key assessment: instructional design lesson plan
TRANSCRIPT
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Running Head: INSTRUCTIONAL DESIGN
Key Assessment 2: Instructional Design Project
Analyzing Primary Sources in American Government
LeAmber Brooks
Georgia Southern University
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Running Head: INSTRUCTIONAL DESIGN
Identification of the Learning Problem
General Audience
The primary audience consists of certified teachers of all ages, experience levels that
teach American Government as well as all students taking the American Government course.The primary audience teaches or provides supportive educational services to students in 9th
Grade (ages of these students vary widely from 13-18 years). The Georgia Department of
Education also states the average teacher at Alcovy High School has 10.16 years experience and
an advanced degree.
Problem Identification
The Newton County School Systems Social Studies Departments are in the process ofincorporating the increased use of primary sources. Primary sources are materials such as
documents, a speech, newspaper article or other evidence that was produced during the time of
study. Primary sources offer an inside view to the time period. Many students struggle withanalyzing, synthesizing and evaluating these documents.
Using primary sources properly increases students ability to understand a problem and
critically think through learning how to analyze various documents. This problem was identified
by asking U.S. History teachers (a class that has an End of Course Test) and looking at releasedEnd of Course Tests and Georgia High School Graduation Tests. It was noted that one of the
areas students are weakest in is analyzing primary sources. In order to graduate from high
schools, students must pass one of these tests.
Identification of Goals:
Using the Primary Source Identification process, learners will be able to identify
the various types of primary sources. Learners will be able to analyze primary source documents.
Learners will be able to evaluate primary source documents.
Learners will be able to synthesize information gleaned from primary sourcedocuments.
Learners will be able to create a wiki, blog or web repository.
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Running Head: INSTRUCTIONAL DESIGN
Learner Analysis
Introduction/Group Characteristics
Alcovy High School is a 9-12 school located in Covington, Georgia. According to the Georgia
Department of Education, the school currently serves a student population of 2000: Asian: 3%
Black: 51%
Hispanic: 4%
White: 42%
Multiracial: 3%
Students with Disabilities: 13%
English Language Learners: 1%
Free/Reduced Lunch: 60%
The school is divided into a 9th Grade Academy on one side of the building and grades 10-12 on
the other. The 9th Grade Academy has two goals: to foster academic achievement and toencourage positive social interaction that will help students transition from middle school to high
school.
The primary audience is composed of teachers, supportive personnel that provide direct
instruction and students. The students are composed of both male and female, ages 13-18 that areenrolled in the American Government course. Information for this Instructional Design was
gathered using a combination of interviewing (teachers and supportive personal) and surveying
using the survey tool, Survey Monkey, as well as accessing school records.
Entry Characteristics:
Prerequisite Skills:
Most of the learners have heard of primary source documents.
Most of the learners have looked at primary source documents.
A few of the learners know how to access primary source documents.
Most learners have no experience analyzing, synthesizing or evaluating primary sourcedocuments.
Prior Experience:
Although many learners have looked at primary source documents in the past, few, if
any, have not analyzed, synthesized or evaluated the documents.
Common errors made by novice learners:
Confusing primary source documents with secondary source documents and tertiarysource documents.
Not properly citing primary source documents when paraphrasing or quoting.
Confusing analysis and evaluation of primary source documents.
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Running Head: INSTRUCTIONAL DESIGN
Not taking into account how authors' perspectives or intentions shape theirrepresentations.
Learners often interpret primary sources uncritically, often taking the text as fact or atface value.
Common Misconceptions:
Primary sources are more credible than secondary and tertiary sources.
Attitudes toward Content and Academic Motivation
According to Shaughnessy and Haladyna, most students find Social Studies to be one of the least
interesting, most irrelevant subjects in school. As most of the learners have not been exposed to
primary source documents for an extended period of time, they have not developed a negative
perception of the content. Learners will be given a student survey using Survey Monkey to
determine academic motivation.
Educational Ability Levels
There are approximately 620 learners in the 9th
Grade Academy of varying educational
ability levels. The total school population is 2000, with 13% being Students with Disabilities and1% being English Language Learners. Although students are not required to take a standardized
test in 9th
Grade, they will be required to do so in 11th
and 12th
grade in order to graduate from
high school.
The social studies CRCT data from the two feeder middle schools, Veterans MemorialMiddle School and Liberty Middle School, was analyzed to determine the educational levels of
incoming ninth graders. According the Georgia Department of Education, at Liberty MiddleSchool there were 997 total students, with 310 being in the 8th
Grade. Any score below 800, does
not meet the standard, 800-849 meets the standard, and 850+ exceeds the standard. Thefollowing abbreviations were used: SWD-Students with Disabilities, ELL-English Language
Learner, ED-Economically Disadvantaged.
LMS: 305 total 8th
grade students were
tested
30% Did Not Meet Standard
50% Met the Standard
20% Exceeded the Standard
LMS-SWD: 46 SWD were tested
67% Did Not Meet Standard
30% Met the Standard
2% Exceeded the Standard
LMS-ELL: Total of 17 in the school
Too few students were tested
LMS-ED: 221 were tested
35% Did Not Meet Standard
50% Met the Standard
14% Exceeded the Standard
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Running Head: INSTRUCTIONAL DESIGN
At VMMS there are a total of 803 students with 309 being in the 8th
grade.
