Instruction and Assessment: Curriculum Unit: Asia  > Student Text Analysis

Seventh Grade:
Student Text Analysis

The foundation for the Anchorage School District's seventh grade curriculum for social studies is based in their educational framework. This guide is appropriately entitled, Seventh Grade Social Studies Framework. For the purposes of analyzing this segment of ASD's curriculum, the framework that was drafted in March of 1996 will be thoroughly investigated to discern how well the student text, World Geography, meets selected goals and objectives set forth by the framework. Furthermore, since the seventh grade social studies curriculum is in the process of change, the proposal for the new framework will also be examined to reveal what shortcomings with the current curriculum have already been noted by ASD.

The current framework is based on the five themes of geography: location, place, human-environment interaction, movement, and region. However, the framework also emphasizes culture as a separate theme listing it first, implying its importance to the seventh grade curriculum. In fact, the introductory paragraphs of the framework explicitly state that, "The theme of culture is a vital geographic element in the seventh grade curriculum, vital due to the great cultural diversity present in Alaska and the world . . ."(p.2). In assessing the student text, it will be interesting to note just how well the goals for culture which are stipulated in the framework are achieved.

However, it might be beneficial to examine the overall worth of the textbook first. As a guideline for this examination, Ornstein and Hunkins text, Curriculum: Foundations, Principles, and Issues, will be followed. In particular, Ornstein and Hunkins provided handy tips on textbook assessment on page 360 that provide key questions which should be answered for any text under review.

In mechanics, the text is large and thick, probably due to the wealth of information about the world contained within its pages. The binding is strong. This 1993 edition has been in use by the school district since its purchase at that time. Personal experience in the classroom with students using these books has shown that the books have held up well to the abuses place on them by at least five years of student use. Yet, they are showing their wear and tear. Many texts have to be taped to hold them together, but that is not the fault of the publisher. The paper is made of good quality and still strong after much abuse. Few page rips have been noted on the books returned for patching.

The headings and key ideas for each chapter are clearly printed in bold type. Specific terms are also highlighted to grab students' attention during their reading. The highlighted text is very useful since most of the chapter questions pertain to those words. Pictures, charts, and maps are plentiful throughout the text to illustrate written material. The index and glossary are essential for any student text and this one appears beneficial. During class assignments, students are often asked to look up information. Students will use the glossary often in hopes of not having to reread pages. If the needed term is not found listed, the index usually provides the location. The table of contents also provides information which is not always available in some texts. The authors very thoughtfully provided a thorough listing of all maps, charts, graphs, diagrams, and daily life segments. The attributes of listing these elements separately from the chapter contents is very advantageous for any student needing to look up information quickly.

Overall, the layout of the text appears well organized. The first four chapters introduce students to the basic terminology and concepts of geography. This format is ideally suited to any middle school level text, but it is especially important when introducing students to the science of the field for the first time. The first chapter spells out the five themes of geography, how a geographer is a scientist, how information is collected, and the chapter even touches on the scientific method and how it is applied to topography and cartography. Chapter-one even ventures into the different types of maps used by geographers in explanation of their use. Certainly, the wealth of information provided with one chapter may seem overwhelming. Yet, there is reason behind the method of explaining this basic information for the students. Questions at the end of the chapter specifically ask for critical thinking. The students must use the information that they have gleaned from the chapter to answer the questions. Basically, the authors want students to recognize in this chapter that all maps may not be accurate. They need to use their newly acquired skill to make such determinations for themselves and the best way to understand that concept is to understand how geographers gather their information at the start.

Nonetheless, students will also use this information throughout the rest of their reading journey in the book. The wording is very appropriate tot he grade level and explanations are kept brief to avoid confusion. For example, map projection is a difficult concept for most anyone to learn. Yet, the text neatly explains that "projections are ways of showing the round earth on flat paper." Students can easily remember this definition. The book does not go into detail about the types of map projections or even the history of their invention; reasonably, such information would be inappropriate for seventh graders and would only add confusion.

In content, the text appears to be fairly up-to-date and accurate. For example, the U.S.S.R. is constantly changing its political boundaries. The maps contained in the textbook reflect the shrinking Russia and clearly label independent states such as Kazakhstan, Uzbekistan, and Moldovia as separate entities. Ingeniously, the authors of the text plainly note that these coundtries are still under Soviet influence; obviously, this is the case. However, by emphasizing the connection, any political changes affecting the independence of these states will still be fairly accurate for the students learning about them, at least for the near future.

It would appear that the student text can be considered as a worth addition to any school's geography curriculum. However, the ASD framework clearly states that culture is a vital element. Yet, as wonderful as this book first appears, it does not entirely meet the goals or objectives expected of it by the current framework. The volume only features one very short section on cultural geography in chapter three. In addition, this section limits its discussion to just demography. It is acknowledged that the study of demographics is useful for discovering some aspects of the culture being described, however, the statistics of birth and death rates or what the major occupations are in a country hardly provides meaningful understanding of individual cultures. To help remedy that problem, the text does feature a "human geography" portion in each chapter which is geared to the region under study. Nevertheless, the study of these individual cultures is still limited for the most part to each country's demographics. Thereby, the framework's goals and objectives for culture are only met in the most minimal capacity.

