Final KA_Tina Moses

Tina Moses

Part 1: Identification of Learning Problem

General Audience

The primary audience consists of 10th and 11th graders in a rural South Georgia High school. The

school has an enrollment of 891 students and serves 10th thru 12th grade. 85% of the primary

audience is considered disadvantaged. The school the primary audience attends is currently listed

as a NI5 school due to failure to meet Adequate Yearly Progress (AYP)for the fifth consecutive

year.

Problem Identification

Georgia was one of 10 states granted a waiver from the federal No Child Left Behind Act. The

state created a new accountability system called the College and Career Ready Performance

Index. The Index is an indicator for parents and the public of how schools are performing in a

more comprehensive manner than the pass/fail system previously in place under Adequate

Yearly Progress (AYP).

The Index was designed around a wide-ranging definition of college and career readiness, or the

level of achievement required for students to enroll in two or four year colleges and universities

and technical colleges without remediation, and are completely equipped for college level work

and careers. This means that all students graduate from high school with both thorough content

knowledge and the capacity to apply that knowledge.

The Index includes scores that clearly communicates to the public how a school is doing. Every

school has the opportunity to receive a score out of 100 points

A school and district’s overall score is comprised of three major areas: Achievement (70 points

possible), Progress (15 points possible) and Achievement Gap (15 points possible). Schools the

can also receive “Challenge Points” to add to their score (up to 10 points). Schools can receive

these points if they have a significant number of Economically Disadvantaged students, English

Learner students and Students with Disabilities meeting expectations. Schools can also receive

points for going beyond the targets of the CCRPI by challenging students to exceed expectations

and participate in college and career ready programs.

The goal of our school is to exceed expectations by going beyond the 2011 standards that were

set for the Social Studies portion of the End of Course Tests. The CCRPI score for our school is

62.4%; this includes the addition of 10 extra points for disadvantage students. The performance

target for the 2011 school year for the United States History End of Course Test (EOCT) is a

65% proficiency rate and for schools with economically disadvantaged students the rate is 52.4%

which our students exceeded with a 54% proficiency rate. The data shows that 90% percent of

students failed to answer a single question regarding the causes of the American Revolution

correctly. This data shows a need for detailed instruction on the American Revolution and its

causes. The proficiency rate on the CCPRI will also increase with additional instruction.

Instructional Goals

Students will increase their scores on the EOCT.

The proficiency rating for the school will increase.

Introduction

The students in this 10th grade American History class are made up of 53% girls and

47% boys, 80% Black/non-Hispanic, 18% White/Non Hispanic and 2% Asian. 80% of students

are economically disadvantaged. The demographic information for this learner analysis was

obtained by using information provided by the local school district and the Georgia Department

of Education. The Georgia Department of Education provides data for prior years as well as a

breakdown of scores by gender, race, and grade level students; the data collected was for the

2011-2012 academic year. Teacher interviews were also conducted in an attempt to gain

information for the learner examination.

Entry skills and Prior Knowledge

Mastery of entry skills that includes reading and writing.

Prior knowledge

Recognition of American Revolution vocabulary

Recognition of American Revolution events.

The information was gathered through the administration of a pretest. The pretest consisted of 20

items. There were 5 vocabulary terms, 5 true/ false items, 5 multiple choice items, and 5 fill in

the blank items. The pretest results indicated 85% of the students score less than 70%. 10% of

learners scored between 70 and 85% and only 5% scored 90% or better. In addition to the

pretest a discussion of the American Revolution was conducted. Students were observed during

the discussion and their responses were noted.

Attitudes Towards Content & Academic Motivation

A majority of students did not recognize the importance of the American Revolution. 26 of 30

students surveyed did not view the American Revolution as important. The students were asked

their motivation to learn about the causes of the American Revolution. 98% expressed no desire

to learn about the causes of the American Revolution and 2% expressed somewhat of a desire to

learn more. Students expressed the opinion the information will not have any value to them in

the future. These results were obtained through student surveys and learner interviews.

Educational Ability Levels

From the most recent EOCT in World History 42% percent of students in the class meet the

standard range. The remaining 58% scored in the does not meet standard range. Teacher

interviews reveal that the students are quite capable of understanding the material but the

students require a high level of engagement to enhance their learning.

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. This information was gathered from

a student surveys and teacher interview.

