Key Assessment: Instructional Design Lesson Plan

Running Head: INSTRUCTIONAL DESIGN
Key Assessment 2: Instructional Design Project

Analyzing Primary Sources in American Government

LeAmber Brooks

Georgia Southern University


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 9
th

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 of
incorporating 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 with
analyzing, 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 released
End 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 source
documents.
Learners will be able to create a wiki, blog or web repository.


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 to
encourage 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 are
enrolled 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 source
documents.

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 tertiary
source documents.
Not properly citing primary source documents when paraphrasing or quoting.
Confusing analysis and evaluation of primary source documents.

Not taking into account how authors' perspectives or intentions shape their
representations.
Learners often interpret primary sources uncritically, often taking the text as fact or at
face 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 9
th
Grade Academy of varying educational
ability levels. The total school population is 2000, with 13% being Students with Disabilities and
1% being English Language Learners. Although students are not required to take a standardized
test in 9
th
Grade, they will be required to do so in 11
th
and 12
th
grade in order to graduate from
high school.
The social studies CRCT data from the two feeder middle schools, Veterans Memorial
Middle School and Liberty Middle School, was analyzed to determine the educational levels of
incoming ninth graders. According the Georgia Department of Education, at Liberty Middle
School there were 997 total students, with 310 being in the 8
th
Grade. Any score below 800, does
not meet the standard, 800-849 meets the standard, and 850+ exceeds the standard. The
following abbreviations were used: SWD-Students with Disabilities, ELL-English Language
Learner, ED-Economically Disadvantaged.

LMS: 305 total 8
th
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


At VMMS there are a total of 803 students with 309 being in the 8
th
grade.

VMMS: total of 285 tested
36 % Did Not Meet Standard

VMMS-SWD: 35 students tested

VMMS-ED: 176 students were tested

Based on the data from both middle schools the majority of incoming 9
th
grade students are
meeting 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. This
information 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 will
be interviewed to determine student attitudes towards teachers and school.


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 Teacher
Leadership and is currently working on a M.Ed. in School Library Media Specialist. My primary
qualification to serve as SME includes my teaching experience. I have experience with teaching
primary sources to 9
th
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 analysis
in 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 of
the topic analysis was inserted near the beginning of the outline, in order to provide background
knowledge.

1. Diaries and Journals
1.1. 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. Travel
1.2.2. War
1.2.3. Dream
1.2.4. Personal
2. Government Documents
2.1. Direct evidence of government activities
2.2. Types of Government Documents
2.2.1. Official text of laws
2.2.2. Regulations and treaties

2.2.3. Census data
2.2.4. Government expenditures and finances
3. Visual Materials
3.1. 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 Materials
3.2.1. Original Art
3.2.2. Prints
3.2.3. Graphic Arts
3.2.4. Photographs
3.2.5. Film and Video
4. Serials and Books
4.1. Publication that is/was published in ongoing installments.
4.2. Types of Serials
4.2.1. Magazines
4.2.2. Newspapers
4.2.3. Scholarly Journal
4.3. 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. Memoirs
4.4.2. Autobiographies
5. Identify the source
5.1 What is the source?
5.2 Who created it?
5.3 When was it written?
6. Contextualize the source
6.1 What 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?
6.3 Why did the person who created it do so?
7. Explore the source
7.1 What factual information is covered?
7.2 What opinions are related?
7.3 What is implied or unintentionally conveyed?
7.4 What is not said in the source?
7.5 What is surprising or interesting?
7.6 What did I not understand?
8. Analyze the source
8.1 How does the creator of the source make their point?
8.2 How is the world described in the source different from my world?
8.3 How might others have reacted to the source at the time period it was created?
9. Evaluate the source
9.1 How does the source compare to other primary sources?
9.2 How does this source compare to secondary source accounts?
9.3 What do you believe or disbelieve from the source?
9.4 What do you still not know?

Task Diagram: How to determine
if a document is a primary source

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.

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.

The learners will correctly identify the steps in the primary source process 3 out of 4 trials.

3a. Define analysis and evaluation.
3b. Create nonlinguistic representations.
3c. List the steps in the process.

The learners will correctly demonstrate the process of using primary sources in 3 out 4 trials.

4a. The learner will practice analyzing primary sources.
4b. The learner will practice evaluating primary sources.

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.


