: Voter rights [Constitution] Any person who could not read the Constitution in English or write his name would be disfranchised. An advisory referendum indicated that nearly 80 percent of voters supported an educational requirement.

1901: Miscegenation [Statute] The 1850 law prohibiting marriage between white persons and Negroes or mulattoes was amended, adding "Mongolian."

1909: Miscegenation [Statute] Persons of Japanese descent were added to the list of undesirable marriage partners of white Californians as noted in the earlier 1880 statute.

1913: Property [Statute] Known as the "Alien Land Laws," Asian immigrants were prohibited from owning or leasing property. The California Supreme Court struck down the Alien Land Laws in 1952.

1931: Miscegenation [State Code] Prohibited marriages between persons of the Caucasian and Asian races.

1933: Miscegenation [Statute] Broadened earlier miscegenation statute to also prohibit marriages between whites and Malays.

1945: Miscegenation [Statute] Prohibited marriage between whites and "Negroes, mulattos, Mongolians and Malays."

1947: Miscegenation [Statute] Subjected U.S. servicemen and Japanese women who wanted to marry to rigorous background checks. Barred the marriage of Japanese women to white servicemen if they were employed in undesirable occupations.

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jim crow laws california-a timeline - www.salimcrowe.com

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In this state, concern about Asian immigration produced more legislation against Chinese immigrants than against African Americans. From 1879 to 1926, California's constitution stated that "no native of China" shall ever exercise the privileges of an elector in the state." Similar provisions appeared in the constitutions of Oregon and Idaho.

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A Timeline

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EDUC 230 Assignment Details & Grading Rubrics 2020

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EDUC 230 Assignment Details & Grading Rubrics 2020

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EDUC 230 Assignment Details & Grading Rubrics 2022

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Session 5: Letters from John and Abigail Adams read by Sally Field and Ken Burns!

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Session 5: Letters from John and Abigail Adams read by Sally Field and Ken Burns!

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https://www.youtube.com/watch?v=4ctI_R-Uhqc

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From a history teacher on FB

From someone who teaches AP US History:

If you are confused as to why so many Americans are defending the confederate flag, monuments, and statues right now, I put together a quick Q&A, with questions from a hypothetical person with misconceptions and answers from my perspective as an AP U.S. History Teacher:

Q: What did the Confederacy stand for?

A: Rather than interpreting, let's go directly to the words of the Confederacy's Vice President, Alexander Stephens. In his "Cornerstone Speech" on March 21, 1861, he stated "The Constitution... rested upon the equality of races. This was an error. Our new government is founded upon exactly the opposite idea; its foundations are laid, its corner-stone rests, upon the great truth that the negro is not equal to the white man; that slavery subordination to the superior race is his natural and normal condition. This, our new government, is the first, in the history of the world, based upon this great physical, philosophical, and moral truth."

Q: But people keep saying heritage, not hate! They think the purpose of the flags and monuments are to honor confederate soldiers, right?

A: The vast majority of confederate flags flying over government buildings in the south were first put up in the 1960's during the Civil Rights Movement. So for the first hundred years after the Civil War ended, while relatives of those who fought in it were still alive, the confederate flag wasn't much of a symbol at all. But when Martin Luther King, Jr. and John Lewis were marching on Washington to get the Civil Rights Act (1964) and Voting Rights Act (1965) passed, leaders in the south felt compelled to fly confederate flags and put up monuments to honor people who had no living family members and had fought in a war that ended a century ago. Their purpose in doing this was to exhibit their displeasure with black people fighting for basic human rights that were guaranteed to them in the 14th and 15th Amendments but being withheld by racist policies and practices.

Q: But if we take down confederate statues and monuments, how will we teach about and remember the past?

A: Monuments and statues pose little educational relevance, whereas museums, the rightful place for Confederate paraphernalia, can provide more educational opportunities for citizens to learn about our country's history. The Civil War is important to learn about, and will always loom large in social studies curriculum. Removing monuments from public places and putting them in museums also allows us to avoid celebrating and honoring people who believed that tens of millions of black Americans should be legal property.

Q: But what if the Confederate flag symbol means something different to me?

A: Individuals aren't able to change the meaning of symbols that have been defined by history. When I hang a Bucs flag outside my house, to me, the Bucs might represent the best team in the NFL, but to the outside world, they represent an awful NFL team, since they haven't won a playoff game in 18 years. I can't change that meaning for everyone who drives by my house because it has been established for the whole world to see. If a Confederate flag stands for generic rebellion or southern pride to you, your personal interpretation forfeits any meaning once you display it publicly, as its meaning takes on the meaning it earned when a failed regime killed hundreds of thousands of Americans in an attempt to destroy America and keep black people enslaved forever.

Q: But my uncle posted a meme that said the Civil War/Confederacy was about state's rights and not slavery?

A: "A state's right to what?" - John Green

Q: Everyone is offended about everything these days. Should we take everything down that offends anyone?

A: The Confederacy literally existed to go against the Constitution, the Declaration of Independence, and the idea that black people are human beings that deserve to live freely. If that doesn't upset or offend you, you are un-American.

Q: Taking these down goes against the First Amendment and freedom of speech, right?

A: No. Anyone can do whatever they want on their private property, on their social media, etc. Taking these down in public, or having private corporations like NASCAR ban them on their properties, has literally nothing to do with the Bill of Rights.

Q: How can people claim to be patriotic while supporting a flag that stood for a group of insurgent failures who tried to permanently destroy America and killed 300,000 Americans in the process?

A: No clue.

Q: So if I made a confederate flag my profile picture, or put a confederate bumper sticker on my car, what am I declaring to my friends, family, and the world?

A: That you support the Confederacy. To recap, the Confederacy stands for: slavery, white supremacy, treason, failure, and a desire to permanently destroy Selective history as it supports white supremacy.

It’s no accident that:

You learned about Helen Keller instead of W.E.B, DuBois

You learned about the Watts and L.A. Riots, but not Tulsa or Wilmington.

You learned that George Washington’s dentures were made from wood, rather than the teeth from slaves.

You learned about black ghettos, but not about Black Wall Street.

You learned about the New Deal, but not “red lining.”

You learned about Tommie Smith’s fist in the air at the 1968 Olympics, but not that he was sent home the next day and stripped of his medals.

You learned about “black crime,” but white criminals were never lumped together and discussed in terms of their race.

You learned about “states rights” as the cause of the Civil War, but not that slavery was mentioned 80 times in the articles of secession.

