Kate McDonald
History of Education – Group Project
February 25, 2004
Assessment questions – Kate and Marlee
In the blank spaces next to the statements in column A, write the letter that corresponds with the item from column B that each statement best describes. Items may be used more than once or not at all.
| ____ 1. Federal education policy was influenced by this organization until the 1950s. ____ 2. Job Corps and Head Start were started under this federal act. ____ 3. This organization sponsored a code as “an editorial response to the community”. ____ 4. In 1965, this act provided federal funding to school districts. ____ 5. This organization produced its own moral code to ensure morality in movies. ____ 6. This organization became a militant teacher’s union in the 1960s. |
|
For the following statement, circle T if it is true or F if it is false. If it is false, rewrite the statement beneath so that it is true.
T F Considering its emphasis on standards-based testing, The No Child Left Behind Act of 2001 closely reflects the goals of the community control movement that began in the 1960s.
Circle the letter which best completes the following sentence:
The American Federation of teachers did NOT:
What were three ways in which the public media concerns of the 1920s and 1930s were similar to the public media concerns of today?
The primary pieces of federal education-related legislation that attempted to address the War on Poverty were the ____ and the ____.
Brian and Keoki
Politics of Knowledge group (ch. 14, 15 & 17)
Multiple Choice / Analysis
6. Circle allof the answers a) through d) which apply. There may be more than one correct answer. The Economic Opportunity Act of 1964 (EOA) and the Elementary and Secondary Education Act of 1965 (ESEA) were brought about by:
a) a belief that equal access to education was the most important key to reducing poverty;
b) a belief that equal access to education was necessary in order to use schools for discovering talent of use to national defense and channeling human resources into the national economy;
c) some genuine concern for the poor, recognized as caught in a vicious circle of poverty that was difficult to break out of;
d) the belief that states were incapable of managing any of their own affairs.
Short Answer / Evaluation
7. In a paragraph in the space below, state why you think many consider No Child Left Behind as unjust to students and to school districts, and given these concerns, what you might propose as an alternative plan for increasing academic achievement.
True, False / Understanding
8. Circle one: True / False
In the late 19th and early 20th centuries, attempts among teachers to organize and demand better working conditions were primarily a women’s movement.
Fill in the blanks / Memory
9. Fill in the blanks:
The teacher power movement of the 1970s involved active involvement in __________ at all levels.
Matching / Application
10. Matching: In the right column, consider again ways in which groups have used American
schools in the twentieth century. On the left are specific events from our lesson and the
Spring text. Decide which of the uses of schools in the right column explain the events
on the left. Some events may have more than one answer.
| _____ The American Legion, beginning in 1919, campaigned for “100% Americanism” in schools. _____ For several years, high schools offered movie appreciation courses and teachers in other subjects used film study guides for lessons. _____ The National Defense Education Act of 1958 funded specific programs to test students for promise in engineering and science, to help these students through college, and to improve science and mathematics teaching at the high school level. _____ The War on Poverty of the 1960s aimed to offer education to a greater number of people, enabling them to take part in national processes. |
A. The use of schools for national purposes determined by the federal government. B. The use of schools for promotion of commercial material or other financial gain. C. The ideological management of schools by groups with influence. D. The use of schools to promote political beliefs. E. The targeting of schools to ease taxes in poor economic climates. |
11. Please
circle either True/False for the following statement.
In a campaign
to create viewer awareness of Sesame Street in its early years, the Childrens
Television Workshop ran a Neighborhood Youth Corps Project in a Mexican American
neighborhood, which involved adolescents from poor families teaching preschoolers.
True False
12. The main reason(s) teachers began organizing and forming unions were:
a. to increase
insurance benefits and to be awarded free transportation tokens.
b. low wages,
to improve working conditions, and to gain influence on educational policy.
c. to increase
the stature of the teaching profession in the eyes of the communities.
d. to secure
the idea of women as independent members of the work force.
Matching
13. Directions:
Column A contains a list of descriptions of influential people in education
and/or media. On the line left of each statement, write the letter of
the person listed in Column B that best fits the statement. Each person
in Column B may be used once, more than once, or not at all.
| Column A |
Column B |
|
Teachers (CFT). haley
_____3. One of the first women to hold
the position _____4. Warned educators about the evils of government censorship of movies.
hays |
(A) M. Haley (B) W. Hays (C) E. F. Young |
Short Answer
14. What would sesame street, or even in general public TV’s educational television, look like with had they not been the product of legislation, in other words, had they been a commercial product?
Fill in the Blank
15. In the
1980s and 1990s, teachers' unions were actively engaged in National
_____________.