FRIT 7231 Instructional Design

Design Document

Spencer Landis

Dr. Purcell

Fall 2016
Identification of Learning Problem

The target audience for my identified learning problem are 11th grade high school students in my

U.S. History classes. The problem identified with the target audience are the relatively low

achievement scores on common assessments compared to other high school students at the same

high school in other U.S. History classes. This problem was identified by analyzing student

scores on common assessments (both formative and summative). It has been determined that the

target audience was not performing at the desired level. The target audience (my U.S. History

classes) are Special Education students. Our US History course team, which is comprised of

both Special Education teachers and regular education teachers, follow the same standards,

course materials, use common assessments, etc. My goal will be to design instruction in order to

close the achievement gap on common assessments between my Special Education students and

the other U.S. History students in our school.

Learner Analysis

Students in my target audience are 11th grade high school students who age from 16-18

years old. These students have been in the high school setting for more than two years and their

gender makeup is 60% male and 40% female. The students represent a culturally diverse

community consisting of multiple ethnicities as well as a relatively wide range of socioeconomic

statuses.

All students in my target audience have completed achievement tests which have

revealed that 30% of the students fall in the average range for reading comprehension while 70%

fall in the range of below average. Through several initiatives by our high school, students

possess extensive knowledge and experience of accessing and using online assessments,

activities, content delivery, etc. As a result, target students are familiar with posting to

discussion boards, taking online assessments, and working with cloud based services offered by

Google.

The academic history of the target students is readily available. Of these students in the

target group, only 35% passed the prior year’s writing assessment which measures writing ability

in addition to content knowledge from their World History course required in 10th grade. Also,

all students in the target group possess a cumulative grade point average below 2.5 on the

traditional 4.0 scale.

All target group students possess an Individualized Education Plan (IEP) either in the

area of SLD (specific learning disability) or OHI (other health impairment). According to each

students’ IEP, they require Social Studies education to occur in a small group setting (less than

20 students). Data acquired by a student completed questionnaire revealed that less than 10% of

students in the target group are concerned about their grade point average, class rank upon
graduating, and their standardized test scores in comparison to other students from various high

schools in the school district. This information reveals the students’ lack of motivation for

academic achievement while in high school. Also, U.S. History ranked third out of four possible

options of subjects that students consider interesting. The majority of students (70%) in the

target group qualifies for free and reduced lunch.

Task Analysis

The type of task analysis that I will be performing will be a topic analysis that will cover the

first unit of US History for the semester. Using a topic analysis is best suited for performing the

task analysis in this instance because it is necessary to define cognitive knowledge. A topic

analysis is appropriate for this task analysis for defining facts and concepts that will make up

what is needed for final instruction. Also, in this topic analysis it was necessary to identify the

content that needs to be covered and also the structure that the content should be broken down

into.

For this task analysis I will serve as the Subject Matter Expert (SME). As the SME, I must

ensure that all the information is clearly defined and organized correctly. Additionally, because

of my prior teaching experience, I am qualified to know when it is appropriate to move on to the

next step or topic. It is also important, as both the designer and SME, to understand what is

necessary to include as to not spend valuable time on material that is not relevant.

European Settlements in North America (17th Century)

a. Virginia - first permanent English colony in North America.

i. Virginia Company

1. English firm that planned to make money by sending people to

America to find gold and other valuable natural resources

2. Ship the resources back to England.

ii. Tobacco
 1. Quickly became a major cash crop and an important source of

wealth in Virginia.

2. Extremely labor intensive.

iii. Native American relationships

1. Forced the Native Americans off their own land so it could be used

by the settlers for agricultural purposes.

2. Caused many Native Americans to flee the region and seek new

places to live.

iv. Bacon’s Rebellion

1. Landless rebels wanted harsher action against the

Native Americans so more land would be available to the

colonists.

2. Rebellion was put down and Virginia House of Burgesses passed

laws to regulate slavery.

a. Poor white colonists would no longer side with slaves

against rich white colonists.

v. Development of Slavery

1. Tobacco cultivation was labor-intensive, and the Virginia colony’s

economy became highly dependent on slavery.

b. New England

i. Religious reasons for settlement

1. Colonists came with their whole family to pursue a better life and

to practice religion as they saw fit.

 2. Not tolerant of religious beliefs that differed from their own.

ii. Salem Witch Trials

1. Over 150 Massachusetts colonists accused of witchcraft were tried,

29 of which were convicted and 19 hanged. At least six more

people died in prison.

2. Causes of Salem Witch Trials

a. Extreme religious faith.

b. Stress from a growing population and its bad relations with

Native Americans.

c. Narrow opportunities for women and girls to participate in

Puritan society.

iii. King Phillip’s War

1. Conflict between English colonists and Native Americans. It was

named after the leader of the Native Americans (Native American

name was Metacom).

