March 2013: Initial Textbook Analysis Current Text: McDougal Littell: World History ...assets.pearsonschoolapps.com/playbook_assets/Competition... · 2016. 6. 10. · World History

March 2013: Initial Textbook Analysis

Current Text: McDougal Littell: World History: Patterns of Interaction by Roger B. Beck, Linda Black et al. Copyright date: 1999

Strengths Weaknesses Needs/Wish List

• Broad comprehensive coverage of NYS Scope and Sequence

• Primary resources • Embedded maps, graphs and charts • Embedded graphic organizers • Visual Chapter Previews and

Summaries • Section and Unit Activities and

Assessments • Critical Thinking Activities

i.e. "Making Inferences" • Skill Builder Handbook

• Encyclopedic tone, essential to know resource

• Densely packed text can be difficult to understand without context or prior knowledge

• Outdated: 1999 copyright, history text stops before events of 9/11

• Engaging narrative that provides readers with context and connections that extend beyond E2K coverage

• NYS Common Core Learning Standards alignment

• Up to date history of post 9/11 world

• Historiography/ History Lens for Planning alignment

• Accessible Rigor that does not over-scaffold the materials

3 Textbook Candidates: 1) Pearson: 2) McGraw- Hil l : 3) Holt McDougal:

Prentice Hall World History World History and Geography World History: Patterns of Interaction Authors: Ellis/ Esler Authors: Spielvogel Author: Spielvogel Beck, Black et al Program Consultant Grant Wiggins

• Our Social Studies Department Recommendation: Pearson: Prentice Hall World History by Ellis and Esler with Program Consultant Grant Wiggins

Selection Process: > Joyce Nagle examined a variety of texts and winnowed the field down to three strong texts. > 7-12 teachers examined all three choices using the chart below to evaluate the texts strengths and weaknesses. > Teachers used the text books with students eliciting their reactions and opinions. > Global 9 and 10 Teachers took an additional two weeks to evaluate the texts using text to text comparisons based on specific

content topics of their choice. Teachers then made their selection, explaining their reasoning. > A strong majority of 9-10 teachers chose the Prentice Hall World History textbook. > Ongoing exploration of text, online resources, and ancillary materials

Prentice Hal l : Pearson: World History (2014)

McGraw- Hill : World History and Geography

Holt McDougal: World History: Patterns of Interaction

Author's Credentials/ Learning Systems:

• E.G.Ellis: BS, MA,MS, developer of several texts

• Esler: PHD in History, Fulbright Scholar

• Grant Wiggins: Backward Design Theory, Critical Thinking, Conceptual Understandings

• Common Core Learning Standards Alignment


• Spielvogel: PHD in History, award winning for innovation and inspired teaching. Focus on Reformation History


• Beck,Ph.D. Black, M.Ed, et al. • NYS Social Studies Core

Curriculum Alignment, SS Learning Standards focus

• Reviewing Educator: Terry Noonan, Irondequoit HS

Online resources/ videos/ multimedia

• PBS streaming video • Discovery Channel School • Geography Interactive:

Audio Guided Tours of selected maps , charts, pictures History Interactive: timelines

••• Progress Monitoring Online: quizzes, vocabulary practice


•> No streaming video partnerships • Networks video sources look strong

(in-house online materials) Hands-on foldables, study guides, Quizzing and testing


••• History Channel streaming video • History Classroom website • Online practice quizzes/tests

Visuals: Graphics, Pictures, Charts, Graphs, Cartoons

• Ample engaging visuals • Emphasis on humanities, science,

technology, Traveler's tales, • Comparing viewpoints


• Ample engaging visuals • Emphasis on place and time • "It Matters because..."