VMMS: total of 285 tested
36 % Did Not Meet Standard 52% Met the Standard
12% Exceeded the Standard
VMMS-SWD: 35 students tested
66% Did Not Meet Standard
34% Met the Standard
VMMS-ED: 176 students were tested
38% Did Not Meet Standard
51% Met the Standard
11% Exceeded the Standard
Based on the data from both middle schools the majority of incoming 9th
grade students aremeeting or exceeding the standards. This means they are on grade level for social studies.
General Learning Preferences
The learners expressed a preference for hands on activities. They also like games, small group
projects, and interactive activities that involve the computer or Promethean board. Thisinformation was gathered from a student survey and teacher interview.
Attitudes toward Teachers and School
High school students typically tend to be disaffected by high school in general. The teacher willbe interviewed to determine student attitudes towards teachers and school.
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Running Head: INSTRUCTIONAL DESIGN
Task Analysis
SME Experience: I, LeAmber Brooks, will serve as the SME for this instructional plan. The
SME has been teaching American Government for 5 years. She has a B.A. in Political Science,
M.A.T. in Secondary Education with a concentration in Political Science, an Ed.S. in TeacherLeadership and is currently working on a M.Ed. in School Library Media Specialist. My primaryqualification to serve as SME includes my teaching experience. I have experience with teaching
primary sources to 9th
grade students. I am required to develop and implement activities to teach
primary sources to students.
Contextual Analysis
The SME has to make sure the instruction is directly relevant to what students will be
learning so that they perceive a high utility for the information being taught.
Instructional Context
Students will be given a variety of primary sources to practice the topical analysis.
Topical Analysis
I conducted a task and procedural analysis. I thought the learning would be procedural, so I
created an outline of the steps that would be required to perform the primary source analysis.
Once I had the procedures for performing the primary source analysis, I created a topic analysisin which I included essential information about primary sources. The content structures included
facts (the definition of primary sources and types of primary sources), concepts (the purpose and
role of primary sources) and principles.
Once I developed both outlines, I integrated them into a task analysis outline. The majority ofthe topic analysis was inserted near the beginning of the outline, in order to provide background
knowledge.
1. Diaries and Journals1.1.A record, in handwritten format, with entries arranged by the date reporting on what has
happened over the course of a time period.
1.2.Types of Diaries and Journals
1.2.1. Travel1.2.2. War
1.2.3.
Dream
1.2.4. Personal
2. Government Documents2.1.Direct evidence of government activities
2.2.Types of Government Documents
2.2.1. Official text of laws2.2.2. Regulations and treaties
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Running Head: INSTRUCTIONAL DESIGN
2.2.3. Census data
2.2.4. Government expenditures and finances
3. Visual Materials3.1.Any source in which images, instead of or in conjunction with words and/or sounds are
used to convey meaning
3.2.
Types of Visual Materials3.2.1. Original Art3.2.2. Prints
3.2.3. Graphic Arts
3.2.4. Photographs3.2.5. Film and Video
4. Serials and Books
4.1.Publication that is/was published in ongoing installments.
4.2.Types of Serials4.2.1. Magazines
4.2.2. Newspapers
4.2.3.
Scholarly Journal4.3.
A written or printed work consisting of pages glued or sewn together along one side and
bound in covers.
4.4.Types of Primary Source Books
4.4.1. Memoirs4.4.2. Autobiographies
5. Identify the source
5.1What is the source?5.2Who created it?
5.3When was it written?
6. Contextualize the source
6.1What do you know about the context of the source?6.2
What do I know about how the creator of the source fits into the historical context?
6.3Why did the person who created it do so?
7. Explore the source7.1What factual information is covered?
7.2What opinions are related?
7.3What is implied or unintentionally conveyed?7.4What is not said in the source?
7.5What is surprising or interesting?
7.6What did I not understand?
8. Analyze the source8.1How does the creator of the source make their point?
8.2
How is the world described in the source different from my world?
8.3How might others have reacted to the source at the time period it was created?
9. Evaluate the source9.1How does the source compare to other primary sources?
9.2How does this source compare to secondary source accounts?
9.3What do you believe or disbelieve from the source?9.4What do you still not know?
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Running Head: INSTRUCTIONAL DESIGN
Task Diagram: How to determine
if a document is a primary source
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Running Head: INSTRUCTIONAL DESIGN
Instructional Objectives
Terminal Objective 1:The learners will correctly explain the purpose and role of primary sources.
Enabling Objectives:1a. Explain the importance of primary sources in American Government.1b. Explain the use of primary sources.
Terminal Objective 2:The learners will correctly identify essential information about primary sources in 3 out of 4
trials.
Enabling Objectives:2a. Define primary sources.
2b. Differentiate between the different types of primary sources.
2c. Curate content regarding selected topic.
Terminal Objective 3:
The learners will correctly identify the steps in the primary source process 3 out of 4 trials.
Enabling Objectives:
3a. Define analysis and evaluation.
3b. Create nonlinguistic representations.3c. List the steps in the process.
Terminal Objective 4:
The learners will correctly demonstrate the process of using primary sources in 3 out 4 trials.
Enabling Objectives:
4a. The learner will practice analyzing primary sources.4b. The learner will practice evaluating primary sources.
Terminal Objective 5:The learners will correctly create a web repository account using Weebly, Google Sites or Wix
or a blog to store completed resources throughout the course.
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Running Head: INSTRUCTIONAL DESIGN
Classification of Instructional Objectives
Recall Application
Content 2a, 3, 3a,3c 2c, 3b
Fact 2Concept 1, 1a, 1b
Principles 2b
Procedure 4, 4a, 4b, 5
Interpersonal
Attitude
Relationship between objectives and Georgia Performance Standards and Technology
Standards
Instructional Objectives Georgia Performance Standards/ISTE
1 SSCG1 a. Analyze key ideas of limited government and the
rule of law as seen in the Magna Carta, the Petition of Rights,and the English Bill of Rights.