Attitude towards Teachers and School

Many of the students expressed they have positive feelings regarding teachers. The students

expressed their opinion the teachers are there to assist them in learning they also expressed they

enjoy the social aspects of school but sometimes feel the school atmosphere is stifling to their

creativity because of policies set forth by school administrators.

Group Characteristics

The school is located in the Southwest Georgia town of Americus, GA. The income level of the

city is below poverty level. All students in the class receive free or reduced lunch. The majority

of the students are African Americans whose first language is English. The students range in age

from 15 to 19. The students work well together and are very enthusiastic.

Task Analysis

I conducted the task analysis using a topic analysis. I expect most of the learning to define facts, concepts, and principles. There will be very little procedural analysis. I began the process by thinking of the content to include in the lesson. I created a detailed outline of the content. After creating the outline I conducted additional research on the topics included in the outline. I used the research I created to evaluate the outline I created. I only used the information needed based on the learner analysis to explain the causes of the revolution. I have included the outline below.

1. The French and Indian WarA. The Treaty of Paris

1. Protection of NativesB. The Proclamation of 1763

1. The desire to move west.

2 The Stamp Act

A. Salutary NeglectB. The Stamp Act Congress C. Taxation without representation D. Sons of Liberty

3 Intolerable Acts

A. The Tea Act 1. The Boston Tea Party

B. The Boston Port Act C. The Quartering Act D. The Continental Congress.

Subject Matter Expert (SME)

The head of the Social Studies department will serve as the subject matter expert. She graduated from Georgia Southwestern State University with a Bachelor’s Degree in History. She also holds a Master’s in History from Columbus State University.

Her role as the department chair qualifies her to act as a subject matter expert. She works extensively with the district curriculum director to develop the social studies curriculum for all schools in the district. She is also responsible for compiling and analyzing the data from all assessments in the Social Studies department.

KA Part 4

Terminal Objective 1: Explain the results of the French and Indian War

Enabling Objectives:

1A. Identify the results of the Treaty of Paris 1763

1B. Discuss the results of the treaty in relation to the growing discontent of the colonists.

Causes of the American Revolution

Self Determination

TaxationExpansion

Terminal Objective 2: To explain the colonial response to the Stamp Act.


2A. Define salutary neglect and the role it played in the reaction to the Stamp Act.

2B. Explain the colonial response to the Stamp Act.

Terminal Objective 3: To explain the colonial response to the Intolerable Acts.

Enabling Objective:

3A. Discuss the role of the Continental Congress in the response to the Intolerable Acts.

3B. Explain role the Boston Tea Party played in the development of the Intolerable acts.

Classification of Instructional Objectives

Content

Performance

Recall Application Facts 1A,2B,3B, Concept 1B,2A,3A, PrinciplesProcedureInterpersonalAttitude

Terminal Objective 1: to examine the results of the French and Indian War SSUSH3 The student will explain the primary

causes of the American Revolution. a. Explain how the end of Anglo-French imperial competition as seen in the French and Indian



1B. Discuss the results of the treaty in relation to the growing discontent of the colonists.

War and the 1763 Treaty of Paris laid the groundwork for the American Revolution

Terminal Objective 2: To explain the colonial reaction to the Stamp Act.


2A. Discuss salutary neglect and the role it played in the reaction to the Stamp Act.

2B. List the colonial response to the Stamp Act.

SSUSH3 The student will explain the primary causes of the American Revolution.

b. Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence

Terminal Objective 3: To explain the colonial response to the Intolerable Acts.

Enabling Objective:

3A. Discuss the role of the Sons of Liberty in the response to the Intolerable Acts.

3B. Explain the Boston Tea Party

SSUSH3 The student will explain the primary causes of the American Revolution.

b. Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence

Instructional Design Documentation Part V

Instructional Strategies

Goals Objectives

UDL Assessments

Lesson 1

Students will explain the Proclamation of 1763

The student will explain the end of the Anglo

Objective 1: The student will explain the results

Students will choose the web 2.0 format of their

https://www.thinglink.com/scene/415600300179587072#tlsite



using web 2.0 technology

French competition in the colonies.

of the French and Indian War.1A. The student determine results of the Treaty of Paris 1763

1B. The student will list results of the treaty in relation to the growing discontent of the colonists.

choice.

Lesson 2

Students will discuss the Stamp Act.

The student will explain the colonial reaction to the Stamp Act.