••• Ample engaging visuals • Emphasis on social history,

Technology, and science

Common Core Learning Standards (readability, rigor, strong narrative, sources)

• Strong and specific CCLS Alignment by chapter

• Teacher preferred Narrative which prepares students with context and background information

• Strong CCLS skills vocabulary alignment in activities and prompts

• Reading Skill: Recognize Sequence activities

• Writing Skills: Provide Elaboration • Writing: Expository Essay Prompt

and writing plan: preplan, Draft, Revise

• DBQ Practice + Analyzing Historical Documents MC


••• Narrative is inconsistent. Stronger and more detailed in some topics than others No direct connections to CCLS

• Skills building in keeping with Blooms past practice: analyze, evaluate, synthesize


• Narrative is encyclopedic in tone • 21 s l Century Skills connections • No direct connections to CCLS

Historiography • Focus Questions • Biographies • Comparing Viewpoints • Witness History Audio • Artifacts Pictures • Paintings • Political Cartoons Analysis • Infographics • #1 in number and length of

Primary Sources in text

Historiography • It Matters Because... • EQs/ Guiding Questions • Primary Sources: small quotes

throughout chapters Impressive and Comprehensive Primary Source Section in back of text

••• Very strong almanac and world religion's handbook in back of text.

• Thinking Like a Historian

Historiography • Use of NCSS Thematic Strands ••• EQs-very fact based • Interact with History Texts ••• History Makers Biographies ••• Primary Source materials • Chapter 23: French Rev-15 pages

• Concept Connector Handbooks: Thematic strands of the NCSS

• Most comprehensive historical presentation of verifiable facts

-^Chapter 18: French Rev- 22 pages

• Chapter 22: French Rev-13 pages

Maps and Geography • Physical and Political Map Atlas ••• Regional and International Trade

Maps • Historical Maps in appropriate

chapters • Online Interactive Maps

Maps and Geography • Physical and Political Map Atlas • Demographics Maps • Historical Maps in appropriate

Chapters • Online Interactive Maps

Maps and Geography • Excellent Rand McNally historical

map atlas • Historical Maps in appropriate

Chapters • Online Interactive Maps

Chapter Organization/ Section Assessments/ Chapter Assessments

• Cause and effect organizers • Recognize Multiple Causes • ID and compare Point of View • Express Problems Clearly • Create a Flow Chart ••• Drawing Inferences


• Smaller and less frequent than the other two texts


••• Unit Summaries: Comparing and Contrasting Across Time

•

Supports for Struggling Students:

• Progress monitoring and note taking online

• Section focus and checkpoint questions

• Vocabulary builder sideline notes • Bolded, colored E2Q terms • Quick Study Guides with

Graphic Os, timelines, and Cumulative Review Guides

••• Accessible narrative which tells the


• Online materials and videos • Smallest section of chapter review

and practice materials • Need extra help graphic- IDs where

you go in the text i f you missed a question on the chapter assessment


••• Note taking online Section reviews: Terms, Main Ideas, Critical Thinking

• Unit Compare and Contrast Pages • Bolded, colored E2Q terms • Satisfactory unit/chapter summaries

using Blooms Taxonomy Language

story of history with sufficient context and background

• Largest and most complex demands in the Chapter Summaries using Common Core LS language

Rank and Rationale: #1. Teachers chose the Pearson/Prentice Hall text because it affords us a brand new, historically rigorous approach to our curriculum planning and instruction. We have confidence in this publisher because of their precise CCLS alignment which will be extremely useful for future planning. In addition, Pearson has partnered with Understandings By Design educator, Grant Wiggins-a connection which will validate and support our backward design approach. Specifically, all chapters begin with the CCLS alignment clearly identified and all summary tasks and prompts lead directly to a Common Core Learning Standard in the language of the Common Core. Most important to us is the stronger narrative style and tone which will help our reluctant readers to read with greater interest and independence. Finally, this text provides wider, high interest historical information and richer connections made throughout the text.

Rank and Rationale: #3: Initially teachers were drawn to this text because of its superb in-depth treatment of many topics. However, a closer analysis revealed inadequate treatment of many other topics. This text also lacks the strong video streaming partnerships found in the other texts. Finally, it provides the least materials for review and in support of struggling students. It uses a Bloom's Taxonomy skills approach exclusively, with no reference to the Common Core Lear Standards approach.

Rank and Rationale: #2: While a strong text with many comparable features to the Pearson text, this text is essentially a revision of the

book we have used for the last fourteen years. Teachers feel that they have fully explored the learning opportunities from this publication. It uses a Bloom's Taxonomy skills approach exclusively, With no reference to a Common Core Learning Standards approach. A majority of teachers are eager to explore new materials with a strong Common Core Learning Standards alignment.