1a
1b
2 SSCG1 b. Analyze the writings of Hobbes (Leviathan), Locke(Second Treatise on Government), and Montesquieu (The Spirit
of Laws) as they affect our concept of government
SSCG2 The student will analyze the natural rights philosophyand the nature of government expressed in the Declaration of
Independence.
2a
2b
2c ISTE 3. Research and Information FluencyStudents apply digital tools to gather, evaluate,and use information.
b. Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and mediac. Evaluate and select information sources and digital
tools based on the appropriateness to specific tasks
3 SSCG1 b. Analyze the writings of Hobbes (Leviathan), Locke
(Second Treatise on Government), and Montesquieu (The Spirit
of Laws) as they affect our concept of government.
3a
3b ISTE 1. Creativity and Innovation
Students demonstrate creative thinking, constructknowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas,products, or processes
3c SSCG1b. Analyze the writings of Hobbes (Leviathan), Locke
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Running Head: INSTRUCTIONAL DESIGN
(Second Treatise on Government), and Montesquieu (The Spirit
of Laws) as they affect our concept of government.
4 SSCG1b. Analyze the writings of Hobbes (Leviathan), Locke
(Second Treatise on Government), and Montesquieu (The Spiritof Laws) as they affect our concept of government.
SSCG2 b. Evaluate the Declaration of Independence as apersuasive argument.
4a
4b
5 ISTE 1: Creativity and InnovationStudents demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal
or group expression
ISTE 3: Research and Information FluencyStudents apply digital tools to gather, evaluate,
and use information.a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and media
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Running Head: INSTRUCTIONAL DESIGN
Development of Assessments
Lesson 1: Web Repository
Objective 5: The learners will correctly create a web repository account using Weebly, Google
Sites or Wix or a blog to store completed resources throughout the course.
Assessment: After lesson 1, students post the link to their web repositories. Each site will be
looked at to make sure it meets the criteria. The web repository must be updated throughout the
course. A checklist is provided at the beginning of the unit and the web repositories will also bechecked at the end of the lesson using the rubric provided below.
UDL Principles: The web repository will differentiated by multiple means of representation,
specifically, media. Students will be given a screenshot of each step of the instructions to createthe web repository.
Lesson 2: An Introduction to Primary Sources.
Objective 1: The learners will correctly explain the purpose and role of primary sources.
1a: Explain the importance of primary sources in American Government.
1b: Explain the use of primary sources.
Assessment: Students will answer 3 checkpoint questions at the end of lesson 2.
UDL Principles: The checkpoint questions will be differentiated by multiple means of
expression. Students needed differentiation will be have the questions read to them using
VoiceThread and students will be able to answer the questions orally instead of writing the
answers.
Lesson 3: What are the different types of primary sources?
Objective 2: The learners will correctly identify essential information about primary sources in 3
out of 4 trials.
2a. Define primary sources.2b. Differentiate between the different types of primary sources.
2c. Curate content regarding selected topic.
Assessments: At the end of lesson three, students will have 3 checkpoint questions to answer.The content curation assignment during the lesson is also serves as an assessment. A rubric is
provided below.
UDL Principles: Multiple means of representation will be offered for students needingdifferentiation for the checkpoint questions. Students will be asked the questions orally using
VoiceThread and students may respond orally. Multiple means of engagement is the
differentiation offered. Students will be able to choose the content (videos, audio, blogs, wikis,pictures, websites, etc.) that best represent their chosen topic.
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Running Head: INSTRUCTIONAL DESIGN
Lesson 4: How are primary sources used? What is the process?
Objective 3: The learners will correctly identify the steps in the primary source process in 3 out
of 4 trials.
3a. Define analysis and evaluation.3b. Create nonlinguistic representations.
3c. List the steps in the process.
Assessment: Students will take a written quiz over primary sources.
UDL Principles: Multiple means of expression is the differentiation used. Those students that are
unable to complete the 20 question quiz will have an alternate quiz with only 10 questions.
Lesson 5: Using and Synthesizing Primary Sources
Objective 4: The learners will correctly demonstrate the process of using primary sources in 3out 4 trials.
Assessment: Students will take a summative assessment over the entire primary source unit.Students will practice using the primary source process correctly in 3 out of 4 trials.
UDL Principles: Multiple means are expression. For those students unable to complete on this
document, they will have the option to complete using VoiceThread. Instead of typing theiranswers, students will be able to answer each question orally. The link for the VoiceThread
Differentiated Summative Assessment is as follows:https://voicethread.com/share/4747949/.
Assessments
Lesson 1: Web Repository Checklist
Yes No
1. Student created website using Wix, Weebly or Google Sites.2. Student chose an appropriate, professional template.
3. Student set up a table of contents.
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Running Head: INSTRUCTIONAL DESIGN
Lesson 1: Rubric
Lesson 2 Checkpoint Questions:
1. The purpose of using primary sources is ____________________________.2. Explain the importance of using primary sources.
Lesson 2 Differentiated Checkpoint Questions:
The questions will be read to the students and students will respond orally using VoiceThread
using the link:https://voicethread.com/share/4749727//
Lesson 3 Checkpoint Questions:
1
Unsatisfactory
2
Satisfactory
3
Target
Essentials Essentials of
Assignmentnot met.
Module Activities
sections
not updated.
Essentials of
Assignment met.Almost all elements of
assignment included.