Classification of Instructional Objectives

Recall Application
Content 2a, 3, 3a,3c 2c, 3b
Fact 2
Concept 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 philosophy
and the nature of government expressed in the Declaration of
Independence.

2a
2b
2c ISTE 3. Research and Information Fluency
Students 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 media
c. 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
of Laws) as they affect our concept of government.
3a
3b ISTE 1. Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, 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

4 SSCG1b. Analyze the writings of Hobbes (Leviathan), Locke
SSCG2 b. Evaluate the Declaration of Independence as a
persuasive argument.

4a
4b
5 ISTE 1: Creativity and Innovation
Students 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 Fluency
Students 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


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 be
checked 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 create
the 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.

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 needing
differentiation 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.

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.

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 3
out 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 their
answers, 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.


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
Assignment
not met.
Module Activities
sections
not updated.

Essentials of
Assignment met.
Almost all elements of
assignment included.
Most Module Activities
sections updated.
Essential of
Assignment
met.
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 includes
elements
not included in the
Essentials of
the Assignment.

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 content
focused 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 is
responsible 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 duplicate
websites included.
One or more links
does not work.
Reflection has
errors in
spellings/grammar/
APA style.
One duplicate
website included.
Reflection has
minimal errors in
spelling/grammar/
APA style.
No duplicate
websites.
Reflection is
professionally
presented with no
errors in
spelling/grammar/
APA style.
Curated
Resources
No theme or focus
has been developed.
Theme or focus
has been developed
but some resources
do not support the
theme.
Theme or focus is
clearly presented
and resources are
high quality.
Annotations Annotations are
missing/incomplete.
Annotations are
complete but some
simply provide a
content summary.
Annotations are
descriptive and
qualitative.
Reflection Reflection is
incomplete/unclear.
Reflection is
complete.
Implications for
classroom use are
not clearly
described.
The reflection is
thoughtfully and
clearly presented,
including
implications for
classroom use.

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.


Lesson 5: Summative Assessment

Students will complete the primary source process on four primary sources: Join or Die political
cartoon 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 because
answers 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? ________________________

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 to provide 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 or
created during the time under study.
3. Some examples of primary sources include: pictures, journals, newspaper articles,
photographs, government documents.


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 a
museum.
___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.

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 Listly
and read the article for the
discussion posting,

Create a wiki, blog or
web repository.
5. To set up a web
repository account using
Weebly, Google Sites or
Wix or a blog to store
completed resources
throughout the course.
Web repository
checklist
Multiple means of
representation.
Lesson 1:Graphic
Organizer: Blogs, Web
Repository and Wikis

Graphic organizer based on
article.
Discussion posting.

Lesson 2: KWL Graphic
Organizer
KWL Chart on the
importance of primary
sources.
Read the article and watch
vide to prepare for class
discussion posting
Identify various primary
sources.
1a: Explain the
sources in American
Government
Lesson 2 Checkpoint
Questions
Multiple means of
representation.

Multiple means of
engagement.

Multiple means of
expression.
Lesson 2:Concept
Formation: Examples
and Non-examples

Concept formation
1. The learners will
correctly explain the
purpose and role of
primary sources.

Lesson 3: Collaborative
Pairs: Content Curation

Content curation

Analyze and evaluate
primary source
documents.
2c. To curate content
regarding selected topic
Content curation rubric
and lesson 3 checkpoint
questions
Lesson 3: Online journal
entry

Online journal entry
posting
Synthesize information
gleaned from primary
source documents.
2: The learners will
correctly identify
essential information
about primary sources in
3 out of 4 trials.
2a. Define primary
sources.
2b. To differentiate
between the different
types of primary sources.
lesson 3 checkpoint
questions

Lesson 4: Non-linguistic
Representation

Create comic/film strip and
non-linguistic
representations.
primary source
documents.

3b. Create nonlinguistic
representations.
Quiz
Lesson 5:Advanced
Organizer-Examples
demonstrate the process
of using primary sources
Lesson 5: Interactive
Poster

Create interactive poster
with audio and video. Post
to web repository, blog, or
wiki.

source documents.
Summative test over the
unit.
Multiple means of
action and
expression.

Multiple means of
engagement


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 resources
5
2 The learners will correctly explain the purpose and role of primary
sources.
1
3 The learners will correctly identify essential information about
primary sources in 3 out of 4 trials.
2
4 The learners will correctly identify the steps in the primary source
process in 3 out of 4 trials.
3
5 The learners will correctly demonstrate the process of using primary
sources 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 the
lesson. 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 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.