Privilege is having history rewritten so that you don’t have to acknowledge uncomfortable facts.

Racism is perpetuated by people who refuse to learn or acknowledge this reality.

You have a choice. - Jim Golden

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Ch. 5 & 6 Connections: CA Framework Padlet 

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Ch. 5 & 6 Connections: CA Framework Padlet 

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I posed 2 questions:
1.  Do you believe the frameworks provide opportunities to understand the "unspoken history?" If yes, where?

2. Do you see areas that perpetuate an inaccurate narrative? If yes, where?

We used a "Back Channel Padlet" to capture responses.

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Gr. 5 Social Studies
CHAPTER 4 ACTIVITY

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Learn fifth grade social studies skills for free! Choose from over a hundred topics including early U.S. history, economics, civics, and more. Start now!

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https://www.pbs.org/onlyateacher/timeline.html

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I print, cut and pasted these onto index cards in each of the corresponding chapters to guide reading without looking at a computer screen.
Chapter Focus Questions

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Session 1

Session 2

Session 3

Session 4

Session 5

Session 6

Session 7

Session 8

Session 9

Session 10

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Extra Resources to Encourage Deeper Learning and Help Synthesize Ideas

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Extra Resources to Encourage Deeper Learning and Help Synthesize Ideas

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https://docs.google.com/document/d/1BBhMMDzRv5shtksbwGvL0IvMCWuGHrYKUDwYYJNdI18/edit

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The Schools In The United States - Fraser Readings Chapter 1-4

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The Schools In The United States - Fraser Readings Chapter 1-4

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Google Drive Link below

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Valedictorian Speech and Activities

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The journal will be the way you submit all assignments. It is also where you will complete the weekly reading assignments.

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Collab Slide Deck

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Collaborative Slideshow- History of EDUC, Ch. 7

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Spotlight Presentation EDUC 230 UCI 2020

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This is extracted from the assignment details. For more details, please review that document.

ONE PAGE WRITE-UP

Fully conveys the historical context of the marginalized group.

Describes the manner in which this group has experienced marginalization.

Explains how current schooling practices in the United States address or continue to marginalize this group.

Connects ideas to course concepts.

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Here are a few strategies we've experienced.

1. Slam Poetry
2. Forced Corners
3. Making Pictures Talk (Manifest Destiny example)
4. Digital Journals
5. Collaborative Slide Deck
6. QR codes
7. Chatter Pix
8. Kahoot
9. Jigsaw Puzzle
10. Interactive Survey
11. Scavenger Hunt
12. Role Play
13. Animoto
14. Character Map
15. Canva
16. Info Graphic
17. Book Widget
18. videoscape
19. Picture Book (IMovie)
20. Powtoon
21. Podcast
22. Puppet Show
23. Charades
24. Polleverywhere
25. In a Bag
26. Quizlet
27. Re-enactment
28. Jenga
29. Pictionary
30. Conflict Resolution Bridge
31. Novel Ideas Only
32. Timer Tools
33. Music Brain Break

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Some details to support.

1. Presentation
Half the class will present, while the rest rotate through the exhibits.

Be prepared to lead us through your station in about 15-20 minutes.

Those who were observers will present after the first half present.

2. Assignment Reminders. See the assignment detail document for details.

There are 3 parts:
-Multimedia display
-Peer review
-One-page write-up.

3. Submitting the work:
All items will be submitted as links via your digital journal. Add links to the Table of Contents:
- Picture of group w/ exhibit in background. Include name of group members.
-Peer Review
-One page write-up with reference page.

See you Wednesday!

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The Elementary and Secondary Education Act Infographics

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The Elementary and Secondary Education Act Infographics

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The Elementary and Secondary Education Act Infograph (1)

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Sample Textbook: 6th Grade Social Studies for Chapter 4 Activity

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Sample Textbook: 6th Grade Social Studies for Chapter 4 Activity

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Although there were no written records during prehistory, scientists have learned a great deal about prehistoric people. They have learned how early human beings lived and what important discoveries were made. Scientists also think they know why people moved out of Africa to other parts of the world.

Many scientists believe that until about 1.75 million years ago, people lived only on the grasslands of eastern and southern
Africa. Then the earth's climate changed-it became colder. Ocean water froze into huge glaciers that spread out from the North and South poles. As the ice sheets grew, the sea level fell and uncovered land that had been under water. Land bridges then connected Africa to both southern Europe and southwestern Asia.

People were able to migrate, or make their way, around the desert of northern Africa and across the land bridges. Between
about 1.75 million and 700,000 years ago, people made their way into Europe and Asia. Much later, between about 40,000 and 15,000 years ago, they also migrated to the Americas.

Scientists call the first age in which people lived the Paleolithic (pa le uh lith' ik) Age, or Old Stone Age. It lasted from about 2.3 million years ago until 10,000 years ago. During this period, people obtained their food by hunting and gathering.

Obtaining Food
Paleolithic people lived in small bands, or groups, of about 30 members. When the food supply was good, the bands grew to about 40 or 50 members. Most of the group members lived to be no more than 20 or 25 years old. More than half of the children died from illnesses or were killed by animals before their first birthdays.

The people within a group lived and worked together and shared their food. They fed and cared for people who became injured or sick.

Each band searched for food within an area known as its home territory. This usually covered about two square miles, or five square kilometers, for every band member. There were campsites at various places throughout the home territory. The band stayed at a campsite until the available food supply was used up and then moved.

Women and children gathered berries, nuts, fruit, and eggs out of bird and turtle nests. They poked sticks into bee nests to
get honey and into the ground to dig roots.

Men of the group obtained meat. They caught fish using their bare hands and hunted small animals with sticks and stones. Occasionally, they were able to kill a large animal that was too young, too old, or too badly hurt to run away. A good kill meant that the group would have enough meat to last for several days.

Making Tools
Life for hunters and gatherers became easier when they learned to make tools. At first the only tools people had were sticks and stones they found on the ground. Soon they learned to shape stones to make them more useful.

Among the earliest shaped stones are the Olduvan pebble tools, named after the Olduvai Gorge in eastern Africa where they were first discovered. Pebble tools were made from pebbles or stones about the size of a fist. The toolmaker hit one pebble with another, removing chips and creating a jagged cutting edge. This edge was sharp enough to cut the meat off of small animals' bones, split animal bones, and chop up plants.