Most Module Activities
sections updated.
Essential of
Assignmentmet.
All
elements of assignment
included
Module Activities
sections
updated after each
lesson.
Lesson Activities Includes less than the
required activities as
set
forth in each
module
activity.
Includes exactly the
required
activities as set forth in
each
module activity.
Consistently exceeds
the
requirements as set
forth in each
module activity
.
Grammar Numerous
grammatical,
spelling, or
punctuation
errors.
Minor grammatical,
spelling, or
punctuation errors.
No grammatical,
spelling, or
punctuation errors.
Creativity/Effort Meets
the minimum
requirements of the
assignment.
Shows evidence of
originality
and inventiveness.
Web Site
exceeds the minimum
requirements of
assignment
Shows significant
evidence of
originality and
inventiveness and
goes
significantly
beyond what is
required and includeselements
not included in the
Essentials of
the Assignment.
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Running Head: INSTRUCTIONAL DESIGN
1. There are __________categories of primary sources.
2. The definition of primary sources is ___________________________________.3. Some examples of primary sources includes:
______________________________________________.
Lesson 3 Differentiated Checkpoint Questions:
The questions will be read to the students and students will respond orally using VoiceThread
using the link:https://voicethread.com/share/4749731/.
Lesson 3 Content Curation Instructions and Rubric:
Directions: Using any of the content curation tools listed, students will create a contentfocused set of resources. Students must select a minimum 6 high quality web resources and
curate them using the tools selected. Each resource must be annotated. Students need to make
sure each link works. Curation resources will be shared with the class. One group member isresponsible for posting a link to the curation resources in a discussion posting. Each student
is required to look at different groups resources and write a reflection. The reflection should
be no more than one page long. Audio instructions:https://voicethread.com/share/4724556/.
Unsatisfactory
0
Satisfactory
1
Target
2
Essentials Many duplicatewebsites included.
One or more linksdoes not work.
Reflection haserrors in
spellings/grammar/APA style.
One duplicatewebsite included.
Reflection hasminimal errors in
spelling/grammar/APA style.
No duplicatewebsites.
Reflection isprofessionally
presented with noerrors in
spelling/grammar/
APA style.
Curated
Resources No theme or focus
has been developed. Theme or focus
has been developed
but some resourcesdo not support the
theme.
Theme or focus isclearly presented
and resources arehigh quality.
Annotations Annotations aremissing/incomplete.
Annotations arecomplete but some
simply provide acontent summary.
Annotations aredescriptive and
qualitative.
Reflection Reflection isincomplete/unclear.
Reflection iscomplete.
Implications forclassroom use are
not clearly
described.
The reflection isthoughtfully and
clearly presented,including
implications for
classroom use.
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Running Head: INSTRUCTIONAL DESIGN
Lesson 4 Quiz
1) Define primary source.
2) What is the purpose of primary sources?
If the item is a primary source, place a P next to it. If it is not, leave it blank._____1. A postcard written by the President to his wife.
_____2. A journal written during the Civil War by a soldier.
_____3. A biography of Martin Luther King Jr._____4. A photograph from an archive viewed digitally over the internet.
_____5. A newspaper article in last weeks Daily Times about the Pueblo Revolt.
_____6. An interview with a professor who is an expert on Albert Einstein.
_____7. An audio recording of an interview done with Albert Einstein himself._____8. Jane Goodalls field notes of chimpanzees in Africa.
_____9. A map drawn by someone on Christopher Columbuss first voyage, viewed in a
museum._____10. A recipe card from Julia Childs personal library.
_____11. The original script of the first television show.
_____12. Lyrics to the The Star Spangled Banner typed on a web page.
_____13. An encyclopedia article._____14. 1929 New York Times article about the Stock Market Crash.
_____15. Elvis Presleys birth certificate.
_____16. A photograph on the Library of Congress website._____17. The pamphlet Common Sense, written by Thomas Paine.
_____18. An encyclopedia article on the Second Continental Congress.
_____19. A journal written by a member of the Second Continental Congress.
_____20. The actual Declaration of Independence in a museum.
Lesson 4 Differentiated Quiz
_____1. A postcard written by the President to his wife.
_____2. A biography of Martin Luther King Jr.
_____3. A photograph from an archive viewed digitally over the internet._____4. A newspaper article in last weeks Daily Times about the Pueblo Revolt.
_____5.An interview with a professor who is an expert on Albert Einstein.
_____6. A recipe card from Julia Childs personal library.
_____7.An audio recording of an interview done with Albert Einstein himself._____8. An encyclopedia article on the Second Continental Congress.
_____9. A journal written by a member of the Second Continental Congress.
_____10. The actual Declaration of Independence in a museum.
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Lesson 5: Summative Assessment
Students will complete the primary source process on four primary sources: Join or Die politicalcartoon by Benjamin Franklin, Remember the Ladies by Abigail Adams, Common Sense by
Thomas Paine and Thoughts on Government by John Adams. Students will be given a list of
questions that should be answered for all documents. No answer key is provided becauseanswers may vary.