2A. The student will explain salutary neglect and the role it played in the reaction to the Stamp

Students will have a choice to participate in a class discussion or briefly answer several discussio

Discussion question (Attached)

Act.

2B. Explain the colonial response to the Stamp Act

n questions.

Lesson 3

The student will take a comprehensive exam

The student will explain the colonial response to the Intolerable Acts

3A The student will explain the role of the Sons of Liberty in the response to the Intolerable Acts.

3B. Explain the Boston Tea Party.

Students will have a choice of a quiz or write a two paragraph narrative on the causes of the Revolution.

Quiz(attached)

How did the Stamp act contribute to the colonists’ discontent?

The Stamp Act required every document and paper to bear a stamp, like postage stamps, which the colonists had to buy. Colonists recognized that this was just another way of Great Britain imposing more taxes on them and they objected to it. Great Britain refused to repeal it despite demands by colonists that it be repealed. This was part of the "no taxation without representation" sentiment at the time. The colonist tarred and feathered many tax collectors. The colonist became angry because they did not have a say in what happened to them but they were being taxed to cover debts from the French and Indian War.

American History Quiz Tina Moses

Name________________________________

Date_____

1. What was the Seven Years’ War called in the American colonies?

a. The Seven Years War

b. King Phillip’s War

c. The French and Indian War

2. What did Parliament’s Proclamation of 1763 do?

a. Prevent expansion past the Appalachians Mountains

b. Require Colonists to give soldiers lodging.

c. Close shipping harbors

3. The Boston Tea Party took place after

a. The governor of Massachusetts refused to allow tea ships to leave the harbor before unloading their cargoes

b. The Dutch East India Company refused to ship tea to the American colonies

c. British officials increased the price of tea by passing the Townshend Acts

4. What effect did the passage of the Coercive, or Intolerable Acts have?

a. They encouraged colonial leaders to convene the First Continental Congress

b. They intensified anti-British sentiment throughout the colonies

c. They prompted many Americans to send food and winter supplies to Boston

5. What did delegates at the First Continental Congress do?

a. Petitioned King George III and Parliament to repeal the Intolerable Acts

b. Declared the American colonies in a state of rebellion against Great Britain

c. Asked Parliament for home rule

6. Who was the Leader of the Sons of Liberty → Declared "No Taxation without Representation

a. Samuel Adams

b. George Washington

c . John Hancock

7. What were the Committees of Correspondence?

a. Groups of people throughout the colonies who exchanged letters and essays containing pro-republican ideas.

b. The groups of men who organized the Boston Massacre and Tea Party.

c. A Loyalist attempt to foster pro-British sentiment throughout the colonies

8. All of the following were consequences of the Stamp Act except

a. Americans protested and even rioted in cities and towns throughout the colonies

b. Tax collectors were hanged in effigy and tarred and feathered

c. Delegates met at the Stamp Act Congress to prepare for war

9. All of the following are true about the French and Indian War except

a. Most Native Americans, fearing encroaching white settlers, sided with the British

b. The war was the result of long-standing border disputes in the Ohio Valley

c. It was begun by George Washington

10. After the French and Indian War, British Prime Minister George Grenville believed all of the following except

a. Britain was justified in raising colonial taxes

b. Britain should exert a greater degree of control over its American colonies

c. Britain should grant the colonies home rule

Answer Key

1. C2. A3. C4. C5. A6. A7. A8. C9. C10. C

Instructional Sequence

Sequence Description Objective 1 Explain the results of the French and Indian War 1 2 Explain the colonial response to the Stamp Act 2 3 Explain the colonial response to the Intolerable Acts 3

This sequence builds on a concept of world related sequencing. The learner has to understand the prior history to relate to the concepts. The information is very basic but it shows a relationship between ideas. The sequence provides an opportunity for learners to participate in both reading and group activities to enhance learning.

Lesson 1 The Beginning of Discontent

Objective 1: Explain the results of the French and Indian War.


1B. Discuss the results of the treaty in relation to the growing discontent of the colonists

Initial Presentation

The class will discuss how they would feel if they had no say in what happens with your government. Second the students will read the article; The Proclamation of 1763 and the Treaty of Paris 1763 and take notes on the article.

Generative Strategy students will divide into pairs and complete a Web 2.0 explanation on the Proclamation.