Later people learned to knock long, sharp-edged chips, called flakes, from stones and use them as tools. Using flakes for knives, they could butcher, or cut up, animals as big as elephants quickly and efficiently. People also used flakes to scrape one end of a wooden branch into a sharp point for a digging stick or a meat skewer.

Making Fire
People also learned to make fire during the Paleolithic Age. The first fires they knew about were made by nature, such as those started by lightning. Eventually, people discovered how to make fire themselves. They created sparks by rubbing two sticks or stones together, or rapidly turning a stick in a hole in a dry log.

People used fire to keep themselves warm and dry. They also used it as a weapon, throwing burning sticks of wood at animals to drive them away. Sometimes they used fire to drive big animals into mudholes. The heavy animals would sink in the mud and people could then kill them.

People also used fire to clear out brush and undergrowth. Finally, people used fire to cook food. Cooked food was much
easier to chew and digest than raw food. As a result, people spent less time eating and more time doing other things.

Seeking Shelter
Early people usually camped out in the open. They protected themselves from the wind by digging pits in the ground or by crouching in dry river beds. They also took shelter under an overhanging rock or piled up brush.

At first, early people used caves only for such emergencies as escaping from a sudden storm or a large animal. By about
100,000 years ago, however, people in China, western Europe, and southwestern Asia were living in caves most of the time.

Making Clothing
After hunters began killing large animals, they found that the animal skins could be used for protection and warmth. They scraped the skins clean and then laid them out in the sun to dry. Later, people discovered that pounding fat into the skin while it was drying would make it softer.

At first people wrapped the skins around themselves. Later, they learned how to fasten the skins together. Clothing made a
big difference in where people lived. Before they had clothing, most people stayed in areas that were warm and dry. Once they had clothing to protect them from the weather, they were able to move into areas that were cooler and wetter.

Developing Language
In addition to learning to make tools, fire, and clothing, early people developed language. Before they learned to talk, early people simply made sounds or pointed to objects to express meaning. Hand signals were probably used for common things such as water, food, animals, and weapons. Gradually, because of new social needs, sounds and hand signals were no longer enough. The development of language was a great human achievement. It made it possible for people to work together, share ideas, and pass on their beliefs and stories. The younger generations could learn more easily from older generations, and greater progress was made in all areas of civilization.

The Neanderthals
The first people on Earth are known as Homo habilis (ho mo huh bil' uhs), or "skillful man." Next came Homo erectus (ho' mo e rekt' uhs), or "man who walks upright." Then, between about 300,000 and 200,000 years ago, came Homo sapiens (ho' mo sap' e uhnz), or "man who thinks."

There are two kinds of Homo sapiens. The first is the Neanderthal (ne an' der tahl), named after the Neander River in
Germany, where their remains were first discovered in 1856. Since then, other Neanderthal remains have been found throughout Europe and in parts of Asia and Africa. Scientists estimate that about 1 million Neanderthals were living at any one time.

Neanderthal people were good hunters. They used traps to catch birds and small animals. They used pitfalls to catch large animals like the rhinoceros and the elephant. A pitfall was a large hole that was covered with branches, leaves, and earth. As an animal ran across this hole, it crashed through the covering and fell into the pit. The hunters would then kill the animal with spears.

Neanderthals were also builders. In northern areas, for example, they made houses by covering a framework of mammoth bones with animal skins. More bones piled on the bottoms of the skins prevented them from being blown away. As many as 30 people lived in such a house during the cold months of the year. They improved cave dwellings by digging drainage ditches in caves and designing rock protection for entrances.

According to experts, Neanderthals were also the first people to bury their dead. Archaeologists have found graves of
people from this time in which they discovered the remains of flowers, tools, and food.

The Cro-Magnons
The second kind of Homo sapiens is the Cro-Magnon (kro mag' nahn), named after a rock shelter in France where their remains were first discovered in 1868. Cro-Magnons appeared in North Africa, Asia, and Europe about 100,000 years ago. Archaeologists consider them the first modern human beings.

Cro-Magnons were very skillful toolmakers. They invented the burin, which resembles a chisel. By using the burin, people
could make other tools and objects from antler, bone, ivory, and shell, as well as stone and wood.

Using new tools made Cro-Magnons better hunters, thus increasing their food supply. Points of antler or bone fastened to
the end of wooden sticks could penetrate the hides of larger animals. People fashioned antler and bone into spear throwers, or devices that made spears fly through the air faster and farther. This allowed hunters to stay a greater distance from animals, making hunting less dangerous.

Another important tool that Cro-Magnons invented was the axe, which they used to cut down trees and hollow out the logs
to make canoes. In southeastern Asia, they cut down stalks of bamboo and tied them together with vines to make rafts. Winds
or ocean currents then carried the rafts to other lands. It is likely that this is how people reached Australia about 40,000 years ago.

Cro-Magnons also fashioned bone, ivory, and shell into body ornaments, such as necklaces and rings. They decorated their
clothing with bone or ivory beads. They played music on flutes carved from long, hollow bones.

Cro-Magnons were artists as well as toolmakers. They carved statues out of ivory and bone or molded them out of clay.
They covered the walls of some caves in western Europe, Africa, and South America with pictures painted brightly with paints
made from minerals. The pictures show mostly animals, such as horses, bulls, and deer, but also show outlines and patterns of
lines, dots, and curves.

Many anthropologists think cave paintings may have had religious significance. Cro-Magnons believed that animals had
spirits. They thought that painting an animal's picture gave people power over its spirit and would help them find and kill
the animal. Anthropologists think the cave paintings may have been a kind of textbook about Cro-Magnon ceremonies, traditions, or history.

Cro-Magnon bands cooperated, often hunting large animals together. This required them to jointly agree on rules and the first true leaders. Every year or so, they held social gatherings where they exchanged information about the movement of animal herds. They also traded materials such as amber and shells.
The Neolithic Age
In the Neolithic (ne uh lith' ik), or New Stone Age, about 8000 B.C., people changed from food gatherers to food producers. Over several thousand years they began to obtain most of their food from farming. This brought about such great changes in the way they lived that experts call the beginning of farming the Neolithic Revolution.

Farmers and Herders
Two important discoveries brought on the Neolithic Revolution. One was learning to grow food. The
other was learning to herd animals.

