key assessment: instructional design lesson plan

8/10/2019 Key Assessment: Instructional Design Lesson Plan

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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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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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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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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




LMS-ELL: Total of 17 in the school

Too few students were tested

LMS-ED: 221 were tested





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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


VMMS-SWD: 35 students tested



VMMS-ED: 176 students were tested




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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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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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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Task Diagram: How to determine

if a document is a primary source


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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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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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(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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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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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.
https://voicethread.com/share/4747949/https://voicethread.com/share/4747949/https://voicethread.com/share/4747949/https://voicethread.com/share/4747949/


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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//


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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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:


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.
https://voicethread.com/share/4749731/https://voicethread.com/share/4749731/https://voicethread.com/share/4749731/https://voicethread.com/share/4724556/https://voicethread.com/share/4724556/https://voicethread.com/share/4724556/https://voicethread.com/share/4724556/https://voicethread.com/share/4749731/


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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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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:


using the link:https://voicethread.com/share/4747949/.

Assessment Answer Keys


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.


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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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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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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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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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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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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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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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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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


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 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.


27/28


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


28/28


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