Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Redesign Plan

Cynthia Ford
University of West Georgia

COMPREHENSIVE INSTRUCTIONAL REDESIGN PLAN

Client and Instructional Problem:

My client is Doug Liscio, Mr. Liscio has been a Social Studies teacher at my school for
eight years. In that time he has taught Geography, U.S. History, Current Events, and AP U.S.
History. I have worked with him on several occasions with his other classes, but never with AP
U.S. History. Because my school is on block schedule, the course schedule is very compact,
especially for those courses with state mandated end-of-the-course (EOC) tests. This year, with
the new Teacher Keys Effectiveness System (TKES), one component is the Student Growth
Objective (SLO) which must be administered online several times each semester. Mr. Liscio
told me that between SLO testing, his regular DBQ (Document-based question) response testing
to prepare students for the AP exam, and the EOC testing, he will lose eight to ten instruction
days due to testing. As expected this course moves very quickly and requires students to do a
considerable amount reading outside of class so that they are prepared for class discussions.
Typically, students taking this class are given a textbook weeks before the class begins so that
they are ready for the first test during the first week of class each semester. Because of the
rigorous schedule and course content, in a ninety-minute class period, Mr. Liscio must cover a
significant volume of material, and much of his time is spent lecturing. To aid in his lectures, he
has created very eye-catching PowerPoints that highlight pertinent material. I learned of the
rigor of this class after assisting many of his students with printing his PowerPoints to use as
study guides. I approached Mr. Liscio to see if he would be interested in working with me to
redesign one of his lessons to add a technology component. He was very receptive of the idea to
see if we could make a lesson more meaningful and engaging for his students. To that end, we
decided to work with the unit that included The Civil Rights Movement.

COMPREHENSIVE INSTRUCTIONAL REDESIGN PLAN

Below are the Georgia DOE Social Studies Standards and the AP U.S. History Key
Concepts covered in this unit:
SSUSH22 The student will identify dimensions of the Civil Rights Movement.
a. Explain the importance of President Trumans order to integrate the United States
military and the federal government.
b. Identify Jackie Robinson and the integration of baseball.
c. Explain Brown v. Board of Education (1954) and efforts to resist the case.
d. Describe the significance of Martin Luther Kings Letter from a Birmingham Jail and
I have a Dream speech.
e. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting
Rights Act of 1965.
APUSH 8.2: New movements for civil rights and liberal efforts to expand the role of government
generated a range of political and cultural responses.
1. Seeking to fulfill Reconstruction-era promises, civil rights activists and political
leaders achieved some legal and political successes in ending segregation, although
progress toward racial equality was slow.

Redesign
Mr. Liscio expressed that he would be very interested in adding some technology
component to this lesson. For the redesign, we decided to have students work in groups to
research a major event relating to civil rights activities during this timeframe (1945-1970).
Students will then create a digital story about the event using primary documents, videos, and
perhaps audio interviews to tell their story. These presentations will be shown in class to
establish the sentiment of the times. Our hope is to make the content more engaging for his
students, improve their depth of knowledge of the subject matter, and inspire them to become
active citizens in the future.
Explanation of Artifacts:
As one of my artifacts, I created an infographic timeline of the major events surrounding
civil rights during this time. I created this using Piktochart, so the graphic can be printed as a

COMPREHENSIVE INSTRUCTIONAL REDESIGN PLAN

poster to use in class and also posted online to be viewed as a presentation. As Mayers
Multimedia principle asserts, words and pictures are better together than either would be alone.
These events are in their textbook which we all lovingly call the brick, but by providing the
infographic, I gave students a visual chronology of the events. Mr. Liscio said this would help
his students to better remember these events.
Students will also use this timeline to choose an event to research during class and
continue at home if necessary. For collaboration, students will use Google Drive to
communicate with each other, posting their findings on a Google document, and possibly using
Google slides to incorporate images into their story.
In the article by Suzana Sukovic (Sukovic, 2014), her research on digital storytelling
reviewed Matttias Oppermans article: Digital Storytelling and American Studies: Critical
Trajectories from the Emotional to the Epistemological. In that article he found that
The format of the digital story allows the compression of complex ideas through
the use of multiple media For students, digital stories have proven to be a powerful
medium to express their voice with intellectual depth in a form other than writing.

To introduce the concept of digital storytelling, I used a digital story that I created a few
years ago. This story of John Kennedy shows the students that they can incorporate photos,
videos, and voice with MovieMaker. I also used an example of a PhotoStory about the Arkansas
Nine that a student posted on YouTube. PhotoStory uses only still images, but students can add
voiceover and music to each image. Students may use whatever tool they want to create the
story, but our school offers MovieMaker and PhotoStory. These are also free downloads if they
choose to complete the project at home. Additionally, I have created two interactive posters
using Glogster one on how to use MovieMaker and one on the use of PhotoStory. I will give