2. Caused such a heavy loss of life among the Native American

population that large areas of southern New England became

English settlements.

iv. Establishment of town meetings

1. Communities were often run using town meetings.

2. Voting rights were limited to men who belonged to the church.

3. Church membership was tightly controlled by each minister and

congregation.
 4. More and more children were born in America, many grew up to

be adults who lacked a personal covenant (relationship) with God.

v. Half-way Covenant

1. Allow partial church membership for the children and

grandchildren of the original Puritans.

vi. Founding of Rhode Island

1. Founded by religious dissenters from Massachusetts who were

more tolerant of different religious beliefs.

vii. Loss of Charter – Massachusetts

1. The British king canceled the Massachusetts charter that made it an

independent colony.

viii. Transition to a Royal Colony

1. Combined British colonies throughout New England into a single

territory governed from England.

2. Colonists disliked this centralized authority.

c. Mid-Atlantic Colonies

i. Pennsylvania

1. Located between New England and Virginia.

2. Founded by the religiously tolerant Quakers led by William Penn.

ii. New Amsterdam

1. Settled by Dutch.

a. British conquered the colony and renamed it New York in

1664.
 2. Diverse population, center of trade and commerce.

3. Tolerated different religions.

d. Quebec - First permanent French settlement in North America.

i. Reasons for settlement

1. Secure the valuable natural resources of North America and export

them to Europe.

2. To spread the Catholic faith in the New World.

European Settlements in North

America - 17th Century
New
Virginia England
-Tobacco Mid- Quebec
-Virginia Company
-Native American
-Religious reasons
for settlements Atlantic - Reasons for
Settlement
Relationships - Salem Witch Trials
-Natural Resources
-King Phillip's War -Pennsylvania
-Bacon's Rebellion - Relationship with
- Establishment of -New Amsterdam
-Development of Native Americans
Slavery Town Meetings
-Half-way Covenant
Instructional Objectives

1. Based on the assigned readings, describe the original intent of the Virginia colony in at least

three areas (Cognitive).

2. Illustrate the relationship between Virginia settlers and Native Americans that addresses the

areas of violence, economy/trade, and territory (Cognitive).

3. When given a list of characteristics from all European settlers, identify the characteristics of

each settlement group (Cognitive).

Assessments

In the following assessment, students will be assessed on their understanding of the

development of Virginia, New England, and Mid-Atlantic colonies. The students have the

opportunity to demonstrate their understanding by completing three tasks. For each of the tasks,

students must discuss the intent of the settlers, economy, relationships with the Native

Americans, characteristics of the settlers, and major events of the settlement. They will include

this information through three different assessment tasks. The three tasks are; creating a colonial

poster, writing a persuasive mini essay about which settlement is the best, and a first person

narrative about a settlement from the perspective of a Native American. Students may only use

each task one time. They have the freedom to choose which task will be completed on which

settlement (Virginia, New England, and Mid-Atlantic). Students may not perform a task more

than one time and may not use one of the settlements more than one time.

The assessment is differentiated because the student has the opportunity to select which

task they would like to perform for each European settlement. By giving students the choice

they will be able to demonstrate their mastery of a topic without being confined to selected

response tests. Because the assessment is not a level one recall selected response assessment,

students must remember the content they have learned, but also apply it to a real life situation.

Having students apply what they have learned to complete a series of tasks makes an assessment

authentic while also keeping it aligned with the learning goals and objectives.
 Developments of Assessments Assignment – US History

Topics

A. Virginia’s development as a European settlement during the 17th Century

B. New England’s settlement during the 17th Century

C. Mid-Atlantic Colonies’ development in the 17th Century

In this assessment you will have three tasks to complete. You may match any topic to any of

the tasks that you please, but you may use each task only once and must cover all three topics.

Be sure to discuss the following information for each of the three tasks.

 Original Intent of the settlers

 Economy

 Relationship with the Native Americans

 Characteristics of the settlers

 Major Events

1. Colonial Poster: Create a poster for a colony that explains/describes/illustrates the information

listed above.

2. The Best Colony – Mini Essay: Write a persuasive mini essay that describes what you believe to

be the “best” colony. Use the information listed above to make your argument.

3. Native American Narrative: Write a first person narrative from the viewpoint of a Native

American. Include the information listed above as seen by a Native American.

 Development of Assessments Assignment Rubric

Teacher Name: Mr. Landis

Student Name: ________________________________________

CATEGORY 4 3 2 1
Required The work includes 4-5 required 2-3 of the required 1 or fewer required
Informational all 5 required elements are elements are elements are
Topics Addressed elements as well as included in the included in the included in the
additional work. work. work.
information.
Content - Accuracy 90-100% of the 75-89% of the 50-74% of the Less than 50% of
information information information the information
included in the included in the included in the included in the
work is accurate. work is accurate. work is accurate work is accurate.

Appropriate All 3 topics and 2 topics and/or Only 1 topic and/or 0 topics and tasks
Topics/Tasks Used tasks are used tasks are used task is used are used
appropriately. appropriately. appropriately. appropriately.

______ Required Informational Topics Addressed

______ Content – Accuracy
______ Appropriate Topics/Tasks Used

______ Total (Out of Possible 12)

Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Identify European settlements in America. 3
2 Compare and contrast the characteristics of 3
European settlers in America.
3 Describe the most significant reasons the 1
Virginia Colony was founded.
4 Explain the major conflicts between the 2
Virginia settlers and the Native Americans.

