Final Poster

English for American History Cindy Barnett, LeShawnda Fitzgerald, Patricia Lovett ● TSL 615 Murray State University ● 113 Sparks Hall● Murray, KY 42071

Who should take this course?

Lessons & Activities Lessons

▪Taking notes ▪ Pre-Columbian peoples and colonial beginnings ▪ Cause and effect ▪ American Revolution and the early republic ▪ Using the library’s reference section ▪ Civil War and reconstruction ▪ Evaluating websites for use in research ▪ Industrialization and emergence as a world power ▪ Citing Sources overview ▪ Depression and World War II ▪ Organizing the research paper ▪ Cold War, Civil Rights, Vietnam ▪ Giving a research presentation ▪ Contemporary U.S. Society

This course is designed for advanced-level ESL students who are enrolled at a small U.S. community college with various linguistic backgrounds.

Course Goals & Objectives Course Goals

*Students will acquire a broad overview of U.S. history. *Students will acquire English skills necessary to achieve academic success at the college level. *Students will develop research and study skills needed for academic success at the college level.

Activities

▪ Paired/Group Collaborations ▪ Pre-Reading/Post Reading ▪ Library/Internet Research ▪ Class Discussions ▪ Note Taking ▪ Website Evaluation ▪Classroom Presentations ▪ Historical Research Paper

Course Objectives

*Students will demonstrate an understanding of how events in U.S. history have influenced U.S. mainstream cultural traits by completing a cause and effect chart about this influence with 85% accuracy. *Students will participate actively in classroom discussions by speaking out (sharing their opinions or asking/answering questions) at least twice during a classroom discussion of the U.S. Civil War. *Students will demonstrate research skills by writing an historical research paper on their chosen topic with 80% accuracy and clarity based on a scoring rubric. *Students will make effective classroom presentations by sharing the information from their research papers in an 8-10 minute presentation accompanied by visuals with 80% clarity, accuracy, and effective presentation skills based on a scoring rubric.

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Needs Assessment

Formal written and oral needs assessment instruments were designed to obtain quantitative and qualitative information about students’ perceived content and language needs. In addition, informal needs assessment will be incorporated into classroom discussion periodically during the course.

Assessments Assessment of students’ performance and course evaluation will include a variety of methods— quantitative and qualitative, formal and informal--to determine how effectively the goals and objectives of the class are being met, students' perceptions of the course, and what changes need to be made to improve the course in the future.

Sample assessment questions: Who fought against each other in the French and Indian War? a) the French and the Indians b) the French and the Spanish c) the French and the Canadians d) the French and the British Name three events that led to the Revolutionary War. ____________________________________________________ The professor made the goals of the course clear. Strongly Agree Agree Disagree Strongly Disagree Comment:

Samples from the formal instruments: What is your native language? ____________________ How long have you been in the U.S.? ____________________ For how many years have you studied English? ______________________ How do you feel about your English skills? In what areas do you have the most problems? What are your goals at the community college?