COMPREHENSIVE INSTRUCTIONAL REDESIGN PLAN

the students instruction during class and these online interactive posters will serve as 24/7
teaching tools that the students can refer back to if they have questions. Most of the pathfinders
that the library creates for classes are in this form so it is familiar to the students. These
interactive tools give students direct links to resources to assist with their project, and follow the
principles of design and the Gestalt Theory.
I have also created a poster to help students with the process of digital storytelling, and
will hand out storyboard templates to aid them with planning their stories. Stories should be
between three to seven minutes and thoroughly cover the chosen topic. For assessment, we will
use a digital storytelling rubric designed by Dr. Gail Matthews-DeNatale, from Simmons
College, Boston, MA. (Rubric is attached as a separate document).
ACRL Visual and Literacy Competency Standards:
The lesson redesign using digital storytelling methods incorporates many of the ACRL
Standards on Visual and Literacy Competency. First, by researching and finding artifacts to use
in their productions, students will address Standard One, The visually literate student determines
the nature and extent of the visual materials needed. Students will define and articulate the need
for an image and identify a variety of images sources, materials, and types. Standard Two also
applies here as students find and access needed images and visual media effectively and
efficiently. As students are working in their groups to identify images for their presentations,
they will use Standard 3.4. The visually literate student validates interpretation and analysis of
images through discourse with others. (a) Participates in classroom and other discussions about
images. In creating their stories, Standard Five comes into play: the visually literate student uses
images and visual media effectively. Students will address Learning Outcomes 5.1.a-e, 5.2 a, and
5.4. b-c. Additionally, students will meet the leaning outcomes of Standard Six. They will

COMPREHENSIVE INSTRUCTIONAL REDESIGN PLAN

create visual media to represent and communicate concepts, narratives, and arguments; produce
visual media for a defined audience, and align visual content with the overall purpose of the
project; and develop proficiency with a range of tools and technologies for creating visual
media. Finally, by providing resource information students will address Standard 7.3. The
visually literate student cites images and visual media in presentations and projects; gives
attributions to image creators in citations and credit statements to acknowledge authorship and
author rights; includes source information in citations and credit statements; and cites visual
materials using an appropriate documentation style.
Reflection:
I really enjoyed the redesign of this project and as always, the challenge is to find some time to
collaborate with the teacher. Because we have so many students that need so many required
Social Studies courses, many of our teachers teach extended day so they have no planning
period. I open the library an hour before school, so we cannot meet then, and after school many
days, there are IEPs, club meetings, test makeups, training, etc. So by far, I would say that
coordinating collaborative time with a teacher is the most challenging. Because I was working
specifically with content from a unit lesson, I had to spend much time delving into the events to
make sure that students would be able to find enough information and artifacts to use in a digital
story a sort of pre-research. The artifacts that I created helped me to polish my skills with
infographics. Now, I already have another Social Studies teacher that would like me to teach her
students to create their own interactive infographic to explain labor unions. She says this is her
lowest scoring unit because she has to cover the materials so quickly, so we are going to
collaborate on a lesson to engage the students more with this content.

COMPREHENSIVE INSTRUCTIONAL REDESIGN PLAN

*On the reference page, I have included references for this paper and sources used in the
redesign lesson.
References
26phillyphan. (March 30, 2010). The Little Rock Nine PhotoStory. [Video File]. Retrieved
from https://www.youtube.com/watch?v=4dy4tjxVMHA
Association of College and Research Libraries. (2011, October). ACRL Visual Literacy
Competency Standards for Higher Education. Retrieved from
http://www.ala.org/acrl/standards/visualliteracy
Jackie Robinson. [Photography]. Retrieved from Encyclopdia Britannica
ImageQuest. http://quest.eb.com/search/139_2011163/1/139_2011163/cite
Lyndon Baines Johnson (1908 - 1973), referred to as LBJ, served as the 36th President of the
United States from 1963 to 1969. Lyndon Johnson signing the Civil Rights Act, 2 July
1964. Martin Luther king Jnr. looks on behind the President. [Photography]. Retrieved
from Encyclopdia Britannica
ImageQuest. http://quest.eb.com/search/300_2283562/1/300_2283562/cite
Lyndon Baines Johnson/n(1908-1973). 36th President of the United States. Johnson signing the
Civil Rights Bill. Photographed by Warren Leffler, 11 April 1968.. [Fine Art]. Retrieved
from Encyclopdia Britannica
ImageQuest. http://quest.eb.com/search/140_1700300/1/140_1700300/cite
Marchers carrying banner lead the way as 15,000 parade. Photograph shows marchers carrying
banner We march with Selma on street in Harlem, New York City, New York. 1965
March. 'World Telegram and Sun' photograph by Stanley Wolfson. . [Photography].

COMPREHENSIVE INSTRUCTIONAL REDESIGN PLAN

Retrieved from Encyclopdia Britannica

ImageQuest. http://quest.eb.com/search/300_2292585/1/300_2292585/cite
Police arresting black man for looting. [HORIZONTAL]. Retrieved from Encyclopdia
Britannica ImageQuest. http://quest.eb.com/search/115_861265/1/115_861265/cite
School guard. [Photographer]. Retrieved from Encyclopdia Britannica
ImageQuest. http://quest.eb.com/search/115_2674979/1/115_2674979/cite
Sukovic, S. (2014). iTell: Transliteracy and digital storytelling. Australian Academic & Research
Libraries, 45(3), 205-229. doi:10.1080/00048623.2014.951114