Experts believe that people discovered that seed from wild grains, such as wheat and barley, could be planted and harvested. This probably came about when they noticed that new shoots had grown from spilled grain. Scientists believe agriculture developed independently in different parts of the world. In southwestern Asia, early people grew wheat and barley, and in eastern Asia, they grew millet, rice, and soy beans. In Mexico, they grew corn, squash, and potatoes, and they grew peanuts and a grain called sorghum in Africa. People probably learned they could herd animals when a hunting band built fences to enclose a herd of wild animals theyThe Neolithic Revolution greatly increased people's food supplies. With more food available, the population, or number ofOnce people began to produce food, they were able to settle in one place. They built permanent shelters

had chased into a ravine. The hunters killed one animal at a time, saving the rest for later. Soon captured animals began to lose their fear of people and became domesticated, or tamed, and the hunters became herders. In time, Neolithic people were breeding animals to improve the animals' qualities. People also began using certain animals such as donkeys, camels, and llamas as pack animals.

people, began to grow. Experts think there were about 5 million people in the world in 8000 B.C. Within 4,000 years the population grew to about 90 million. People were also living longer.
and formed villages of about 150 to 200 people in areas with a good soil and water supply.

The earliest known villages in the world have been found in southwestern Asia. One of the oldest is Jericho (jer´ uh ko¯) in the West Bank between Israel and Jordan. It dates back to about 8000 B.C. Another is Abu Hureyra (ah bu hu ra´ rah) in Syria, which was founded about 500 years later. A third early village is Catal Hüyük (kat' uhl hu´ yuk) located in Turkey. People lived there from about 6500 to 5700 B.C.

Archaeologists know a great deal about Catal Hüyük because it was struck by a fire that blackened rather than destroyed wooden and cloth objects. The blackening helped preserve the objects. Evidence shows the houses in Catal Hüyük were made of sun-dried mud brick. They had flat roofs made of reeds plastered over with mud. The walls and roofs were supported
by a post-and-lintel, or a horizontal length of wood or stone placed across two upright poles. The post-and-lintel was an
important contribution to architecture because it enabled buildings to support weight above an open space.

As protection against attack, the houses in this village had two or three rooms and no doors. People went in and out of the
houses through a hole in the roof by using a ladder. The houses were crowded together on the side of a hill. The floors were covered with rushes, or grasslike plants, and sleeping platforms were covered with mats.

Among the houses stood open courtyards with large ovens for baking bread. Beyond the houses were vegetable gardens,
apple orchards, fields of grain, and pastures where sheep and cattle grazed.

Specialization
A result of increased food supplies was specialization, or the development of occupations. Fewer people were needed to produce food so they began to do jobs that had nothing to do with food. They became potters, weavers, and metal workers. They exchanged the things they made for grain, fruit, and meat.

Specialization was aided by a number of developments. One was that people learned to make pottery by baking clay. They
used pottery for carrying, cooking, and storing food. This enabled them to add such things as soups and stews to their diet.

In addition, people learned to weave cloth. People took wool from sheep, spun it into thread, and wove the thread into cloth on a loom, which was invented during the Neolithic Age. They dyed the cloth bright colors and used it for clothing.

Neolithic people also learned to work metals. They picked up lumps of copper, lead, gold, and silver that they found lying
on the ground and hammered these metals into beads and jewelry. Soon they learned how to shape the metal into weapons.
Because metals found on the ground were scarce, however, people continued to work mostly in stone, bone, and wood.

Government
Another development of Neolithic times was village government. It was more complex than government in
earlier times due to land ownership. People's lives depended on the use of a given piece of land. As a result, people began to protect what they had. They set boundaries and passed their land on to their children.

Even so, disputes often arose over land ownership. To keep order in Neolithic villages, a single chief was chosen. Besides settling disputes, the chief, with the help of a small group of people, directed village activities.

Religion
Experts believe that the chiefs of most Neolithic villages were also priests. They handled religious duties for the village which included offering prayers for things people needed, such as rich soil, healthy animals, and water for crops.

At first, Neolithic people prayed to the forces of nature that they saw around them. After a time, they created gods and goddesses to represent these forces. The most important was the Earth Mother, the goddess of fertility. Many of the houses in Catal Hüyük, for example, had altars for this goddess.

Archaeologists believe that more elaborate religious customs and ceremonies appeared at this time. Neolithic people began to build separate altars and other places of worship for their many gods and goddesses.

1. Prehistoric time can be divided into the Paleolithic and Neolithic Ages.
2. During the Paleolithic Age, people lived in small hunting-and-food-gathering bands.
3. Over time, Paleolithic people learned to make tools and clothes, developed language, and discovered how to make fire.
4. Early Homo sapiens included the Neanderthal and the Cro-Magnon.
5. The shift from food gathering to food producing brought so many changes that it has been called the Neolithic Revolution.
6. Food production made it possible for people to settle in one place.
7. Increased food supplies in the Neolithic Age resulted in increased population and specialization.
8. Neolithic villagers learned to make pottery, weave on looms, and work with metals.
9. Neolithic village government was led by a chief who settled disputes and directed village activities.

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School Vouchers

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Proponents of private school tuition vouchers make a wide array of claims about their benefits. They claim that competition will spur public school improvement, vouchers will reduce the cost of education, students who get vouchers will show dramatic achievement gains, and vouchers are a success in most industrialized nations. None of this has happened.

Real evidence of how vouchers work now exists. Private school tuition vouchers began in Milwaukee, Wisconsin, beginning in 1990 and were followed by two other voucher plans in Cleveland, Ohio, and in the state of Florida. Private scholarship programs also have a clear track record.

Have vouchers had the impact predicted by some economists, education theorists, and others? Do the results argue for wider experiments or the adoption of broad-based vouchers? Following are some of the results.

ACCESS

Vouchers fail to significantly expand choices for parents.

In the places where vouchers exist, access means a chance in a lottery. One's name is thrown into the hopper. If it is pulled out, the parent gets a chit good for use in a limited number of places. One might be able to use the voucher to pay private school tuition, if the school has space available and there are no other barriers - such as exclusions or preferences based on race, gender, ability, or other factors.

Vouchers are never likely to be widely available because they lack popular and political support. The August 2001 Gallup Poll for Phi Delta Kappan magazine found that "When given the specific choice, 71 percent of the general public would improve and strengthen existing public schools while just 27 percent would opt for vouchers, the alternative most frequently mentioned by public school critics." ( http://www.pdkintl.org/kappan/k0109gal.htm)

Milwaukee

Wisconsin state law sets the cap for voucher participants at 15,000. And yet, only 10,739 students use them in 2001-02, less than 10 percent of the Milwaukee public schools enrollment. Some schools have declined to accept any voucher-bearing students; most of the rest have some exclusions or preferences based on ability, gender, religion, or race. Enrollment in public schools has increased from 78 percent to 80 percent of the school aged youth, according to a recent report published by voucher advocates.