Join or Die Political Cartoon
Abigail Adams Remember the Ladies
http://www.pbs.org/wgbh/amex/adams/filmmore/ps_ladies.html
Thomas Paines Common Sense
http://www.pbs.org/wgbh/amex/adams/filmmore/ps_common.html
John Adamss Thoughts on Government
http://www.pbs.org/wgbh/amex/adams/filmmore/ps_thoughts.html
Questions for summative assessment:
1. What is the source? __________________________________________2. Who created it? _____________________________________________
3. When was it written? _________________________________________
4. What do you know about the context of the source?________________________________________________________________
5. What do I know about how the creator of the source fits into the historical
context?_________________________________________________________6. Why did the person who created it do so? ________________________
http://www.pbs.org/wgbh/amex/adams/filmmore/ps_ladies.htmlhttp://www.pbs.org/wgbh/amex/adams/filmmore/ps_ladies.htmlhttp://www.pbs.org/wgbh/amex/adams/filmmore/ps_common.htmlhttp://www.pbs.org/wgbh/amex/adams/filmmore/ps_common.htmlhttp://www.pbs.org/wgbh/amex/adams/filmmore/ps_thoughts.htmlhttp://www.pbs.org/wgbh/amex/adams/filmmore/ps_thoughts.htmlhttp://www.pbs.org/wgbh/amex/adams/filmmore/ps_thoughts.htmlhttp://www.pbs.org/wgbh/amex/adams/filmmore/ps_common.htmlhttp://www.pbs.org/wgbh/amex/adams/filmmore/ps_ladies.html -
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Running Head: INSTRUCTIONAL DESIGN
7. What factual information is covered? ____________________________
8. What opinions are related? ____________________________________
9. What is implied or unintentionally conveyed? _____________________10. What is not said in the source? __________________________________
11. What is surprising or interesting? _______________________________
12. What did I not understand? ____________________________________13. How does the creator of the source make their point?________________________________________________________________
14. How is the world described in the source different from my world?
________________________________________________________________15. How might others have reacted to the source at the time period it was created?
____________________________________________________________________
16. How does the source compare to other primary sources?
___________________________________________________________________17. How does this source compare to secondary source accounts?
____________________________________________________________________
18. What do you believe or disbelieve from the source?____________________________________________________________________
19. What do you still not know?
____________________________________________________________________
Lesson 5 Differentiated Summative Assessment:
The questions will be read to the students and students will respond orally using VoiceThread
using the link:https://voicethread.com/share/4747949/.
Assessment Answer Keys
Lesson 2 Checkpoint Questions:
1. The purpose of using primary sources is toprovide a glimpse into a time period through
the eyes of someone who lived during that time period.
2. Explain the importance of using primary sources.
Primary sources provide a window into the past. It can give people a very real sense of
what it was like to be alive during that time period.
Lesson 3 Checkpoint Questions:
1. There are ___4_______categories of primary sources.
2. The definition of primary sources is a document or physical object which was written orcreated during the time under study.
3. Some examples of primary sources include:pictures, journals, newspaper articles,
photographs, government documents.
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Running Head: INSTRUCTIONAL DESIGN
Lesson 4 Quiz:
1) Define primary source.A primary source is a document, speech, or other sort of evidence written, created or otherwise
produced during the time under study.
2) What is the purpose of primary sources?Primary sources provide a window into the pastunfiltered access to the record of artistic,
social, scientific and political thought and achievement during the specific period under study,
produced by people who lived during that period.If the item is a primary source, place a P next to it. If it is not, put NA.
___P__1. A postcard written by the President to his wife.
___P_ 2. A journal written during the Civil War by a soldier.NA 3. A biography of Martin Luther King Jr.
___P__4. A photograph from an archive viewed digitally over the internet.
_P____5. A newspaper article in last weeks Daily Times about the Pueblo Revolt.___NA__6. An interview with a professor who is an expert on Albert Einstein.
__P___7. An audio recording of an interview done with Albert Einstein himself.
___P__8. Jane Goodalls field notes of chimpanzees in Africa.
__P_ 9. A map drawn by someone on Christopher Columbuss first voyage, viewed in amuseum.
___P__10. A recipe card from Julia Childs personal library.
___P 11. The original script of the first television show._NA_12. Lyrics to the The Star Spangled Banner typed on a web page.
_N_ 13. An encyclopedia article.
_P__ 14. 1929 New York Times article about the Stock Market Crash.
_P_ 15. Elvis Presleys birth certificate.__P___16. A photograph on the Library of Congress website.
___P__17. The pamphlet Common Sense, written by Thomas Paine.
__NA___18. An encyclopedia article on the Second Continental Congress.___P__19. A journal written by a member of the Second Continental Congress.
____P_20. The actual Declaration of Independence in a museum.
Lesson 4 Differentiated Quiz
__P___1. A postcard written by the President to his wife.
__NA___2. A biography of Martin Luther King Jr.___P__3. A photograph from an archive viewed digitally over the internet.
___P__4. A newspaper article in last weeks Daily Times about the Pueblo Revolt.
__NA__5. An interview with a professor who is an expert on Albert Einstein.
___P__6. A recipe card from Julia Childs personal library.___P__7. An audio recording of an interview done with Albert Einstein himself.
___NA__8. An encyclopedia article on the Second Continental Congress.
__P___9. A journal written by a member of the Second Continental Congress.___P__10. The actual Declaration of Independence in a museum.
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Running Head: INSTRUCTIONAL DESIGN
Lesson 5: Summative Assessment
No answer key provided because answers may significantly vary.
Assessment Alignment
Goals Objectives Assessments UDL
Lesson 1:Blogs, Web
Repository, Wikis
Brainstorm using Listlyand read the article for the
discussion posting,
Create a wiki, blog or
web repository.
5. To set up a web
repository account usingWeebly, Google Sites orWix or a blog to storecompleted resources
throughout the course.
Web repository
checklist
Multiple means of
representation.
Lesson 1:Graphic
Organizer: Blogs, WebRepository and Wikis
Graphic organizer based onarticle.
