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Evaluation Survey


 

The World History for Us All Project appreciates your detailed evaluation of the quality of both the model curriculum and the web site. The continuing development and improvement of World History for Us All will depend on your critical and insightful comments.

Please respond to any of the questions below. Keep in mind that because the model curriculum continues to be in development, some elements are not yet available.

All fields are optional in this survey
General Information
Name:
Email:
Number of years teaching:
Number of years teaching world history, geography, or culture:
Grade levels:



I. Technical Features
1. What computer type do you normally use?
2. What Internet browser do you normally use?
Other:
3. Where would you normally view this web site?
Other:
4. What access to Microsoft PowerPoint do you have?
5. Have you had any problem loading or viewing the web site? If so, describe the problem:
6. Have you had any problem viewing or downloading the “History of the World in Seven Minutes” (located on the home page)? If so, please describe the problem:
7. Have you had problems viewing or downloading the “PowerPoint Overview Presentations?” If so, identify the location of the problem.
8. Have you encountered internal or external links that take you to the wrong destination? If so, identify the location of faulty links on the site:
9. Have you encountered dead internal or external links (links that you click on but that take you nowhere or to a page reading “This page cannot be displayed”)? If so, identify the location of dead links on the site:
10. Have you had problems navigating from one page to another within the site or from a page within the site back to the home page? If so, identify the location of the problems:
11. Have you had any other problems with technical aspects of the web site? Please specify:
II.  Web Site Organization and Navigation
12. Evaluate the usefulness and clarity of the web site home page in providing basic information about the model curriculum and in guiding you to its major elements:
13. Evaluate the usefulness of the “Curriculum at a Glance” feature. (On the home page, click on “Curriculum at a Glance” on the green bar at the top of the page or on the “Curriculum at a Glance” icon near the top on the right.):
14. Have you had problems understanding the organization and layout of the site? If so, describe the problems:
15. Have you had problems understanding the meaning of titles, headings, and subheadings anywhere in the site? If so, describe the problems.
16. Have you found spelling, typographical, or grammatical errors in the site? If so, identify the location of the errors:
17. Evaluate the aesthetic design and visual presentation of the site (for example, icon design, site color scheme, fonts and font sizes):
18. Evaluate the quantity and quality of visual images on the site (photos, illustrations, graphs, charts, tables). Describe the type of images you would like to see added and where they should be placed on the site:
19. What suggestions do you have for improving the layout, organization, and navigability of the site?
III.  Intellectual and Pedagogical Content of the Site
Foundations of this Curriculum:
20. Evaluate the conceptual clarity and content of any or all of the nine sections under Foundations of This Curriculum. Are the materials in this section useful to you as a teacher? In what ways? Are any elements unclear, irrelevant, or not useful? If so, what elements?
The idea behind this curriculum
Why an integrated world history curriculum?
Why learn world history?
Curriculum objectives
Standards in historical thinking
National and state world history standards
The curriculum and Advanced Placement world history
The scholarship of world history
The World History for Us All project team
Three Essential Questions and Seven Key Themes:
21. Evaluate the Three Essential Questions element of the curriculum. Does the curriculum make clear the purpose and use of the Three Essential Questions?
22. Evaluate the Seven Key Themes element of the curriculum. Does the curriculum make clear the purpose and use of the Seven Key Themes? Evaluate the clarity and usefulness of the Seven Key Theme introductory essays:
Nine Big Eras:
23. Evaluate the organization of the model curriculum in Nine Big Eras, with the History, Geography, and Time and Past and Future (in development) sections:
24. Evaluate the Big Era introductory essays and the Big Era PowerPoint Overview Presentations. Are these elements useful to you as a teacher? In what ways are they useful or not:
25. Evaluate the organization of the teaching units by three levels of historical scale (Panorama, Landscape, and Closeup). Does the curriculum make clear the purpose of this organization? Is this three-level organization useful to you as a teacher? Explain:
26. Evaluate any of the Panorama, Landscape, or Closeup teaching units in the model curriculum. Base your evaluation on all of the ways you examined or used the unit, including your experience teaching the unit and your students’ response to the unit.Identify the unit by title and number (for example, Landscape Teaching Unit 4.3). Identify, if appropriate, the subject, grade, and developmental level of the class in which you taught the unit.
A) What problems, if any, did you have navigating or understanding the unit?
B) What problems, if any, did you have understanding the activity instructions?
C) What problems, if any, did you have in adapting this unit to the needs and capabilities of your students?
D) How did your students generally respond to the subject matter and activities in this unit?
E) Did teaching this unit contribute to your students’ historical knowledge, understanding, and skill development? If yes, describe in what ways:
F) How much class time did you spend on the unit compared to the suggested time under Time and Materials? Were you able to cover the unit activities in the suggested time allotted? 
G) Do you intend to use this teaching unit again? Why, or why not?
H) Evaluate specific elements of the unit:
Why this unit?
Unit objectives:
Historical context:
This unit and the Three Essential Questions:
This unit and the Seven Key Themes:
This unit and the Standards in Historical Thinking:
Resources:
Correlations to national and state standards:
Conceptual links to other units:
Your Curriculum and Standards Requirements:
27. Evaluate the compatibility between the model curriculum and the history – social science curriculum that you teach or that your school, district, or state requires:
28. How useful to you is the model curriculum, or any of its elements, in meeting your state’s or district’s content or performance standards?
29. In what ways might the model curriculum better serve the needs of teachers and students in your school, district, or state:
IV. Additional Comments:
30. Please make any additional comments you would like about the model curriculum and web site:
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