Task 2: Instructional Design Unit

Name: LeAmber Brooks, Acting Media Specialist and LaToya Morgan, AP Human Geography TeacherUnit Focus: CultureDuration of Unit: 5 daysGeneral Audience The primary audience consists of certified teachers of all ages, experience levels that teach Advanced Placement Human Geography. The primary audience teaches or provides supportive educational services to students in grades 9-12 (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.

Identification of Goals: Be able to define culture, cultural geography and culture regions Identify and name macrocultural regions and identify the major language and religion of each Compare and contrast aspects of folks and popular cultureLearner 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 Advanced Placement Human Geography 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 culture Most of the learners have heard and know examples of pop culture Prior Experience: Although many learners have heard of culture before they have not dug into the specifics such a folk vs. pop culture. Common errors made by novice learners: Confusing folk and pop culture 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 20 students in the Advanced Placement Human Geography class of mixed ability levels. Most students in the class tend to be more on the gifted end of the spectrum. 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 AnalysisSME Experience: LaToya Morgan will serve as the SME for this instructional plan. The SME has been teaching American Government for 5 years. She has a B.S. in Political Science and a MEd. in Secondary Education. Her primary qualification to serve as SME includes my teaching experience. 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 resources and examples to practice determining cultural elements. Topical Analysis I conducted topical analysis in which I included essential information about culture. The content structures included facts, concepts and principles. 1. Culture1.1 The beliefs, customs, arts of a particular society, group, place or time. 1.2 Characteristics of culture1.2.1 Beliefs1.2.2 Attitudes1.2.3 Food1.2.4 Arts1.2.5 Religion1.2.6 Language1.2.7 Behavior Patterns2. Folk Culture2.1 refers to the unifying expressive components of everyday life as enacted by localized, tradition-bound groups.2.2 Examples of folk culture2.2.1 Amish 2.2.2 Mennonites3. Popular Culture3.1 Dynamic culture based in large, heterogeneous societies permitting considerable individualism, innovation, and change; having a money-based economy, division of labor into professions, secular institutions of control, and weak interpersonal ties; and producing and consuming machine-made goods.3.2 Examples of Popular Culture3.2.1 Blue jeans3.2.2 Hip Hop Music

Instructional Goal: To define culture and compare and contrast popular vs. folk culture.

Pop v.Folk CultureCulture

ExamplesDefinition DefinitionCharacteristics

Instructional ObjectivesTerminal Objective 1: The learners will correctly define culture, cultural geography and culture regions.Enabling Objective: 1a. The learners will correctly identify and name macrocultural regions and identify the major language and religion of each.Terminal Objective 2: The learners will correctly compare and contrast aspects of folk and popular culture.Enabling Objective: 2a. The learners will correctly create an electronic folk brochure. Classification of Instructional ObjectivesRecallApplication

Content1, 1a, 22a

Fact1, 1a, 22a

Concept1, 1a, 22a

Principles2a

Procedures

Interpersonal

Attitude

Relationship between objectives and Technology StandardsInstructional ObjectiveISTE Standards

1ISTE 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

2ISTE 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

Development of Assessments

Lesson 1: An Introduction to CultureObjective 1: The learners will correctly define culture, cultural geography and culture regions. Assessment: Lesson checkpoint questionsUDL Principles: Multiple means of representation. Students will Lesson 2: Popular vs. Folk CultureObjective 2: The learners will correctly compare and contrast aspects of folk and popular culture.Assessment: Electronic folk brochureUDL Principles: Multiple means of expression and engagement.

Assessment Lesson 1 Checkpoint Questions:1. What is culture? 2. Identify the macrocultural regions and identify the major language and religion of each.Lesson 2: Electronic Folk BrochureUnlike popular culture, folk culture differs based on location. Folk culture is more traditional and intimate amongst a small group of people. Using the internet, create a brochure about a particular folk culture. Because folk culture is not highly reported, you can choose a minimum of four cultural traits unique to the particular culture. When researching potential cultures, you may want to note that folk culture and local culture are interchangeable. Some geographers will also use traditional culture instead of folk culture. There are many folk cultures around the world; therefore everyone should be able to find one. Only under special circumstances will two people be able to research the same folk culture. You may create your brochure through Microsoft Word or Publisher. If there is another medium in which you would like to present the information, please do so, with approval. In addition to the four cultural traits, you will need to include location and pictures. Please remember to cite your sources. Your brochure is due at the beginning of the period on Thurs, Oct 16. You will print your brochure so use printer friendly pictures. You may use the Padlet Resources to assist you.

Brochure RubricRequirement0123Feedback

Format

Appeal

Location

Element One:

Element Two:

Element Three:

Element Four:

Impact of Globalization

Pictures

Sources

Content SequencingSequencingDescriptionObjective

1The learners will correctly define culture, cultural geography and culture regions. 1

2The learners will correctly compare and contrast aspects of folk and popular culture.2

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: An Introduction to Culture

Objective 1: The learners will correctly define culture, cultural geography and culture regions. Initial Presentation: Students will discuss current events in collaborative grouping. After discussing in groups, students discuss the current events using the jigsaw discussion model. Generative Presentation: Students will read chapter 4 of the text and discuss the elements of a culture. Students will complete the macrocultural graphic organizer seen below.Lesson 2: Popular v. Folk Culture

Objective 2: The learners will correctly compare and contrast aspects of folk and popular culture

Initial Presentation: Students will complete the t chart over popular and folk culture. Then students will view several different pictures and decide if the picture represents popular culture or folk culture. Generative Presentation: Students will complete the electronic folk brochure.Lesson 1 Graphic OrganizerName_________________________________ Period: ____________________________dividing the world up for convenience MACROCULTURAL REGIONS

RegionLanguage / ReligionNotes

Assessment and Design of InstructionGoalsObjectivesAssessmentsUDL

Lesson 1:An Introduction to CultureDefine CultureThe learners will correctly define culture, cultural geography and culture regions.

Lesson Checkpoint QuestionsMultiple means of representation.

Lesson 2:Popular v. Folk CultureCompare and contrast aspects of folk and popular culture.The learners will correctly compare and contrast aspects of folk and popular cultureElectronic folk brochureMultiple means of expression.Multiple means of engagement.

Plan for Formative Evaluation

The instruction will be evaluated using three surveys.

SME Survey

Culture Evaluation Survey

Media Specialist Survey

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.