Cleveland

Less than 5 percent of Cleveland students use vouchers, about 4,195 students in 2001-02. About two-thirds of the Cleveland students who use vouchers never attended public schools. Vouchers in Cleveland are mostly rebates for families who were already sending their children to private schools. According to the Akron Beacon Journal, "rather than bring about a shift from public to private schools, the voucher program merely slowed an exodus from Cleveland's Catholic schools to the city's public schools." (December 14, 1999).

Florida

In the Florida "statewide" voucher plan, about 47 students participate in two schools in Pensacola in 2001-02. At least 93 percent of the schools in the state announced they would not accept any voucher students.

STUDENT ACHIEVEMENT

Vouchers have failed to improve student achievement significantly or consistently for students who have moved from public to private schools.

Research on the impact vouchers on student achievement is surrounded by enormous controversy, with questions about the motives of those conducting the research, the methods, and the sources of funding. According to Time magazine, "A study of private programs in New York, Washington, and Dayton, Ohio . . . showed a headline-grabbing 6.3% gain in test scores by African-American students who used vouchers. However, one of the research companies [Mathematica] that gathered data for [Paul] Peterson expressed concern about how he used the information, and called his study's findings premature." (Time, 10/9/00)

"Statistically significant" achievement gains for voucher students are negligible. The gains have not been consistent, they have been far below projections, and they give no compelling evidence to justify expanding vouchers.

Milwaukee

In 1990, Dr. John Witte of the University of Wisconsin was hired by the Wisconsin Department of Public Instruction to conduct an evaluation of all aspects of the Milwaukee Parental Choice Program. Witte and his colleagues released annual reports during the first five years, before the legislature discontinued funding for the studies. Two other research groups reanalyzed the Witte data. Jay Greene, Paul Peterson, and Jiangtao Du conducted one of the studies; Celia Rouse conducted the other.

Among Witte's conclusions:

Student achievement in the fourth year of the program, after controlling for prior achievement and demographic variables, was not significantly different for voucher students than for other low-income Milwaukee public school students.

While voucher and public school students tested came from demographically similar families, "the families of the voucher children were better educated and more interested in their child's education, both before and after entering the program." (John Witte, et al., Fifth Year Report: Milwaukee Parental Choice Program, University of Wisconsin-Madison, 1995; Achievement Effects of the Milwaukee Voucher Program, University of Wisconsin-Madison, 1997)

The study conducted by Jay Greene, Paul Peterson, and Jiangtao Du concluded the Milwaukee voucher students outperformed public school students in math and reading. But the press release and the report itself were not the same. The research team found no statistically significant advantage for private school students in math in the first three years and in reading in the first four years. (The Effectiveness of School Choice in Milwaukee: A Secondary Analysis of Data from the Program's Evaluation, Harvard University, 1996)

Cecilia Rouse of Princeton University conducted a third analysis in an effort to clear up the disagreement between Peterson and Witte. Rouse found a statistically significant and positive effect in math achievement, but not in reading. She concluded: "these are average effects that do not necessarily mean all of the choice schools are 'better' than the Milwaukee public schools." (Cecilia E. Rouse, Private School Vouchers and Student Achievement: An Evaluation of the Milwaukee Parental Choice Program, Princeton University, 1997)

Cleveland

The Ohio Department of Education commissioned an evaluation of Cleveland's voucher program beginning in April 1997. Among the findings of Dr. Kim Metcalf, et al., at Indiana University:

Voucher students had been achieving at higher levels than their public school peers prior to receiving the vouchers.

After accounting for prior achievement and demographics, there were no significant differences in third-grade achievement between voucher students and their public school peers at the end of the first year, but significant and positive effects in language and, less clearly, in science, at the end of two.

Students attending the two newly established private schools were achieving at significantly lower levels by the end of the second year than either their public school or private school peers.

A research group including Jay Greene and Paul Peterson conducted two additional studies of the Cleveland vouchers, including one that found "positive school choice effects in some subject domains among third grade students." A balanced summary of all of the research on Cleveland and Milwaukee is provided in an article entitled Free Market Policies and Public Education: What Is the Cost of Choice? by Kim Metcalf and Polly Tait.

Private Scholarships

In August 2000, Paul Peterson, et al., released their conclusions from a study of private scholarship programs in New York City, Washington, D.C., and Dayton, Ohio. Among their findings:

In the three cities taken together, the overall test-score performance of African-American students who switched from public to private schools was higher after the first and second years.

No statistically significant effects were observed for students from other ethnic groups who switched from public to private schools.

Within a matter of weeks, the company that gathered the data in New York called Peterson's findings premature. David Myers of Mathematica Policy Research noted that "students who were offered scholarships to attend private schools as part of one of the nation's largest private voucher programs performed about the same on standardized reading and mathematics tests as students who were not offered scholarships."

Further, the Mathematica analysis showed "no gains for Latino students in any grade, large and statistically significant gains for African American students who are now in 6th grade, and no impacts for African American students in the 3rd, 4th, or 5th grades," and concluded that "Because gains are so concentrated within this single group, one needs to be very cautious in setting policy based on the overall modest impacts on test scores." Voucher Claims are Premature in New York City, David Myers.

Three other significant analyses were concluded in 2001.

Kim Metcalf, director of the Indiana Center for Evaluation, conducted an analysis of student achievement in the Cleveland voucher plan covering the years 1998-2000. According to Metcalf, "Students' academic performance in each of the four areas [reading, language, mathematics, and total achievement] improved significantly from beginning first grade...This was true for all students, independent of their scholarship status and suggests that students benefited significantly from their schooling, whether in private or public schools and whether they were scholarship, applicant/non-recipient, or non-applicant students."

In other words, students learn in public and private schools. Contrast those findings with the statements by critics, such as Clint Bolick of the Institute for Justice, who describes the Cleveland voucher as "a program designed to rescue economically disadvantaged children from a failing public school system."