For example, ASD specifically requires that, "students will examine various elements of selected cultures to understand the ways in which cultures meet basic needs, celebrate, communicate, etc."(1D). Chapter twenty-two of the text features the human geography of the Middle East and North Africa. Within the scope of human geography on these pages, it is only the linking of population density to climate and vegetation, the three ways of life: farming, city living, and nomadic herding, and a brief discussion of the area being the birthplace of three major religions which constitute the information about the culture. Clearly, 'basic needs' is a topic that is treated superficially, but the student is only told that, "many festivities take place at night after sunset when each day's fast is broken" (Baerwald and Fraser, p. 441). The text does not explain what those 'festivities' might be or what is celebrated. Furthermore, there is no mention of communication at all within this sections. Obviously, students will not be able to master the objective quoted above as expected of them by this text alone.

It is interesting to not that ASD also place objectives related to culture under other themes. Again, this thread of 'cultural objectives' which are positioned under other theme headings provides evidence of its importance to ASD. Under the heading of 'Place,' the framework states that, "students will be able to compare and contrast physical and cultural characteristics of different places in the world and within Alaska" (2D). In this example, 'Alaska'is the key word. Alaska is only mentioned on four different pages in separate discussions dealing with vegetation, natural resources, tundra, and low population density. Alaskan culture is not included! How is the objective of comparing and contrasting cultural characteristics of different places in the world and within Alaska to be achieved? Simply, the goal cannot be accomplished using this text alone. Yet, ASD does not offer any other texts for the students' use at this time which would meet this objective. In fact, no other texts besides outdated atlases in poor shape are used in the seventh grade curriculum.

Ironically, the framework also states that "A 9-12 week unit on Alaska history and geography is also a significant portion of the course" (p.2). Clearly, the student text does not meet the curriculum requirements for Alaska studies. From personal experience, on answer to that problem which teachers have traditionally relied upon has been a reading of Two Old Women by Velma Wallis. The story is a wonderful legend about ancient native Athabascan culture. Yet, copies of the book are limited. Students do not have the opportunity to read the book independently which would significantly enhance their comprehension of the story's meaning. Instead, the story has to be read aloud in class. Even though the book is only eight chapters in length, reading selections every day to four classes a day is grueling for any person to perform.

Furthermore, the class time required for reading aloud takes away from other activities which could be used for discussion or reflection of the Athabascan or another native culture. Much less, current or past issues within these cultures, such as land use or slavery, cannot be explored with the provided student materials. Yet, the framework also clearly states that, "students will compare and contrast how different cultures and nations have dealt with challenges/issues and problems that have faced their societies" (1B).

Overall, the student text has proven mechanically worthy in its review, but its content does not meet the full required curriculum standards as set by the current ASD framework. Yet, the book should not be expected fulfill al the requirements as it is only one tool to be used by educators. The problem is that ASD has not provided any other text. A remedy has been suggested under the new Seventh Grade Social Studies Framework: Working Draft Edition, dated November 2, 1998. The new framework is based on the National Geography standards rather than just the five themes that the current framework covers. Under the proposed framework, the authors have stated, as part of their program philosophy that, "All students need a solid background in Alaska's cultural heritages" (p.2) Clearly, ASD remains firm in their objective of culture study as being vital in Alaska and the new framework calls for nine additional student materials for the study of Alaska (p.8). Unfortunately, the materials proposed for acquisition have nothing to do with the study of culture beyond maps illustrating locations of Alaska Native Languages.

Granted, the proposed framework is still a work in progress and should not be overly condemned for its lack of addressing the need for student materials on culture. Perhaps, the curriculum committee will recognize their oversight. After all, during at least the past two years or more, the social studies program has emphasized the study of culture especially Alaska's own diverse culture. Then again, perhaps not.

 References

Anchorage School District: Social Studies Program. (March, 1996). Seventh Grade Social Studies Framework: Draft. Unpublished.

Anchorage School District: Social Studies Program. (November, 1998). Seventh Grade Social Studies Framework: Working Draft Edition. Unpublished.

Baerwald, T.J. & Fraser, C. (1993). World Geography: Updated Edition. Englewood Cliffs, NJ: Prentice Hall.

Ornstein, A., & Hunkins, F. (1998). Curriculum: Foundations, Principles, and Issues. Needham Heights, MA: Allyn & Bacon.

Wallis, Velma. (1993). Two Old Women: An Alaska Legend of Betrayal, Courage, and Survival. Fairbanks, AK: Epicenter Press.

Evidence Rationale Statement
Student Text Analysis

The student text utilized for this analysis was the one actually used during my student teaching experience. My analysis provides evidence of the assessment strategies used. In addition, it illustrates how the text meets the curricular goals and performance standards expected of students. Assessments such as this one would be and are beneficial for administrators in curriculum development. Since this analysis was written, I have had the opportunity to reflect on its instructional effectiveness and have come to a different conclusion than what I had reached previously. The text that was analyzed does not take into account readers of different ability levels. My classes had many poor readers and, although the text was age appropriate, the reading level was too difficult for some students to comprehend. Clearly, this experience has shown my reflective ability.

Evidence meets standard: Instruction and Assessment 5.7

© 2000 by Barbara L. Wilt (Schoolmarm). All written material is protected by United States copyright laws and is not to be reproduced by any means without documented reference & credit provided to the author. The only exclusion applies to Lesson Plans & Classroom materials which are freely available for use by all without restrictions.