ERIC ED387423: Examining Key Themes and Questions in U.S. History. The 1994 National Assessment of Educational Progress in U.S. History.

7 Pages·1995·0.24 MB·English

by  ERIC

DOCUMENT RESUME
ED 387 423
SO 025 365
TITLE
Examining Key Themes and Questions in U.S. History.
The 1994 National Assessment of Educational Progress
in U.S. History.
INSTITUTION
National Assessment Governing Board, Washington, DC.;
National Center for Education Statistics (ED),
Washington, DC.
PUB DATE
95
NOTE
7p.
PUB TYPE
Reports
Descriptive (141)
EDRS PRICE
MFOI/PC01 Plus Postage.
DESCRIPTORS
*Academic Achievement; Academic Standards;
Achievement Rating; *Educational Assessment;
Elementary Secondary Education; *Geographic Concepts;
Grade 4; Grade 8; Grade 12; Group Testing; Knowledge
Level; Measurement; Performance; *Standards; Student
Evaluation; *Testing; Testing Programs; Test Results;
*Ullited States History
IDENTIFIERS
*Nztional Assessment of Educational Progress
ABSTRACT
This booklet reports on the 1994 National Assessment
of Educational Progress (NAEP)
in U.S. History for 4th, 8th, and 12th
grade students. The booklet contains the following sections;
(1) Why
We Assess History;
(2) Preparing the 1994 NAEP U.S. History
Assessment;
(3) What is NAEP? (4) Creating a Framework for the U.S.
History Assessment, with What the NAEP U.S. History Assessment
Examines, Basic Assumptions, Content and Design, and Elements of the
Framework:
(5) Sample of Illustrative Examples from Per;ods 2 and 6;
(6) What is NAGB? (7) Attributes of the 1994 History AssEssment; and
(8) Special Study.
(EH)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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Why We
Assess History
What Is NAEP?
The success of a democratic coun-
NAEP is a congressionally man-
try such as ours depends on the ac-
The National Assessment
tive participation of citizens and
of Educational Progress
dated project of the National Cen-
(NAEP), the "Nation's
ter for Education Statistics, U. S.
voters. If students are to become
Department of Education.
knowledgeable citizens, they need
Report Card," is the only nation-
Re-
sults are provided only for group
to know how their Nation became
ally representative and continu-
performance. NAEP is forbidden
what it is. The study of history sat-
ing assessment of what America's
by law
data on
report
isfies this need. The understanding to
students know and can do in vari-
individuals.
it provides helps to ensure that stu-
ous academic subjects.
Since
dents will make positive contribu-
1969, NAEP assessments have
In 1990, Congress authorized
been conducted on a national
tions in shaping America's future.
NAEP to collect comparable State-
sample of students in the areas of
by-State results for the first time
This notion was first emphasized in
reading, mathematics, science,
1990 with the adoption of the Na-
on a voluntary trial basis, in eighth
writing, and other fields. By mak-
grade mathematics.
tional Education Goals. and subse-
State-level
ing objective info mation on stu-
quently with the 1994 passage of
assessments have since taken place
dent performance available to
the Goals 2000 legislation. Goal 3
in 1992, 1994, and are planned for
policymakers. educators, and the
guarantees history a prominent
1996. Over 40 States, the District
general public, NAEP is an inte-
place in the school curriculum. It
of Columbia, and several territo-
gral part of our Nation's evalua-
volunteered
ries
have
states that "By the year 2000. all
to
tion of the condition and progress
take part in the State NAEP
students will leave grades 4. 8, and
of education.
12 having demonstrated compe-
assessments.
tency over challenging subject mat-
ter including English, mathematics,
science, foreign languages, civics
+ Introduces the places where hu-
nomic, technological, philo-
and government, economics, arts,
sophical. and religiousand the
man actions occur.
history. and geography..."
interactions among them.