The United States Government Accounting Office released a study in August 2001, conducted for voucher supporter Senator Judd Gregg (R-NH) that looked at both publicly funded vouchers and private scholarship programs. According to the study, "The contract researcher teams for Cleveland and Milwaukee found little or no statistical significant differences in voucher students' achievement test scores compared to public school students, but other investigators found that voucher students did better in some subject areas tests."

Virtually all of the glowing reports published by Paul Peterson and others in praise of the student achievement benefits of vouchers have been funded by pro-voucher individuals and organizations, such as the Walton Foundation and Rose and Milton Friedman Foundation. Most of these studies did not fit GAO's standards for objectivity, including peer review.

In December 2001, The RAND research organization released a report entitled "Rhetoric Versus Reality: What We Know and What We Need to Know About Vouchers and Charter Schools." The study found that "Long-term effects on academic skills and attainment in both voucher and charter programs are as yet unexamined. Moreover, there is little information that would permit the effectiveness of vouchers and charters to be compared with other, more conventional reforms, such as class-size reduction, professional development, high-stakes accountability, and district-level interventions."

To some extent, their conclusions beg the question about the impact of vouchers. Pro-voucher advocates take credit for improvements in Milwaukee public schools, including class size reduction and enhance professional development and Florida voucher advocates take credit for improvements in school rated "F" for two consecutive years - with vouchers as a consequence. But, in fact, other school districts and states have had class size reductions and professional development enhancements with good effect - without the threat of vouchers, and school districts and states have had similar positive effects by strong accountability measures. In fact, the accountability legislation in Florida, pre-cursor to the voucher scheme, had the same impact. Schools designated as low-performing soon moved off the list with the right combination of attention and resources.

ACCOUNTABILITY

States with private school vouchers have not provided safeguards to protect against fiscal irregularities or educational deficiencies.

Milwaukee

Milwaukee voucher schools do not have to administer or report test results. The state eliminated all funding for student achievement data collection in 1995.

About 40 percent of the costs of the Milwaukee vouchers ($11.5 million) represent payments to schools above the tuition costs charged other students. For 21 schools, about one-third of the total, the state pays between 200 and 400 percent of the tuition and fees charged other students.

In 1999, the Metropolitan Milwaukee Fair Housing Council found that voucher schools violated state laws regarding open admissions and opt-outs for religious practices. At the beginning of the 2000-01 school year, all of those schools remained on the state's approved list.

In the 1995-96 school year, four of the 18 voucher schools were shut down because of fraud, mismanagement, or negligence.

Nine Milwaukee voucher schools have no accreditation, were not seeking accreditation, and administered no standardized tests, according to a recent state audit.

In September 2000, one individual was just days away from receiving about $560,000 from the state to educate 130 students at an "Institute for Holistic Learning." The school director claimed he had to sign the application for some of the parents because they could not themselves, and he had told parents their children could stay at home and not be marked 'absent' because "technically they were still 'present'."

Cleveland

An independent auditor hired by Ohio found almost $2 million in questionable expenses in the Cleveland voucher program in the first year. Of that, $1.4 million was spent for taxis to transport students - including $419,000 in over-billing by taxi companies charging for absent students.

Five schools were able to collect about $1 million in vouchers prior to completing their applications process, resulting in schools with serious fire code violations, health hazards, inadequate curricula, and unqualified teachers. Three of the five schools remained in the program as of December 1999.

The Islamic Academy of Arts and Sciences was allowed to operate for two years in a 110-year old building with no fire alarm or sprinkler system and lead-based paint eight times greater than the level considered safe. Eight of the 12 instructors did not have teaching licenses, and one had been convicted of first-degree murder. In 1999, more than one-half of the students for whom the school received voucher payments did not attend the school or did so for only part of the year.

The Golden Christian Academy was found to be a "parent-run video school." Students watched recorded lessons given by an on-screen teacher. The video lessons and workbooks are provided by the Pensacola Christian Academy, which features a "faculty of master [video] teachers." The school remained eligible for vouchers, even after discovery of numerous violations of safety codes by the Cleveland Plain Dealer (7/10/99).

Florida

At least 93 percent of the private schools in Florida refuse to accept any voucher students.

The state assigns public schools a letter grade, A through F, based on students' test scores on the state standardized test. But private school students are not required to take the test, and therefore private schools are not rated. In short, there is no comparable way to discover if a private school is, in fact, better than the public school a student with a voucher leaves.

AJC Management schools are projected to receive $5 million voucher money under the "McKay Scholarships" for students with disabilities. Most of the schools in the system are located in churches and pay their teachers as little as $10.50 an hour. In their first seven months of operation, the AJC schools have faced allegations of abusing students physically, of providing students with no textbooks or outdated ones, of failing to provide required therapy and counseling, of falsifying applications for state money. Some students have endured seven different teachers in seven months.

"But that, apparently, is how Florida's new educational marketplace is supposed to work. Invite students to leave their public schools, point them to places that in some cases have been created for the sole purpose of attracting tax dollars, and then let the families deal with the consequences," St. Petersburg Times, 4/14/2002.

COSTS OF VOUCHERS

Vouchers end up costing taxpayers more - for administration and to pay the costs of students not formerly served in public schools.

Milwaukee

By 1998-99, about 6,000 Milwaukee students received vouchers worth about $5,000 each for a total cost of about $29 million. This created a net loss of $22 million to the public schools. ("Tax Funding for Private School Alternatives: The Financial Impact on Milwaukee Public Schools and Taxpayers," Institute for Wisconsin's Future, 1998)

Cleveland

For 2000-02, 3,900 Cleveland students received vouchers worth about $2,250 each at a cost of about $9 million. Additional transportation and administrative costs bring the total up to more than $10 million.

Private scholarships

Even private scholarship programs can reduce funds available for public schools, especially when students use such scholarships initially but then return to public schools mid-year. A September 2000 study by Paul Peterson found that about half the students who received private scholarships in Dayton, Ohio, New York City, and Washington, D.C., were back in the public schools by the second year of the program.

Edgewood School District in San Antonio, Texas, provides an illustration of the financial impact of private scholarships. More than 800 students used $4,000 scholarships to attend private and parochial schools - and the Edgewood district lost $5,800 for each student who left. Since students left from a wide array of schools and grades - and given the large number who returned to public schools the loss of $4.8 million caused numerous disruptions and dimunitions in the quality of education for public school students.