Discussion posting.
Lesson 2: KWL Graphic
Organizer
KWL Chart on theimportance of primary
sources.Read the article and watch
vide to prepare for class
discussion posting
Identify various primarysources.
1a: Explain theimportance of primary
sources in AmericanGovernment
Lesson 2 CheckpointQuestions
Multiple means ofrepresentation.
Multiple means ofengagement.
Multiple means of
expression.
Lesson 2:Concept
Formation: Examples
and Non-examples
Concept formation
1.The learners willcorrectly explain the
purpose and role ofprimary sources.
Lesson 3: Collaborative
Pairs: Content Curation
Content curation
Analyze and evaluate
primary sourcedocuments.
2c. To curate content
regarding selected topic
Content curation rubric
and lesson 3 checkpointquestions
Lesson 3: Online journal
entry
Online journal entryposting
Synthesize informationgleaned from primary
source documents.
2: The learners willcorrectly identify
essential informationabout primary sources in3 out of 4 trials.2a. Define primarysources.
2b. To differentiatebetween the differenttypes of primary sources.
lesson 3 checkpointquestions
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Running Head: INSTRUCTIONAL DESIGN
Lesson 4: Non-linguistic
Representation
Create comic/film strip andnon-linguistic
representations.
Analyze and evaluateprimary source
documents.
3b. Create nonlinguisticrepresentations.
Quiz
Lesson 5:Advanced
Organizer-Examples
4. The learners will
demonstrate the processof using primary sources
Lesson 5: Interactive
Poster
Create interactive posterwith audio and video. Postto web repository, blog, or
wiki.
Synthesize informationgleaned from primarysource documents.
4. The learners willdemonstrate the processof using primary sources
Summative test over theunit.
Multiple means ofaction andexpression.
Multiple means ofengagement
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Running Head: INSTRUCTIONAL DESIGN
Content Sequencing
Sequencing Description Objective
1 The learners will correctly create a web repository account using
Weebly, Google Sites or Wix or a blog to store completed resourcesthroughout the course.
5
2 The learners will correctly explain the purpose and role of primary
sources.
1
3 The learners will correctly identify essential information aboutprimary sources in 3 out of 4 trials.
2
4 The learners will correctly identify the steps in the primary sourceprocess in 3 out of 4 trials.
3
5 The learners will correctly demonstrate the process of using primarysources in 3 out 4 trials.
4
This sequence builds on content in the learner-related sequencing. Learner related sequencing
was chosen because it is the same order that a teacher would proceed with while teaching thelesson. Prerequisites would be taught first; when the learner has mastered that, familiar content
would be taught followed by the introduction of new material. Research suggests learner-related
sequencing is most effective with novice learners.
Lesson 1: Web RepositoryObjective 5: The learners will correctly create a web repository account using Weebly, Google
Sites or Wix or a blog to store completed resources throughout the course.
Initial Presentation: Students will brainstorm characteristics of web repositories and blogs andcreate a list usingListly.Next, students will read,Use blogs and wikis to share informationto
prepare for the class discussion posting (Morrison, Ross, Kalman, & Kemp, 2013). UniversalDesign for Learning 3.1 states that teachers should provide/build background knowledge. This is
accomplished in this activity by brainstorming, making lists, sharing and discussing as a class.
For those students needing differentiation, they will be provided with an audio summary of thearticle.
Generative Presentation: Students complete the Blogs, Wikis and Web Repositories graphicorganizer based on information found in the article. Students will compare their answers in a
brief large group discussion posting. This document was created by the SME and is in writeable
PDF form (Morrison et al, 2013).
Lesson 2: An Introduction to Primary SourcesObjective 1: The learners will correctly explain the purpose and role of primary sources.
1a: Explain the importance of primary sources in American Government.
1b: Explain the use of primary sources.
http://www.listy.us/http://www.listy.us/http://www.listy.us/http://office.microsoft.com/en-us/sharepoint-server-help/use-blogs-or-wikis-to-share-information-HA010237579.aspxhttp://office.microsoft.com/en-us/sharepoint-server-help/use-blogs-or-wikis-to-share-information-HA010237579.aspxhttp://office.microsoft.com/en-us/sharepoint-server-help/use-blogs-or-wikis-to-share-information-HA010237579.aspxhttp://office.microsoft.com/en-us/sharepoint-server-help/use-blogs-or-wikis-to-share-information-HA010237579.aspxhttp://www.listy.us/ -
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Running Head: INSTRUCTIONAL DESIGN
Initial Presentation: Have students complete an onlineKWL Charton the importance of
primary sources in American Government, the use of primary sources fromLeviathan, Spirit of
Laws, and Second Treatise on Governmentand
The Declaration of Independenceand the purpose of primary sources (Szabo, 2006). Students
will then read the article,Why Use Primary Sources? and watch the videoWhat are Primary
Sources?to prepare for the online discussion. For students needing differentiation, a shortsummary of the article will be provided.
Generative Strategy: Students will complete the concept formation activity (Nair, Tay & Kon,
2013). Students will be given a list of concepts in regards to primary sources and the origins ofgovernment (Magna Carta, English Bill of Rights and Petition of Rights). Students will put a
check next to those items that are examples of the concept and a minus next to non-examples.
For students needing differentiation an exemplar will be provided as well as instructions written
on varying reading levels.
Lesson 3: What are the different types of primary sources?
Objective 2: The learners will correctly identify essential information about primary sources in 3
out of 4 trials.
2a. Define primary sources.
2b. Differentiate between the different types of primary sources.2c. Curate content regarding selected topic.