+ Requires the development of his-
The capability of students increases
torical reasoning skills based
+ Provides opportunities to (a) ana-
with the study of history. They
upon the examination of evi-
lyze change and continuity over
learn about ideas and people
dence, the analysis of cause and
time, (b) explore the range of op-
individuals and groups, leaders and
effect, and appreciation of how
tions that have been available to
followers. They acquire an under-
complex and sometimes ambigu-
people. and (c) examine the pos-
standing of how the present is the
ous the explanation of historical
sibility that historical outcomes
result of the choices people have
events can be.
would have been different if dif-
made and the convictions they have
ferent options had been selected.
held. They become knowledgeable
In addition to active, informed citi-
about the diverse cultural heritage
zens and voters, the goals for his-
+ Exposes the range, depth. and
of this Nation and about the world
tory must include the development
differing perspectives of the hu-
community. The study of history:
of high standards of achievement
man experience.
for all students and methods for
+ Identifies enduring themes that
+ Enhances the ability to probe the
evaluating progress toward them.
link people and events across
moral and ethical dimensions of
This is the purpose of the 1994 Na-
time and space.
decisions and to appreciate the
tional Assessment of Educational
consequences of particular
Progress (NAEP) in U.S. History.
+ Provides exposure to all kinds of
choices.
human thought and activity
political, social, cultural, eco-
-1,,
Basic Assumptions
Council of Chief.State School Of-
1994
Wt.:
.1.
ficers and se eral professional orga-
fustory
The Steering and Planning Commit-
nizations. It evokes a rich and
teescomposed of educators and
inclusive history of our complex
public menthersbegan with seven
Nation.
basic assumptions in developing the
The process of preparina the 1994
Framework for the 1994 Assess-
What the NAEP U.S.
NAEP U.S. History Assessment
ment of U.S. history in elementary.
History Assessment
began in the fall of 1991 in the
middle. and hi2h schools:
midst of heated debate concerning
Examines
how to improve the teaching of his-
(1) Historical study should connect
The Framework reflects NAGB's
tory. It could not have been a better
people and events across time and
conviction that any broadly accept-
time to develop a national consen-
include all kinds of human thought
able examination in history must be
what
to assess and how to
sus on
and activity.
a careful balance between what is
assess student performance in U.S.
commonly taught and learned and
History. The result is an assessment
(2) The study of U.S. history must
what ought to be grasped by our
that:
analyze change and continuity over
students. In addition, it must pro-
time, explore the range of choices
Continues and extends the 1988
vide a balance between:
that have been available to people,
NAEP Assessment's goal of fos-
and examine the possibility that his-
Common and conflicting strands
tering an integrated understand-
torical outcomes could have been
that formed one Nation from
ing of political, social, cultural.
different, depending upon the op-
many States and groups and gave
and intellectual factors in Ameri-
tions selected.
life to its motto, E Pluribus
can history.
Unum.
(3) Historical study should include
+ Includes a greater variety of
famous people and ordinary indi-
+ Positive accomplishments and
ways both to measure student
viduals and events on the grand
worrisome problems in achieving
performance and to place people
scale and in everyday life to convey
and events in proper historical desired goals.
the ideas and experiences that have
contexts.
shaped U.S. history.
+ The need for knowledge of spe-
cific dates and facts and the need
+ Anticipates a movement in the
for developing concepts. gener-
teaching of history (a) toward an
alizations, and intellectual skills.
understanding of the multiple
experiences and perspectives of
the Nation's diverse racial, eth-
nic, and cultural groups and (b)
toward a greater appreciation of
What Is NAGB?
such topics as the role of religion
and science in American life.
and for determining appropriate
irn 1988 the National Assess-
Creating a
ment Governing
Board
achievement goals for each grade
and subject tested. NAGB has
(NAGB) was created by Con-
Framework for
responsibility for developing test
gress to set policy for NAEP. The
the U.S. Histor3
independent, 26-member Board
objectives and specifications, de-
signing guidelines for reporting
is composed of State and local
k.ssessment
policymakers. teachers and cur-
and disseminating results, and im-
proving the form and use of the
riculum specialists. testing experts,
The National Assessment Govern-
business representatives, and The Board also is
assessment.
ing Board (NAGB) developed the
charged with ensuring that all
members of the general public.