Proposed Vouchers

A study of the California voucher proposal, Proposition 38 have found that vouchers would cost $3 billion annually by the fourth year - just to pay the costs of students who already attended private schools, regardless of income. (Public Analysis for California Education, University of California at Berkeley and Stanford University, September 2000)

The Michigan voucher proposal would have cost up to $35 million a year to pay for vouchers in the seven school districts deemed eligible because of a high dropout rate. If a school district were determined to qualify for vouchers, the law made no distinction between students in public schools and those in private schools, and approximately 10,500 students attending private schools in those seven districts would have been eligible to receive vouchers.

VOUCHERS AND SCHOOL IMPROVEMENT
The effects of competition on public schools are purely conjectural.
Milwaukee

Milwaukee took steps to raise standards for schools and expectations for students before vouchers were established. Alex Molnar of the University of Wisconsin at Milwaukee conducted a study of student achievement among regular public schools, voucher schools, and public schools that reduced class size and enhanced professional development (as part of the Student Achievement Guarantee in Education or SAGE program). Students in the SAGE schools outperformed their peers in private schools and other Milwaukee public schools.

Florida

Florida established a mechanism for determining low performing schools before the voucher plan was created. Under the School Improvement and Educational Accountability Act, 33 schools statewide were identified as "critically low achieving." After two years of concerted effort, including redesigning programs and increasing community involvement, all of those 33 schools came off the list.

Public schools throughout the nation are engaged in improvement efforts - all without the threat of vouchers or other competition. For teachers and others who work in the schools to meet the needs of children, school improvement has intrinsic rewards - beyond the financial punishments and rewards used in profit-making enterprises.

PUBLIC OPINION

The public rejects vouchers and prefers improving public schools.

Many of the polls that show large support for vouchers use loaded terms, such as 'parental choice' and 'opportunity scholarships.' The more specific one is about a real voucher proposal, the more support goes down.

A Public Agenda opinion data research project conducted in the spring of 1999 found that "Most Americans know very little about vouchers, charter schools or for-profit schools . . . Experts and advocates may hold carefully thought-out positions, but the public has barely begun to learn how these proposals work." Public Agenda found that 63 percent of the general public say they know "very little" or "nothing" about school vouchers. Awareness of vouchers was not much higher in Milwaukee and Cleveland where school voucher sites exist.

In September 2000, Phi Delta Kappan magazine found that three-fourths of Americans would rather invest in improving existing private schools rather than paying for vouchers.

Vouchers and Voters

Since 1972, there have been 10 attempts at vouchers and tuition tax credits, and all 10 have been overwhelmingly defeated. In fact, only one of these has been able to garner even 40 percent of the vote.

Vouchers

Tuition Tax Credits

IMPROVING PUBLIC SCHOOLS

Some voucher advocates argue that vouchers will prompt public schools to change. Public schools nationwide have been making significant progress over the past two decades although there is much more that can be done.

The National Education Association and its affiliates support direct efforts to improve schools through programs proven to work, including raising expectations for students through high standards - and giving students the help they need to meet those standards, through reducing class size and enhancing teachers' knowledge and skills.

Following are some of the indicators of public school improvement-absent "competition through vouchers."

America's public schools have made significant progress in every area over the past decade.

The proportion of high school graduates ages 25 to 29 with a bachelor's or higher degree has grown significantly, from 27 percent in 1994 to 32 percent in 1999.

More U.S. students are getting high scores on their SAT college entrance examinations. In just the last 7 years, the proportion of graduating seniors getting high scores on the Math SAT has increased by 21 percent. (http://www.collegeboard.org/sat/cbsenior/yr2001/2001reports.html)

Despite the fact that many more students are taking SAT exams than ever before-as more and more students go on to college-the average SAT scores continue to rise. Verbal SAT scores have risen 6 points since 1990, while Math SAT scores have risen 22 points since 1980 and 13 points since 1990. (http://www.collegeboard.org/sat/cbsenior/yr2001/2001reports.html)

The average national ACT college entrance examination score made solid gains from 1992 to 1997 and has been steady ever since. The average ACT score has not declined in 12 years, even as the number of students taking the examination has increased by nearly 30 percent in the same period. Today, nearly half of college bound seniors who take the ACT examination achieve a score within the range required for admission to most selective and highly selective colleges. (http://www.act.org/news/releases/2001/08-15-01.html)

Some 66 percent of the nation's public high schools offer Advanced Placement courses, through which students can earn college credit. Just 45 percent of the nation's private high schools offer these advanced courses. (http://www.collegeboard.org/sat/cbsenior/yr2001/2001reports.html)

Increasing numbers of 12th and 11th grade students are taking Advanced Placement exams, through which they can get college credit. The number of AP exams per 1000 students has surged from 50 in 1984 to 100 in 1990 to 178 in 2000 -- an increase of 356 percent in just 16 years. (http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001451)

The proportion of high school dropouts among persons 16 to 24 years of age has declined by over 20 percent since 1980. Over the past few years, the percentage of students completing high school is the highest it has ever been in American history. (http://nces.ed.gov/pubs2002/droppub_2001/)

The proportion of high school graduates who have gone on to complete a bachelors degree or higher by the age of 29 has risen by 25 percent since 1987. The proportion completing college today is the highest it has ever been. (http://nces.ed.gov/pubs2001/digest/)

Forty-seven percent of public school teachers have completed at least a master's degree, compared with only 34 percent of private school teachers. Furthermore, 65 percent of public school teachers have at least 10 years of teaching experience, while only 45 percent of private school teachers have that much experience. (http://nces.ed.gov/pubs2001/digest/ch2.html#2)

Research shows that teachers are much more likely to be stable in public schools than in private schools. Nearly one-quarter (23 percent) of teachers in small private schools turn over every year, while 13 percent of public school teachers and 14 percent of urban public school teachers turn over each year. Thus, public school teachers are more likely to be stable and experienced than are private school teachers. (Ingersoll, R. M., Teacher Turnover, Teacher Shortages, and the Organization of Schools. Center for the Study of Teaching and Policy. January 2001. For more information, including state by state information about progress in America's public schools, see NEA's website-http://www.nea.org/

For more information on what steps states and localities are taking to enhance educational accountability and improve quality and access, see Education Week's Quality Counts 2002 website - http://www.edweek.com/

Michael Pons
NEA Communications
April 2002

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School Vouchers: The Emerging Track Record

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Proponents of private school tuition vouchers make a wide array of claims about their benefits. They claim that competition will spur public school improvement, vouchers will reduce the cost of education, students who get vouchers will show dramatic achievement gains, and vouchers are a success in most industrialized nations.