Initial Presentation: Students will brainstorm characteristics of web repositories and blogs and
create a list using Listly. Next, students will read, Use blogs and wikis to share information to
prepare for the class discussion posting (Morrison, Ross, Kalman, & Kemp, 2013). Universal
Design 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 the
article.

Generative Presentation: Students complete the Blogs, Wikis and Web Repositories graphic
organizer 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 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.


Initial Presentation: Have students complete an online KWL Chart on the importance of
primary sources in American Government, the use of primary sources from Leviathan, Spirit of
Laws, and Second Treatise on Government and
The Declaration of Independence and the purpose of primary sources (Szabo, 2006). Students
will then read the article, Why Use Primary Sources? and watch the video What are Primary
Sources? to prepare for the online discussion. For students needing differentiation, a short
summary 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 of
government (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.

Initial Presentation: Students will write in an online journal entry on how they may have used
primary sources using Listly. 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 either Listly or Scoop 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. Each
student is required to look at different groups resources 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/ .

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.


Initial Presentation: Students will create nonlinguistic representations of primary sources using
Smile Box. Universal Design for Learning 5.1 states one concept of differentiation is to use
multiple means of communication. Making a scrapbook is a medium of communication that will
develop 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 Learning
5.1 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 3
out 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 about Leviathan, The Second Treatise on Government, The Spirit of
Laws 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 written
version 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,

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 (7th
ed.). 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


Slavin, R.E. (2012). Classroom applications of cooperative learning. In APA educational
psychology 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
educational communication and technology (2
nd
ed.,). New York: Macmillian Library
Reference USA.

Lesson 5 Resources
Atkinson,R.K., & Renkl, A. (2007). Interactive example-based learning environments: Using
interactive elements to encourage effective processing of worked examples. Educational
Psychology Review, 19.



Design of Instruction

Goals Objectives Assessments UDL
Lesson 1:Blogs, Web
Repository, Wikis

Brainstorm using Listly
and read the article for the
discussion posting,

Create a wiki, blog or
web repository.
5. To set up a web
repository account using
Weebly, Google Sites or
Wix or a blog to store
completed resources
Web repository
checklist
Multiple means of
representation.
Lesson 1:Graphic
Organizer: Blogs, Web
Repository and Wikis

Graphic organizer based on
article.
Discussion posting.

Lesson 2: KWL Graphic
Organizer
KWL Chart on the
sources.
Read the article and watch
vide to prepare for class
discussion posting
Identify various primary
sources.
1a: Explain the
sources in American
Government
Lesson 2 Checkpoint
Questions
Multiple means of
representation.

Multiple means of
engagement.

Multiple means of
expression.
Lesson 2:Concept
Formation: Examples
and Non-examples

Concept formation
correctly explain the
purpose and role of
primary sources.
Lesson 3: Collaborative
Pairs: Content Curation

Content curation

primary source
documents.
2c. To curate content
regarding selected topic
Content curation rubric
and lesson 3 checkpoint
questions
Lesson 3: Online journal
entry

Online journal entry
posting
source documents.
2: The learners will
correctly identify
essential information
about primary sources in
3 out of 4 trials.
2a. Define primary
sources.
2b. To differentiate
between the different
types of primary sources.
lesson 3 checkpoint
questions
Lesson 4: Non-linguistic
Representation

Create comic/film strip and
non-linguistic
representations.
primary source
documents.

3b. Create nonlinguistic
representations.
Quiz
Lesson 5:Advanced
Organizer-Examples
in 3 out of 4 trials.

Lesson 5: Interactive
Poster

Create interactive poster
with audio and video. Post
to web repository, blog, or
wiki.

source documents.
in 3 out of 4 trials.
Summative test over the
unit.
Multiple means of
action and
expression.

Multiple means of
engagement


Plan for Formative Evaluation

The instruction will be evaluated using three surveys. The learners will receive a survey created
using 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 an
outside subject matter expert to complete regarding the webinar. This was also completed using
Survey 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. Both
quantitative 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 the
comments 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 steps
may be taken out, others tweaked and new steps may be added.

Key Assessment: Instructional Design Lesson Plan

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Running Head: INSTRUCTIONAL DESIGN

Key Assessment 2: Instructional Design Project

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