Initial Presentation: Students will write in an online journal entry on how they may have usedprimary sources usingListly.Those students who are unable to type an online journal entry may
utilize,Animoto.This website helps create videos that can take the place of journal entries
(Morrison et al, 2013).
Generative Presentation: Students will break off into small groups (2- 3 students) and create a
curation tool using eitherListlyorScoop It. Students will be able to choose their own groups
(Slavin, 2012). Each student will be responsible for gathering and adding content about primary
sources to the curation tool. Students must select a minimum 6 high quality web resources and
curate them using the tools selected Resources can include videos, websites, examples, activities,
etc. Each resource must be annotated. Students need to make sure each link works. Students must
choose from the following topics: English Documents (Magna Carta, Petition of Right, English
Bill of Rights), Political Philosophers (John Locke, Thomas Hobbes and Baron de Montesquieu)
or The Declaration of Independence. Curation resources will be shared with the class. One group
member is responsible for posting a link to the curation resources in a discussion posting. Eachstudent is required to look at different groupsresources and write a reflection. Universal Design
for Learning 5.1 states students should be offered multiple means of media communication. The
online curation tools serve this purpose. A video will be made to provide students with an
alternative form of the instructions. Audio instructions are found by using the following link:
https://voicethread.com/share/4724556/.
http://www.readwritethink.org/files/resources/interactives/kwl_creator/http://www.readwritethink.org/files/resources/interactives/kwl_creator/http://www.readwritethink.org/files/resources/interactives/kwl_creator/http://www.loc.gov/teachers/usingprimarysources/whyuse.htmlhttp://www.loc.gov/teachers/usingprimarysources/whyuse.htmlhttp://www.youtube.com/watch?v=g0plq2E9ZjQhttp://www.youtube.com/watch?v=g0plq2E9ZjQhttp://www.youtube.com/watch?v=g0plq2E9ZjQhttp://www.youtube.com/watch?v=g0plq2E9ZjQhttp://www.listy.us/http://www.listy.us/http://www.listy.us/http://animoto.com/http://animoto.com/http://animoto.com/http://list.ly/http://list.ly/http://list.ly/http://www.scoop.it/http://www.scoop.it/http://www.scoop.it/https://voicethread.com/share/4724556/https://voicethread.com/share/4724556/https://voicethread.com/share/4724556/http://www.scoop.it/http://list.ly/http://animoto.com/http://www.listy.us/http://www.youtube.com/watch?v=g0plq2E9ZjQhttp://www.youtube.com/watch?v=g0plq2E9ZjQhttp://www.loc.gov/teachers/usingprimarysources/whyuse.htmlhttp://www.readwritethink.org/files/resources/interactives/kwl_creator/ -
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Running Head: INSTRUCTIONAL DESIGN
Lesson 4: How are Primary Sources Used? What is the process?
Objective 3: The learners will correctly identify the steps in the primary source process in 3 out
of 4 trials.
3a. Define analysis and evaluation.
3b. Create nonlinguistic representations.
3c. List the steps in the process.
Initial Presentation:Students will create nonlinguistic representations of primary sources using
Smile Box.Universal Design for Learning 5.1states one concept of differentiation is to use
multiple means of communication. Making a scrapbook is a medium of communication that willdevelop composition skills and allow students to communicate their ideas through images
(Ainsworth, 1999).
Generative Strategy:Students will create a comic strip or film strip using Toondoo.The comic
strip must reference the Declaration of Independence,Leviathan, The Second Treatise on
Government or The Spirit of Laws. The comic strip/film strip will detail the steps in the process
of using primary sources (Anglin, Yaez & Cunningham, 2004). Universal Design for Learning5.1 states one concept of differentiation is to use multiple means of communication. With
ToonDoo, students can share their comics with each other for collaboration on projects or
feedback.
Lesson 5: Using and Synthesizing Primary Sources
Objective 4: The learners will correctly demonstrate the process of using primary sources in 3out 4 trials.
4a. The learner will practice analyzing primary sources.
4b. The learner will practice evaluating primary sources.
Initial Presentation: Students will be directed to examine several examples of the assignment
that will be completed (Atkinson & Renkl, 2007). Examples will be located in LiveBinder.Audio instructions for students with reading difficulties will be provided.
Generative Strategy: Students will create an interactive poster using Glogster. Students will
locate a primary source aboutLeviathan, The Second Treatise on Government, The Spirit ofLaws or the Declaration of Independence, and then videotape themselves completing the
primary source process. The video must be videotaped using VoiceThread. VoiceThread has
embedded options for communication. Comments can be expressed through writing, verbally,
and/or with a drawing tool. The video and audio must be embedded into Glogster. A writtenversion answering the process questions must be embedded also (Morrison et al, 2013). All of
these items must be posted in the Web Repository as well. Students will post the link for
Glogster in a discussion posting for other students to view. For students needing differentiation,
http://www.smilebox.com/scrapbooks.htmlhttp://www.smilebox.com/scrapbooks.htmlhttp://www.toondoo.com/http://www.toondoo.com/http://www.toondoo.com/http://www.smilebox.com/scrapbooks.html -
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Running Head: INSTRUCTIONAL DESIGN
the online tools listed above allows students with reading and writing difficulties to complete the
activity.
References
Lesson 1 Resources
Morrison, G. R., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction (7thed.). Hoboken, N.J.: Wiley ;.
Lesson 2 Resources
Szabo, S. (2006). Kwhhl: A student driven evolution of the kwl.American Secondary Education,
34(3), 57-67.