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Take a picture of your group and post it below. Provide names of group members (Left to Right). Upload resources.

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Chapter 8 and 9

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5 Standards of Culturally Responsive Pedagogy

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Court Document 1946

Court Document 1947

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The framework designed by Norman Webb (1997) categorizes depth of knowledge into four levels.
D.O.K.-1 questions require students to recall or reproduce knowledge and/or skills to come up with an answer that is either correct or incorrect. Questions at this particular level usually involves working with facts, terms, and/or properties of objects.
D.O.K.-2 questions expect students to think deeper about how to answer questions by applying the knowledge and skills they have acquired and developed. Such teaching and learning experiences involve students working with or applying skills and/or concepts to tasks related to the field of study in a laboratory setting. They also require students to follow a set of principles, categories, and protocols in order to answer a question, address a problem, or accomplish a task.

A D.O.K.-3 question challenges students to think critically and strategically how to answer a question acceptably, accurately, appropriately, and authentically. They challenge and engage students to demonstrate and communicate higher levels of thinking such as analysis and evaluation but also communicate their thinking and reasoning behind their responses and results.
A D.O.K.-4 question engages students to examine and explore concepts and content deeply and think creatively how they can use their knowledge, understanding, and awareness to answer questions or come up with new ideas, knowledge, perspectives, and ways of thinking about what they are learning. Such questions encourage students to examine and explore how to address, handle, settle, or solve real world circumstances, issues, problems, and situations through research, investigation, experimentation, and creative design. They also expect students to express and share their claims, conclusions, decisions, and reasons using oral, written, creative, and technical expression.

Then why is there so much confusion as to what qualifies as deeper knowledge, understanding, thinking, and awareness?

Why is there so much concern over how students' depth of knowledge of concepts and content will be assessed and evaluated on assessments such as the PARCC or the Smarter Balanced exams?

How would you explain this academic concept to a new teacher who has just entered the profession or moved from a state that had not adopted the Common Core State Standards?

How would you explain this cognitive schema to a veteran teacher who is used to aligning their instruction to the categories within the Cognitive Domain of Bloom's Taxonomy or its revised version which has split knowledge into its own dimension?

How would you explain this instructional focus to parents and students who for years have been instructed, assessed, and evaluated based upon how much they know, understand, and can do rather than how deeply they know, understand, and aware of a concept or content in order to answer a question, address a problem, or accomplish a task?

How can we develop instructional activities and assessments that not only stimulate student thinking and deepen their knowledge, understanding, and awareness about what they are learning but also measure and monitor the level of thinking and depth of knowledge they can demonstrate and communicate?

We can teach them like game show contestants.

Now wait a minute. I'm not suggesting we turn our classroom into entertainment centers in which students compete with their classmates as to who can answer questions, address problems, or accomplish tasks correctly or successfully for a prize or reward. I'm suggesting that they can use the format of questions, problems, and tasks on various game shows to challenge and engage students to demonstrate and communicate different levels of knowledge, understanding, thinking, and awareness.

D.O.K.-1 activities generally resemble the kind of questions contestants are asked on at remembering so many details correctly, which is why Who Wants to Be a Millionaire or Jeopardy - multiple choice or short answer questions that require demonstrating and communicating factual knowledge of specific details, elements, and information correctly. The questions asked on Jeopardy are similar to how we assess and evaluate our students' factual, procedural, and conceptual knowledge of the subjects and topics they are learning - asking them to recall, recognize, and remember specific details, elements, facts and information correctly. Such questions are more difficult than complex, requiring students to Who Wants to Be a Millionaire and Jeopardy are two of the most difficult game shows on the air. However, work hard such questions can help students develop the knowledge and understanding they will need to think deeper about what they are learning.

D.O.K.-2 activities are similar to the competitive tasks presented on shows such as in which contestants expected to use conceptual and procedural knowledge to answer a question, address a problem, or accomplish a task. These shows are like a lab experience in which students actively apply their knowledge, understanding, and skills to complete and are evaluated based upon their ability to produce a correct, desired, or specific result. It expects students to use what they have learned to answer a question, address a problem, or accomplish a task. As with Top Chef or Hell's Kitchen Hell's Kitchen and Top Chef, D.O.K.-2 questions focus heavily on skills-based performance, expecting students to demonstrate their ability to use the factual, conceptual, and procedural knowledge they have acquired in a specific area, discipline, or subject.

D.O.K.-3 activities are similar to the problems and tasks presented on game shows such as Survivor or The Apprentice Both shows are prime examples of problem-based learning that challenges students to think critically and strategically about how to answer a question, address a problem, or accomplish a task. They also emphasize collaboration in that the questions, problems, and tasks posed, presented, and provided cannot be answered, addressed, or accomplished alone or immediately. D.O.K.-3 activities are like the competitions on Survivor and the tasks on The Apprentice in that they are highly complex and focus more on the process in which a question, problem, or task can be answered, addressed, or accomplished.

D.O.K.-4 activities are like So when you are planning your D.O.K. activities this year, consider which game show your question, problem, or task will appear and how it expects to students to demonstrate and communicate their thinking - and Shark Tank, which essentially is project-based learning and even engineering design. A person thinks creatively about how to design and develop an innovative or inventive plan or product that addresses a particular circumstance, issue, problem, or situation; plots out the plan or produces a prototype; tests their idea or design; and then presents their conclusions to a panel, defending, explaining, and justifying their reasoning and results. Project-based learning should mirror the experience of let's make a D.O.K.! Shark Tank in that students should be expected to present what they have designed, developed, or done and have their project evaluated by the teacher and their peers as to whether it answers the essential question of the unit or class, addresses a particular objective, and teaches them something new about the concept or content they are learning.

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Let's Make a D.O.K.! A Game Show Approach to Depth of Knowledge

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A blog about teaching and learning for higher order thinking and depth of knowledge.

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For chapter 8, choose a focus. Read a guiding question for chapter 9.

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Chapter 8: Select your choice for this chapter 2020

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I hope this Padlet helps you easily locate all course materials and resources. Be sure to contact me if you need any additional support! Best to reach me at:
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Marginalized Histories

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Please make a copy of this digital journal and add it to your Google Drive. Be sure to share it with me, Marisol.Rexach@gmail.com, with permission to edit.
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New EDUC 230 UCI Course Outline & Reading Schedule Summer 2020

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EDUC 230 Assignment Details & Grading Rubrics 2022