Framework for the 1994 NAEP
items selected for use in NAEP are
U.S. History Assessment through a
The Board is responsible for se-
free from racial, cultural, or re-
national consensus process that was
lecting subject areas to be assessed
gional bias.
carried out under contract by the
established b specific questions
racvits ideas, institutions. prac-
(4) 111tory should include analvti-
that relate directly to the historical
tices, and controversiesfrom co-
cal stud of the Nation's political
themes. The eight periods of history
lonial times to the present. -Fhis
ideals of individual (lignity. indi-
theme includes basic principles and
are:
\ idua I rights. ci \ ic \ irtue, democ-
core civic ideas de\ eloped through
racy. the rule of law . equalit \ ot
) Three Worlds and Their Meet-
opportunit
(
the American Revolution. U.S.
popular sover-
ing in the Americas (Beginnings to
Constitution. and Civil War and the
eignt.\. justice. and the right to
1607 )
struggles over slaver\ and civil
dissent.
rights.
(2) Colonization. Settlement. and
(5) llistor\ has a spatial dimen-
Communities (1607 to 1763)
Theme 2: The gatherint; and inter-
sionthe places w here human
actions of peoples. cultures. and
actions occur.
(3) The Revolution and the New
ideas. The gathering of people and
Nation (1763 to 1815)
(6) Enduring themes that link
cultures of many countries, races,
people and events across time and
and religious iraditions that have
(4) Expansion and Reform (1801
space must be identified.
contributed to the American heri-
to 1861)
tage and the development of
(7) The use of themes to relate par-
(5) Crisis of the Union: Civil War
American society.
ticular facts requires that learners
and Reconstruction (1850
develop historical reasoning skills
Theme 3: Economic and techno-
to 1877)
based upon the examMation of evi-
logical changes and then relation
(6) The Development of Modern
dence, the analysis of cause and
to society. ideas. and the environ-
America (1865 to 1920)
etThet, and appreciation of how
The transformation of the
ment.
complex and sometimes ambiguots
American economy from rural fron-
(7) Modern America and the World
the explanation of historical events
tier to industrial superpower. and its
Wars (1914 (o 1945)
can be.
impact on society, ideas, and the
environment. This topic includes
(8) Contemporary America ( 1945
Content and Design
(a) the development of business, (b)
to present)
labor and the impact of science and
The content Framework has three
technology. (c) a market economy,
Vilavs of Knowing and Thinking
components: (1) Themes in U.S.
(d) urbanization. and (e) geography.
About U.S. History
Histor\ : (2) Periods of U.S. His-
tory: and (3) Ways of Knowing and
Theme 4: The changing role nf
An essential element of studying
Thinking About U.S. History.
America in the world.
history lies in developing special
The move-
ways of knowing and thinking that
ment from isolation to worldwide
The Framew ork is designed around
require students to utilize both
responsibility. This subject matter
four historical themes and eieht pe-
lower and higher order cognitive
includes (1) the impact of geogra-
riods of U.S. history. The four
skills, such as recall, analysis,
phy, resources. interests, and ideals
themes make up the central focus of
on American foreign policy: (2) re-
judgment, application, and evalua-
the assessment and arc defined
tion. The two domains of knowing
lations between domestic politics
through general questions that form
and thinking about history in the
and foreign affairs: and (3) the in-
the context for the people. events.
1994 Assessment are described as:
fluence of the American example
ideas, movements, issues, and
and specific policies on the rest of
sources to be addressed in each his-
Historical Knowledge and Perspec-
the world and other nations' influ-
torical period. The emphasis given
tive.
Knowing and understanding
ence on the United States.
to each theme depends upon the
people. events, concepts. themes.
major historical issues and develop-
movements, contexts. and historical
History
Periods (),I.
ments of that period.
sources: the sequencing of events:
Eight periods of history are catego-
recognizing multiple perspectives
iIi.i or
rized in the 1994 Framew ork. The\
I'/ienie.
to I
and seeing an era or movement
establish a chronological structure
through the eyes of different
Chanix and continuity in
Theme
.
to trace. reconstruct, and connect
groups: and developing a general
American democracy. The develop-
historical experiences. The content
conceptualization of U.S. history.
ment of American political democ-
and emphasis for each perio(1 are
11utrative FAamples From Periods 2 and 6
Samrfle ii
Period 2. Colonization, Settlement, and Communities (1607 to 1763)
Theme 2: The Gathering and Interactions of Peoples, Cultures, and Ideas
Illustrative Examples
Show the locations of European settlementsJamestown, Plymouth,
4th Grade:
Santa Fein North America.
