Textbook Fail and Finesse Presentation EDRD-6530 Peter Redling

Problems with Textbooks The problem with American textbooks is they are “jammed with facts, lists, charts, information, photographs, places, dates, formulas, problems, sidebars, study questions and more study questions,” (Daniels and Zemelman, 2004, 35).

Learning Target I can interpret and describe through discussion the effect of Eli Whitney’s invention of the cotton gin on the American economy, markets, and slavery in 19 th century. I assigned my students to read from the textbook about Eli Whitney and the cotton gin. My goal was to see how well they could connect the cotton gin to revolutionizing the American economy and market, including the dramatic rise in slavery.

Context of the Failure I designed this lesson for 11 th grade US History Honors’ students. This lesson was relatively early in the school year. To this point, I had structured my lessons around direct lecture, so I had little experience leading a class discussion based on assigned reading. Also, to this point, I was aware that these students frequently did not complete reading and writing assignments on time.

Reasons for Failure The textbook has too much surface knowledge that does not, when relied on as the sole resource, allow students to develop a deep understanding. Oftentimes, the information is presented in a distant tone that is presented more as a list than a narrative or argument. Students want to be excited not put to sleep.

Reasons for Failure cont. The chapters are organized into sections and sub- sections. The problem with this is each sub-sections is disconnected from other sub-sections. This lack of connections between sub-sections prevents recognizable connections for the students. Granted, it is important for them to make connections on their own, but it should be relatively clear that similar information is connected. Also, the sections and sub-sections are also too brief. Sections range from 1-2 pages, and sub-sections range from ¼ to ½ a page.

Textbook Example

Textbook Example cont. The previous picture exemplifies the small, insufficient sub-section dedicated to one of the most influential inventions in American history. It seems to gloss over major themes and terms. While it does mention important concepts, it does not provide context or necessary explanation for each. It leaves too many big ideas in the air rather than provide clarity.

Student Feedback When I asked them, only four students admitted they had actually read what I had assigned. Those four students confirmed they did not recognize the significance of the cotton gin, and they did not see a connection between the gin and slavery. The other students did not voluntarily respond to my questions. Nor did they provide responses (when called upon) that went any deeper than recitation of my lecture and the information found in the book. I could tell the information did not land well with the students because the classroom was silent when I asked questions beyond what was given to them, either in the book or from my brief lecture.

Finesse and Supplementation Rather than try to keep covering the material in the book, I showed them pictures of Eli Whitney and the cotton gin to give them more context of how each looked. I asked them more practical questions regarding the effects, even unintended consequences, new technology has on societies and economies. Also, I showed them a YouTube video of how the cotton gin works: I showed them graphics and pictures of slavery’s increase after the Whitney’s cotton gin invention: pdf pdf

Evidence of Student Learning The students became more engaged and started asking questions that showed me they began to understand the material and make connections and predictions to later events in American history. Students developed examples of how technologies can effect societies. Some examples include: radio, television, the atomic bomb, etc. They recognized that Whitney’s invention, while it was meant to make cotton production faster – which could have lessened the need for slaves – inadvertently increased the need for slaves. This occurred because cotton farmers could have more slaves doing other tasks as well as operating the cotton gins. The students admitted they appreciated my finesse moves, including the video, because they had no idea how it worked and why it was significant. Also, they saw, on the graphic, that slavery did increase in America after the gin’s invention.

What I Learned I learned that I need to have several sources and types of sources available within a given lesson and unit. This allows for variety rather than relying on one source. Students deserve variety and an interesting presentation, otherwise they become disengaged and distant from the important information. Also, I learned I need to review the material beforehand rather than assume the information presented in the textbook is sufficient and allows for student engagement. I learned that textbooks fail, and I need to be prepared when they do. I need to have many “textbooks” available for my students, including videos, music, primary and secondary sources, etc.