In step one, students will be required to use both recall and application strategies. For the

recall strategies, students will answer questions requiring them to identify the various settlements

on a map in addition to rehearsal and review of the list of settlements. The application strategy

will have students participate in an online activity where they will match the settlement to the

correct location on a map.

Step two will involve recall strategies requiring students to be able to recall which

characteristics relate to which settlers. Students will create flashcards in order to utilize the

repetition strategy to recall this content after they have completed notes from an online video.

Students will then apply what they know about each settlement by completing a free response

question about the settlement assigned to them.

In the third step, recall and application strategies will be used for students to master the

content. For recall, students will identify and write down the reasons for the Virginia colony

being founded in their notes from the document provided. Application in this step will include

students creating an advertisement poster detailing the reasons for the Virginia Colony being

settled.

Recall strategies will be used briefly in step four. This will include copying notes from

the video provided detailing the conflict between the Virginia colonists and Native Americans.
The application for this step includes students creating a first person narrative from the

perspective of both a Virginia settler and Native American. They will include details about

violent conflicts, trade attempts, and land disputes from both perspectives.

Differentiation will take place in several locations in this lesson. In differentiating

content, step will include presenting information with a PowerPoint presentation that will include

narration from the teacher. Also, for content differentiation students will be asked to analyze

documents and maps (step four and one). Each step will include differentiation by process by

including varied strategies for recall. Examples of process differentiation include students

completing a matching assessment, creating flash cards, note taking, and using maps. Finally,

product differentiation occurs when students create their own narrative writing or poster

advertisements of the settlements and the interactions of the settlers and Native Americans. This

allows for students to take ownership of their product and complete an assignment where they

must apply existing knowledge to new ideas.

Instructional Design Summary

How will you

Gain the attention Each topic/lesson will begin with a brief overview that will explain the

of your learners. significance of the topic as it relates to a larger topic or concept. Also, each

content presentation will begin with a short activating activity such as video

clip, cumulative review questions, application example, etc.

Inform the For each lesson or group of activities the learning objective that is associated

learners of the with that lesson will be listed at the beginning. Additionally, the learning

objectives. objectives for the entire unit will be displayed in their entirety in an area that

students must access in order to navigate to specific content.

Activate relevant To activate relevant prior knowledge students will be asked a few review

prior knowledge. questions at the beginning of a new topic. The review questions will

directly relate to the content that is about to be covered. Also, students will

be asked to apply new concepts and create work product that requires them

to recall prior content knowledge in order to accurately complete the

assignment.

Deliver content to Various methods will be used to deliver content to students such as; video

your learners. clips from online sources, PowerPoint presentations with narration from

teacher, listed learning objectives with brief summaries, maps, assigned

reading in the form of textbook and online sources, and online videos.

Indicate the

sequence of your

instruction.
Step 1 - Students will analyze a map and complete the organizer that

correctly labels and identifies each settlement. The students will then

complete an interactive online activity that will assess their mastery of the

European settlements in North America. (Objective 1)

Step 2 - Learners will watch a PowerPoint presentation that includes

narration by the teacher highlighting key information of settlement

characteristics while the learners take notes. Also, students will watch an

online video clip that specific addresses the characteristics of each

settlement. Students will then create flashcards online that correctly

matches settlements and their characteristics. Finally, students will respond

to a free response question where the student will describe each settlement.

This will be submitted online. Objective 3

Step 3 - Students will be presented with a document that discusses the

reasons behind the settlement of the Virginia Colony. The students will go

through the document and record key information. The assessment for this

content will require the students to create an advertisement poster to attract

new settlers to the Virginia Colony. Objective 1

Step 4 - Finally, students will watch an online video detailing the conflicts

between the Native Americans and the Virginia settlers. Notes will be taken

from the video and students will create a first person narrative from the
 perspective of both a Virginia settler and a Native American. Each will

describe the relationship with the other group in the areas of violence,

economics, and land disputes. Objective 2

Explain how you Feedback will be provided to the learners through several online methods.

will provide The interactive online matching assessment will include grade information

feedback to your for each individual student. Additionally, responses to their writing

learners. assignments and poster advertisement will occur with a percentage grade

earned as well as individualized feedback for each learner.

Explain how Differentiation and Universal Design for Learning is incorporated in several

differentiation of the assessments and activities that will be used in order to master these

and Universal objectives. Students will be able to use “Affective Networks” with the

Design for presentation of content in various forms and also by knowing ahead of time

Learning are that they will be required to complete assignments where they create and

incorporated in apply their content knowledge. The ability to take ownership when creating

your design. the final products of the advertisement poster and first person narrative

assessments force students to synthesize the content presented. Students

will be more engaged and motivated to learn when the product is

differentiated to fit individual student interests. Also, students will be

challenged with these assignments that allows for students to express what

they know utilizing “Strategic Networks”. By allowing students to express

what they know in various ways, they will have a deeper understanding of

the content and will not be assessed in the traditional, multiple choice test

format. Additionally, by differentiating the process in the various delivery

methods, the students’ “Recognition Networks” will be stretched in various

ways by requiring document analysis and other content delivery methods.