Write stories about everyday life and ordinary people in European settlements
and Native American communities.
assachusetts Bay,
Explain why Roger Williams and Anne Hutchinson left
8th Grade:
and compare their reasons with the original reasons for establishing the colony.
Summarize the hardships of the middle passage from descriptions and diagrams
of ships.
Compare the daily life of merchants, Native Americans, and yeoman farmers
12th Grade:
in colonial Massachusetts.
Weigh evidence from primary and secondary sources to reach conclusions about
the influence of Puritanism on developing social and religious life in America.
Period 6. The Devolopment of Modern America (1865 to 1920)
Theme 3: Economic and Technological Changes and Their Relation to Society,
Ideas, and the Environment
Illustrative Examples
Evaluate how inventions such as the electric light bulb, telephone. automobile,
4th Grade:
and elevator changed American life.
Develop a list of the positive and negative results of industrialization.
Define laissez-faire capitalism and relate the term to the American economy.
8th Grade:
Relate such leaders as J.P. Morgan, Thomas Edison, Andrew Carnegie,
John D. Rockefeller, and Samuel Gompers to the growth of big business
and labor in America.
Define the free enterprise system and evaluate the influence of this economic
12th Grade:
concept on the development of the American economy.
Discuss the rise of labor and explain the economic goals of the American
Federation of Labor.
groups to solve problems and make
Multiple-choice questions make up
Historical Analysis and Interpreta-
decisions in their jobs. Group tasks
approximately half of the assess-
tion. Explaining issues, identifying
were specifically developed for a
ment. They include not only recall
historical patterns, establishing
small national subsample of 8th
and coMprehension questions but
cause-and-effect relationships. find-
graders. The group tasks were
also a large proportion of questions
ing value statements, establishing
open-ended performance tasks with
that require hiither level thinking
significance, applying historical
numerous hands-on activities to
skills. Open-ended questions con-
knowledge, weighing evidence to
encourage group interaction and
centrate on measuring students'
draw sound conclusions, making
problem solving. Scoring criteria
depth of learning in U.S. history.
defensible generalizations. and ren-
included ratings for history
dering insightful accounts of the
The test questions use a wide vari-
content, group process, and other
past.
ety of written and graphic stimulus
dimensions.
materials. Examples of these au-
Elements of the Framework
thentic historical materil)ls include
paintings, photos, maps, political
Questions posed for each theme
Key Themes and Questions in U.S.
cartoons. graphs, quotes, and ex-
and the specific questions devel-
History is just one in a series of
cerpts from speeches and journals.
oped for each period define a con-
brochures that describes NAEP as-
ceptual approach to U.S. history.
sessments. Other titles in this series
Students were asked to respond to
The Steering and Planning Com-
include Preparing Citi:ens for the
these stimulus materials in a variety
mittees developed the questions as
21 st CenturyGeography: Learn-
of ways:
a way to think about U.S. history in
ing Abbut Our World; Looking at
elementary and secondary school
How Well Our Students Read;
Short-answer responses might
and to define content and interpre-
Measuring Essential Learning in
require lists, phrases, or
tive approaches to be used in creat-
Science; and Assessing Mathemat-
sentences.
ing assessment exercises for grades
ics Achieving Goals. For further
4- Extended responses call upon
4, 8, and 12.
information on any of these publi-
students to generate more devel-
cations, contact:
kttribuies of the
oped arguments, analyses, or ex-
The National Assessment
planations and may require the
1904
Governing Board
creation of nontextual compo--
\.sseisment
nents such as charts, maps, 800 North Capitol Street NW.
graphs, and timelines. Suite 825
Washington, DC 20002-4233
In today's environment it is essen-
.-;pecilii Caw':
tial that we gather the highest qual-
ity information about how well
A special study conducted for the
children are learning history and
how well they can apply what they 1994 U.S. History Assessment in-
volved a pilot to measure history
have learned to realistic and chal-
performance of student groups.
lenging tasks. As in other assess-
This is especially relevant to stu-
ments, this will be accomplished by
dents who, in the 21st century.
incorporating both multiple-choice
should work collaboratively in
and open-ended questions with in-
novative assessment approaches.