Objective 2: To explain the colonial response to the Stamp Act.

2A. Define salutary neglect and the role it played in the reaction to the Stamp Act.

2B. Explain the colonial response to the Stamp Act.


Begin by asking students how they would feel if the government taxed them for every text they send or every post created on facebook. The answers will be notated on the class discussion board. Second, have students read along to the Audio version on the history channels presentation on the Stamp Act.

Generative Strategy

Divide students into groups. Divide the students into groups, they will read over the information and pose two questions on the Stamp Act for other groups to answer. Students will also be allowed to answer to questions posed by the instructor and email the response.


Start y posting a question on the discussion board to write a response synthesizing The Proclamation of 1763, the Stamp Act, and the Intolerable Acts. Second, provide a handout on the Intolerable Acts.

Generative strategy The students will be provided a reading assignment on the Intolerable Acts and the Boston Tea Party. Students will be directed to complete a comprehensive quiz. Students can also make a choice between completing the quiz or a short essay test.

Differentiation

Objective 1

Students will be given the choice to use the web 2.0 application of their choice.

Objective 2

Students will also be allowed to answer to questions posed by the instructor and email the response.

Objective 3

Students can also make a choice between completing the quiz or a short essay test.

Sources

Works Cited

Kalman, H. K. (2012). Designing Effective Instruction. New Baskerville: Wiley.

Instructional Design Documentation Part VII

Instructional Strategies

Goals Objectives UDL Assessments

Lesson 1

Students will explain the Proclamation of 1763 using web 2.0 technology

The student will explain the end of the Anglo French competition in the colonies.

Objective 1: The student will explain the results of the French and Indian War.1A. The student determine results of the Treaty of Paris 1763

1B. The student will list results of the treaty in relation to the

Students will choose the web 2.0 format of their choice.

growing discontent of the colonists.

Lesson 2

Students will discuss the Stamp Act.

The student will explain the colonial reaction to the Stamp Act.

2A. The student will explain salutary neglect and the role it played in the reaction to the Stamp Act.

2B. Explain the colonial response to the Stamp Act

Students will have a choice to participate in a class discussion or briefly answer several discussion questions.

Lesson 3

The student will take a comprehensive exam

The student will explain the colonial response to the Intolerable Acts

3A The student will explain the role of the Sons of Liberty in the response to the Intolerable Acts.

3B. Explain the Boston Tea Party.

Students will have a choice of a quiz or write a two paragraph narrative on the causes of the Revolution.

Formative Evaluation

Purpose

The purpose of the evaluation is to gather information to improve the teaching process and the materials used in the delivery of lessons.

Audience

The results of the evaluation will be shared with several stakeholders. The Audience will include the Subject Matter Expert, the school improvement specialist, members of the social studies department.

Issues

The issues of the evaluation are what learning activities students find most helpful and least helpful and students’ attitudes toward instruction.

To identify learning activities students find most helpful and least helpful To determine student attitudes toward instruction.

Resources

Objective 1 To identify learning activities students find most helpful and least helpful

The resources needed to evaluate this objective will be the Subject Matter Expert, data collection and analysis instruments, students, instructors, and physical facilities.

Objective 2 To determine student attitudes toward instruction.

The resources needed to evaluate this objective will be data collection and analysis instruments, students, instructors, and physical facilities.

Evidence

Information will be gathered from a sample of 30 students. Data from for both objectives will be gathered from the surveys regarding instruction or activities.

Data Gathering

The data for student analysis will be derived from the surveys provided for the students. Data from observations will also be included.

Analysis

The analysis will take place by reading the surveys and developing key themes and other members of the social studies department will assist in reviewing the data for reliability.

Reporting

The results will be reported orally to the stakeholders. The results will be reported in a group meeting format.

Survey Questionnaire

Date______________

Course Title___________________

How would you describe your learning style?

o Auditory(Hearing)

o Visual

o Kinesthetic(Hands on)

What activities did you find most helpful

o Group activities

o Computer based activities

o Oral presentations.

What activity did you find least helpful

o Group activities

o Computer based activities

o Oral presentations

Did the activities assist you in learning the material?

o Yes

o No

How would you rate the instruction?

o Excellent

o Average

o Poor

Were you given enough time to master the content?

o Yes

o No.

What did you like least about the instruction?

How can we improve?

What would you change about this course

Documents

Final KA_Tina Moses