TX4T Content Survey

Thank you for reviewing the primary source "." If you have 5 minutes, we'd like to hear what you think. You can use this survey to tell us about just this primary source, or share your thoughts on all of the primary sources in the unit if you've reviewed more than one. Answer as many or as few questions as you like; all are optional.

Please note you can also review the unit as a whole, where there are several additional questions that can help inform future spending priorities.

I'm reviewing:

choose one

The primary source titled
All primary sources in this unit

How important are the following regarding how primary sources are presented/provided by us?

Choose one from each row.

How important are the following regarding how primary sources are presented/provided by us?

*Choose one from each row.*
	Extremely important	Very important	Moderately important	Slightly important	Not at all important
Primary sources should be accompanied by commentary to explain their meaning/significance.	Extremely important	Very important	Moderately important	Slightly important	Not at all important
Show unedited scans/pictures of originals (e.g. images of a letter, printing of newspaper, etc.)	Extremely important	Very important	Moderately important	Slightly important	Not at all important
Cut/trim primary sources to a smaller, digestible snippets as Word/PDF or other derivative copies.	Extremely important	Very important	Moderately important	Slightly important	Not at all important
Show sources in their original context (e.g. show both a newspaper article and nearby ads, etc.)	Extremely important	Very important	Moderately important	Slightly important	Not at all important
	Extremely important	Very important	Moderately important	Slightly important	Not at all important
Primary sources other than "texts/documents": e.g cultural heritage materials such as art, music/dance, clothing, etc.	Extremely important	Very important	Moderately important	Slightly important	Not at all important
Instructional materials on how to search for primary sources (For Educators)	Extremely important	Very important	Moderately important	Slightly important	Not at all important
Instructional materials on how to search for primary sources (For Students)	Extremely important	Very important	Moderately important	Slightly important	Not at all important

Help us understand how to best shape future content size and timing within units.

<p>Help us understand how to best shape future content size and timing within units.</p>
	Ideal Number (how many items from this row should there be per unit)	Time it should take to complete or review one item from the row. You can choose one, indicate a short range w/ multiple or "any" for all.


		<10m	10-20m	20-30m	30-45m	45m-1hr	1-1.5hr	1.5hr+	Any
Paced Lesson	Ideal Number (how many items from this row should there be per unit) - Paced Lesson
Extension Lesson	Ideal Number (how many items from this row should there be per unit) - Extension Lesson
Primary Sources	Ideal Number (how many items from this row should there be per unit) - Primary Sources
Videos (for students)	Ideal Number (how many items from this row should there be per unit) - Videos (for students)
Videos (for educators)	Ideal Number (how many items from this row should there be per unit) - Videos (for educators)
Virtual Field Trips	Ideal Number (how many items from this row should there be per unit) - Virtual Field Trips
Historical Maps	Ideal Number (how many items from this row should there be per unit) - Historical Maps
Bibliographic Entries for Educators	Ideal Number (how many items from this row should there be per unit) - Bibliographic Entries for Educators

We believe expanding access to materials is important, but meeting every need can be difficult. Based on the needs of your students and considering relative expenses of accommodative services (labeled $-$$$$ below), rank the following priorities as if you were helping to allocate resources from a fixed fund in your district.

Drag/Drop to sort, highest rank at the top.

1 Adaptations of this content to aid with learning/cognitive disabilities. $$$
2 More English language content like this item. $
3 Spanish language translations. $$$
4 Sound recordings of materials read aloud in a natural voice. $
(Aids various students, can be sped up/slowed down, after class review)
5 Content for high aptitude students. $
6 Non-Spanish ESL translations. $$$$ (please specify)
7 Large text versions of content. $
(No change to original except font sizes)
8 Braille text and tactile learning aids for visually impaired students. $$
(Mailers and local pickup, may incur nominal printing or postal fees)
9 Other accommodations (please specify)

Given what you've seen so far, how likely are you to use materials from Texas History for Teachers in your classroom in the future.

Extremely likely

Somewhat likely

Neither likely nor unlikely

Somewhat unlikely

Extremely unlikely

Do you have any other things you'd like to tell us about the content or site?

Help us grow! Although we'd love to hear you are happy with the direction we are going, critical comments are welcome.

Do you mind telling us a bit more about yourself?

Choose any that correspond with your role in using these materials

Public/Private/Homeschool Teacher/Educator
Educator with large % of Bilingual / ESL Students
Educator of Students with Accommodative Needs
School Administrator
Parent
Other

How long have you taught Texas History?

Choose one

Where are you located?

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Thank you for taking the time to help us improve Texas History for Teachers. All survey responses are kept confidential and we'll never sell the information you provide us. To submit, just prove you aren't a spammer robot and submit. Thanks again!

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