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 districts 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 War
A. The Treaty of Paris
1. Protection of Natives
B. The Proclamation of 1763

1. The desire to move west.

2

The Stamp Act

A.
B.
C.
D.

Salutary Neglect
The Stamp Act Congress
Taxation without representation
Sons of Liberty

Intolerable Acts
A. The Tea Act
1. The Boston Tea Party
B. The Boston Port Act
C. The Quartering Act
D. The Continental Congress.

Self
Determination

Causes of
the
American
Revolution
Expansion

Taxation

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 Bachelors Degree in History. She also holds
a Masters 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.

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

Enabling Objectives:
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

Performance

Content
Facts
Concept
Principles
Procedure
Interpersonal
Attitude

Recall
1A,2B,3B,
1B,2A,3A,

Terminal Objective 1: to examine the

results of the French and Indian War
Enabling Objectives:
1A. Identify the results of the Treaty of

Application

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 War

Paris 1763
1B. Discuss the results of the treaty in
relation to the growing discontent of
the colonists.
Terminal Objective 2: To explain the
colonial reaction to the Stamp Act.
Enabling Objectives:
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.

and the 1763 Treaty of Paris laid the groundwork

for the American Revolution

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.

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

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

Instruction
al
Strategies

Goals

Objecti
ves

UDL

Assessments

Lesson 1

The
student
Students
will
will explain explain
the
the end
Proclamati of the
on of 1763 Anglo
using web
French
2.0
competit
technology ion in
the
colonies.

Objectiv
e 1: The

student
will
explain
the
results
of the
French
and
Indian
War.
1A. The
student
determi
ne
results
of the
Treaty
of Paris
1763
1B. The
student
will list
results
of the
treaty in
relation
to the
growing
disconte
nt of the
colonist
s.

Students
will
choose
the web
2.0
format
of their
choice.

https://www.thinglink.com/scene/415600300179
587072#tlsite

Lesson 2

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

Lesson 3

The
student
The student will
will take a
explain
comprehen the
sive exam colonial
response
to the
Intolerab
le Acts

2A. The
student
will
explain
salutary
neglect
and the
role it
played
in the
reaction
to the
Stamp
Act.
2B.
Explain
the
colonial
respons
e to the
Stamp
Act
3A The
student
will
explain
the role
of the
Sons of
Liberty
in the
respons
e to the
Intolera
ble
Acts.
3B.
Explain
the

Students Discussion question (Attached)

will
have a
choice to
participa
te in a
class
discussio
n or
briefly
answer
several
discussio
n
question
s.

Students
will
have a
choice
of a quiz
or write
a two
paragrap
h
narrative
on the
causes
of the
Revoluti
on.

Quiz(attached)

Boston
Tea
Party.

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

Name________________________________
Date_____
1. What was the Seven Years War called in the American colonies?
a. The Seven Years War
b. King Phillips War
c. The French and Indian War

2. What did Parliaments Proclamation of 1763 do?

a. Prevent expansion past the Appalachians Mountains
b. Require Colonists to give soldiers lodging.

Tina Moses

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 prorepublican 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. C
2. A
3. C
4. C
5. A
6. A
7. A
8. C
9. C
10. C

Instructional Sequence

Sequence
1
2
3

Description
Explain the results of the French and Indian War
Explain the colonial response to the Stamp Act
Explain the colonial response to the Intolerable Acts

Objective
1
2
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.
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
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.
Initial Presentation
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.
Initial Presentation
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
Lesson 1
Students will
explain the
Proclamation of
1763 using web
2.0 technology

Goals

Objectives

UDL

The student will

explain the end
of the Anglo
French
competition in
the colonies.

Objective 1: The

Students will
choose the web
2.0 format of
their choice.

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

Assessments

the treaty in
relation to the
growing
discontent of the
colonists.

Lesson 2
Students will
discuss the
Stamp Act.

Lesson 3
The student will
take a
comprehensive
exam

The student will

explain the
colonial reaction
to the Stamp Act.

The student will

explain the
colonial response
to the Intolerable
Acts

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
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.

Formative Evaluation

Purpose

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

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

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