PROGRAM UPDATE: Judicial Decision-Making

New for 2017, WorldView Software’s U.S. Government: An Interactive Approach has new resources for learning more about how judges and justices makes decisions.

The overview of Chapter 11: The Judiciary contains a new discussion of the doctrine of originalism, along with ancillary factual and conceptual questions and glossary terms that support learning and assessment:

Screenshot of Chapter 11: The Judiciary
Screenshot of new factual question

BulbgraphOnOffUse a video capture tool like Recap for formative assessment: have students describe the readings in their own words, using the Questions for Thought as prompts.


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PROGRAM UPDATE: Presidential Powers

New for 2017, WorldView Software’s U.S. Government: An Interactive Approach has new resources for learning more about the president of the United States.

Chapter 9: The Presidency has a new image with introduction and questions called Graph: Executive Orders, which shows the use of these orders in comparison by president from FDR through Obama:

Screenshot of Graph: Executive Orders

Chapter 9: The Presidency also has an updated overview and revised conceptual questions that reflect President Trump’s use of social media, and new glossary terms (which are linked from their context in the overview).

Screenshot of Chapter 9: The Presidency overview showing linked terms that are defined in the glossary.

BulbgraphOnOffUse our databank of study questions in a polling service such as in Google Classroom to do quick mid-stream assessments.


Preview WorldView Software’s programs for free at company logohttp://www.worldviewsoftware.com/preview/

PROGRAM UPDATE: Evaluating Fake News

New for 2017, WorldView Software’s U.S. Government: An Interactive Approach has resources for learning about how to distinguish real news from fake.

Chapter 5: The Media overview section “Newer Media” has been updated to discuss the propaganda phenomenon, with corresponding factual and conceptual questions for assessment as well as additional vocabulary terms in the glossary.

Screenshot of the updated Chapter 5: The Media.

And that’s not all!  The Tutorial: Social Media has been updated to include information on how to evaluate news articles, including the handy flowchart from the Featured Image for instant appraisal (this updated tutorial is also available in American History II: Reconstruction to the Present).

Finally, the Graph: Primary Sources of News has been updated to show how online news sources overtook other mediums:

Screenshot of the updated Graph: Primary Sources of News

BulbgraphOnOffArt images can be used to discuss the differences between visual and textual sources.


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The Eschatology of Technology

Watters discusses the narratives of social transformation in which technology and its putative capacity for ‘innovation’ and ‘disruption’ has become embedded:

What interests me are the stories that the businesses tell about “disruptive innovation” because this has become a near sacred story to the tech sector. It’s a story of the coming apocalypse –destruction and transformation and redemption, brought to you by technology.

Source: The Eschatology of Technology

[Thoughtful post about the prevailing narrative of innovation in education.

Now in our third decade of publishing social studies titles, we at WorldView pride ourselves on being part of the *continuity* of education in this country. We provide quality content to teachers.]

How Do Polls Work?

By now, many of you have no doubt seen more presidential polling results than you ever wanted to see!  But too many people equate internet polls such as the one featured above (from cheezburger.com) with scientific polls conducted by major news organizations.  How can you tell which of them are valid measures of public opinion, and which are not?

Start with Project: Conducting a Poll in WorldView Software’s U.S. Government.  Try it out, and then critically evaluate the results.  Here are some guiding points for questions students should be asking about their data:

  1. What was the difference between the total population of people whose opinion they wanted to know and the number of people who actually answered the poll?
  2. Did people have a choice to take the poll or not?
  3. Could people respond to the poll more than once?
  4. Was one group of people more represented in the poll than another? Why or why not?
  5. How were the questions asked — did they notice they got a better response rate from one method over another, such as internet over in-person?
  6. How were the questions asked — did the questions use loaded language that hinted at the “right” answer?
  7. How were the questions asked — were they yes-or-no, multiple choice, etc.?
  8. and so on…

Then apply this methodology to the polls out there.  Count the differences between this poll from Breitbart (warning: overlay popup ad):

"You watched at home — now make your voice heard! Who won the third debate? Vote below to tell us who you believe was tonight’s winner: Hillary Clinton/Donald Trump"Donald Trump 52.82% (145,324 votes), Hillary Clinton 47.18% (129,785 votes)

 

 

 

 

and these polls, aggregated at RealClear Politics:

polling results from multiple polls

For a deeper dive into how polling works, visit the Pew Research Center’s Methods page.  There, you’ll find all sorts of information, such as how to figure out a poll’s margin of error.  Especially recommended reading: the overview “Flashpoints in Polling” by Claudia Deane, Courtney Kennedy, Scott Keeter and Kyley McGeeney.