Nair, S., Tay, L., & Koh, J. (2013). Students motivation and teachers teaching practices
towards the use of blogs for writing of online journals.Educational Media International,
50(2), 108-119. doi:10.1080/09523987.2013.795351
Lesson 3 Resources
Morrison, G. R., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction (7thed.). Hoboken, N.J.: Wiley ;.
Slavin, R.E. (2012). Classroom applications of cooperative learning.In APA educationalpsychology handbook: Vol. 3. Application to teaching and learning. (pp359-378):
Washington, DC: American Psychological Association.
Lesson 4 Resources
Ainsworth, S. (1999). The functions of multiple representations. Computers and Education, 33,131-152.
Anglin, G.J., Vaez, H.,& Cunningham, K.L. (2004). Visual representations and learning: The
role of static and animated graphics. In D. Jonassen (Ed.),Handbook of research for
educationalcommunication and technology(2nd
ed.,). New York: Macmillian Library
Reference USA.
Lesson 5 Resources
Atkinson,R.K., & Renkl, A. (2007). Interactive example-based learning environments: Usinginteractive elements to encourage effective processing of worked examples.EducationalPsychology Review, 19.
Morrison, G. R., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction (7th
ed.). Hoboken, N.J.: Wiley ;.
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Running Head: INSTRUCTIONAL DESIGN
Design of Instruction
Goals Objectives Assessments UDL
Lesson 1:Blogs, Web
Repository, Wikis
Brainstorm using Listly
and read the article for thediscussion posting,
Create a wiki, blog orweb repository.
5. To set up a webrepository account usingWeebly, Google Sites orWix or a blog to store
completed resourcesthroughout the course.
Web repositorychecklist
Multiple means ofrepresentation.
Lesson 1:Graphic
Organizer: Blogs, Web
Repository and Wikis
Graphic organizer based onarticle.
Discussion posting.
Lesson 2: KWL GraphicOrganizer
KWL Chart on theimportance of primary
sources.Read the article and watch
vide to prepare for classdiscussion posting
Identify various primarysources.
1a: Explain theimportance of primarysources in AmericanGovernment
Lesson 2 CheckpointQuestions
Multiple means ofrepresentation.
Multiple means of
engagement.
Multiple means ofexpression.
Lesson 2:Concept
Formation: Examples
and Non-examples
Concept formation
1. The learners will
correctly explain thepurpose and role ofprimary sources.
Lesson 3: Collaborative
Pairs: Content Curation
Content curation
Analyze and evaluateprimary sourcedocuments.
2c. To curate contentregarding selected topic
Content curation rubricand lesson 3 checkpointquestions
Lesson 3: Online journal
entry
Online journal entryposting
Synthesize informationgleaned from primarysource documents.
2: The learners willcorrectly identifyessential information
about primary sources in3 out of 4 trials.2a. Define primarysources.
2b. To differentiatebetween the differenttypes of primary sources.
lesson 3 checkpointquestions
Lesson 4: Non-linguisticRepresentation
Create comic/film strip andnon-linguistic
representations.
Analyze and evaluateprimary sourcedocuments.
3b. Create nonlinguisticrepresentations.
Quiz
Lesson 5:Advanced
Organizer-Examples
4. The learners willdemonstrate the process
of using primary sourcesin 3 out of 4 trials.
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Running Head: INSTRUCTIONAL DESIGN
Lesson 5: Interactive
Poster
Create interactive posterwith audio and video. Postto web repository, blog, or
wiki.
Synthesize informationgleaned from primary
source documents.
4. The learners willdemonstrate the process
of using primary sourcesin 3 out of 4 trials.
Summative test over theunit.
Multiple means ofaction and
expression.
Multiple means ofengagement
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Running Head: INSTRUCTIONAL DESIGN
Plan for Formative Evaluation
The instruction will be evaluated using three surveys. The learners will receive a survey createdusing Survey Monkey. There will be a survey for students regarding the instructional design as
well as a survey for students to complete about the course instructor. The survey regarding the
course instructor was created using Adobe Forms Central. Finally, the third survey will be for anoutside subject matter expert to complete regarding the webinar. This was also completed usingSurvey Monkey.
Primary Sources Webinar Survey
Webinar Course Instructor Evaluation
Outside Subject Matter Expert Evaluation
Once the data has been collected using the online survey instruments, it will be analyzed. Bothquantitative and qualitative measures will be examined. For those Likert-style ratings,
descriptive statistics will be used. Descriptive statistics simply describe what the data shows. The
distribution, central tendency and dispersion across cases one variable at a time will be
examined.
For those open-ended questions, the comments will be examined for major themes. Then the
subject matter expert will check with respondents to validate responses, finally a table of thecomments will be provided.
As the last step in evaluation, an evaluation summary will be developed. Based on the data from
the evaluation summary, improvements will be made to the instructional design plan. Some stepsmay be taken out, others tweaked and new steps may be added.
http://www.surveymonkey.com/s/3QKBGX3http://www.surveymonkey.com/s/3QKBGX3https://adobeformscentral.com/?f=*og9DpZZ6ji6-Sh96ApDKQhttps://adobeformscentral.com/?f=*og9DpZZ6ji6-Sh96ApDKQhttp://www.surveymonkey.com/s/3Q5KYL7http://www.surveymonkey.com/s/3Q5KYL7http://www.surveymonkey.com/s/3Q5KYL7https://adobeformscentral.com/?f=*og9DpZZ6ji6-Sh96ApDKQhttp://www.surveymonkey.com/s/3QKBGX3