UPDATE 12/06/2016: Very nice video from Scientific American explaining the math behind polling.


BulbgraphOnOffStudy questions can be used for formative assessment in the beginning of a lesson or for summative assessment at the end.


Preview WorldView Software’s programs for free at company logohttp://www.worldviewsoftware.com/preview/

Why Society Needs Historians — The Social Historian

‘Society doesn’t need a 21-year-old who is a sixth century historian. It needs a 21-year-old who really understands how to analyse things, understands the tenets of leadership and contributing to society, who is a thinker and someone who has the potential to help society drive forward.’ Thus spake Patrick Johnston, Vice Chancellor of Queen’s University […]

via Why Society Needs Historians — The Social Historian

Internet Trends 2016

Mary Meeker, an analyst at Kleiner Perkins, does what is commonly regarded as an annual tour-de-force presentation on internet trends at Code Conference. The data give a dynamic picture of where the world is and where it seems to be heading.  Why should educators be reading this? Two reasons: it’s a way to introduce your students to forecasting, and it’s a way for you to see how your teaching environment may change with technology.

Meeker’s latest is available here, and we highly recommend you read it.  All 213 slides of it!  (Keep a browser window open while you read — if you don’t speak finance, you’re going to want to do some googling.  There’s a video of her presentation as well, but being able to research while you read will help more.)

First, this is a pretty good preview of what the world holds in store for your students.  Use it to spark debate and discussion — can they dream up ways in which these trends will manifest in their own lives? What alternate futures can they envision?

One way to envision the future is to tell stories suggested by the data.  The National Intelligence Council has been doing this for several years, and the publications in their Global Trends archive are available to the public. In the  report imagining the year 2030, the following scenarios were made into stories, each written in the style of and from the point of view of a different person:

chart summarizing potential worlds in 2030(A new Global Trends report is published every four years following the U.S. presidential election, so the next one is in the process of being prepared.)

Your students can either examine the data presented and evaluate the conclusions, as this commenter did on Twitter recently for Meeker’s Internet Trends 2016 report:

You and your students can take a turn at generating data and telling their own stories of how they think things might turn out.  And remember, it doesn’t have to be global data — it could be data about their school or city, for example.

A terrific example of this type of analysis is Saudi Arabia’s Vision 2030 document, which will be used as a blueprint to determine their political and economic future.  The reformation includes diversifying their economy away from oil dependence, opening their culture (marginally) to women and expatriate labor, and their politics away from dependence on the biggest buyers of oil, particularly the United States.  “Saudi is basically diversifying away from the dependency on one revenue source, one country source, and one market to many markets,” according to one expert.

The second reason to read Meeker’s presentation is because it gives some insight into how the edtech environment is changing, and in what directions.  For example, when she talks about ‘hyper-targeted marketing’ she’s talking about what data can be collected and analyzed to better serve your audience — the same thing can be done for students.

slide titled "Hyper-Targeted Marketing = Driving Growth for Retailers / Products / Brands"
Slide from Mary Meeker’s 2016 Internet Trends presentation.

What will be done with the resulting data that will be collected, aggregated, correlated, and interpreted from everything in or around your classroom?  Aside from the privacy issues, what will it mean for teaching and learning?  What does this mean for the way you assess a student’s grasp of a concept? How will test design change?  How will classroom management change?

Or consider how the growth in video — use of which is one of the defining features of “Generation Z” — will impact your teaching process.  It’s not a question of if you’ll be incorporating video, but how.


BulbgraphOnOffFactual questions test recall — use them to check students’ grasp of the material.


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