Comprehensive Design Plan

Drew Anthony

Client: Chris Warbington

Chris.warbington@bufordcityschools.org

Remedial United States History Teacher

The instructional problem:

At risk students at Buford High School (they have either failed a class or are repeating U.S.

History) struggle with passing the U.S. History Milestone which is only in its second year. In

order to help students grasp material reviewing for the Milestone, students will review using

cartoons, graphic novels, and others images. Going back and reviewing by using traditional

material (worksheets, handouts, readings with text only) are mundane, unengaging, and

demotivating. Mr. Warbington uses a variety of materials with my assistance to review

meaningful concepts. The students will read parts of Maus, The Black Panther Party Coloring

Book, cartoon, atlases, charts, and graphs. They will then create infographics that deal with a

standard in U.S. history and teach the class using them.

Redesigned Lesson:

Goal:

1) Create materials that help students review material in a meaningful engaging way that

helps them pass and exceed on the Milestone.

2) Incorporate mostly visuals and have students use and create them.
I have created 2 Artifacts for the project.

The first is a pictochart on the causes of the Great Depression. Students seem to struggle with

this concept because of their lack of overall knowledge and lack of real world experience with

money.

Here is the initial PowerPoint that Mr. Warbington projected on the TV.
Here is the newly designed inforgraphic:
Students were first taught this with a PowerPoint that had a lot of extraneous material that was

confusing and convoluted. There were so many visuals on the PP that it distracted from the

lesson. One unique way to use this infographic is to delete the text and have students match a

concept with the picture. I also would create a chart that students would use to briefly describe

each cause of the Great Depression.

The second document is a Prezi entitled Road to the Revolution that explain a chronological

order of events that got us to the beginning of the War. It is very basic starting with the French

and Indian War and leading up to the Battle of Bunker Hill. It allows for discussion and

analyzing how one event leads to the next event.

Here is original handout that was Guided Note taking.

THE AMERICAN REVOLUTION

I. The French and Indian War

When?
Cause?
Turning point-

Effect on the Colonies

II. British Actions

A. Royal Proclamation-
B. Enforcement of existing laws (salutary negelect)
1.
2.
C. Taxation without________________

III. Colonial Opposition

A. Mass Action
1. Sons of Liberty led by ___________________(colonial mafia)

2. nonimportation by colonial merchants-boycotts

3. Boston massacre(March 5,1770)

Issue-job competition between colonists and soldiers(military rule)
Events:name calling, rock throwing, snowball, firewood, and a fist fight
 **evolved into a ____________.
**shots fired by an unidentified person
**___________ colonists died(Crispus Attucks)
Impact: used as propaganda vs. the British

B. Government Action-
1. First Continental Congress(September 1777 in Philadelphia, Penn.)
Goal: create a plan to defend themselves against the colonists
Motto: No_____________ without_____________.
Action: urged the formation of town militias-minutemnt
**began stockpiling weapons
Impact: April 18,1775: Gen. ________________(____) is ordered to seize any
military
Supplies from John Hancock and Samuel Adams
**______________ rides through the countryside shouting________________.
**first battles at ______________ and ________________.Where?
- no one knows who fired the first shot
- 8 minutemen killed
** British moved on to Concord, then return to Boston
-colonists hide in trees and bushes to ambush British
** Colonists attacked Boston- Why?

2. Second Continental Congress(May 1775 in ______________)

Goal:
Actions:
1)
2)
3)
British response: Battle of Bunker Hill
**British victory, but they lost sooo many soldiers

Here is the redesigned that gives a brief explanation of the events leading up to war.

Link:

http://prezi.com/y_9lfioaxmci/?utm_campaign=share&utm_medium=copy

Rationale:

I redesigned 1 Chart and One Handout using Mayers Multimedia Principles and The Dual Coding

Theory.
 The two images rely on the Coherence Principle because extraneous information is deleted rather

than included.

The pictochart uses the principle of spatial contiguity because words and images are closer rather

than farther from each other.

The pictochart uses both visual and words.

Segmenting is used in the Prezi because each event is in a separate circle.

ACRL Visual and Literacy Competency Standards:

Standard One

The visually literate student determines the nature and extent of the visual materials needed.

2. The visually literate student identifies a variety of image sources, materials, and types.

Learning Outcomes:

a. Explores image sources to increase familiarity with available images and generate ideas
for relevant image content
b. Investigates the scope, content, and potential usefulness of a range of image sources
and formats (e.g., digital, print, subscription databases, open web, books or articles,
repositories, personal creations)
c. Identifies different image and visual media types and materials (e.g., paintings, prints,
photographs, born-digital images, data models.

Students will explore various images and understand the content in which they are used.

Standard Three

The visually literate student interprets and analyzes the meanings of images and visual media.

Performance indicators:
1. The visually literate student identifies information relevant to an images meaning.

Learning Outcomes:

a. Looks carefully at an image and observes content and physical details

b. Reads captions, metadata, and accompanying text to learn about an image
c. Identifies the subject of an image
d. Examines the relationships of images to each other and uses related images to inform
interpretation
e. Recognizes when more information about an image is needed, develops questions for
further research, and conducts additional research as appropriate.

Students will identify the relevance of various images and their meanings.

Method to access the lesson:

After being exposed to these types of visuals students will be asked to create their own

Pictochart. Here is the rubric

Requirement Excellent 5 Average 3 Below Average 2

Topic Topic is clearly stated Topic is vague Topic is totally

unclear

Presentation Visually appealing Boring No creativity

Objects Use of 5 objects used 3 to 4 objects Less than 3 objects

used
effectively

Dual Coding Visual and Text One or the other Neither

Total Pts.
Student Questionnaire: Circle the appropriate response.

1) I learn best with visuals only.

Strongly Agree Agree Strongly Disagree No Opinion

Disagree

2) I prefer PowerPoints.

Strongly Agree Agree Strongly Disagree No Opinion

Disagree

3) I prefer lecture mostly.

Strongly Agree Agree Strongly Disagree No Opinion

Disagree

4) I prefer to learn by doing.

Strongly Agree Agree Strongly Disagree No Opinion

Disagree

5) I prefer to learn through graphic organizers, visuals, video, and pictures.

Strongly Agree Agree Strongly Disagree No Opinion

Disagree
Reflection:

This was both a meaningful and relevant lesson because of the practicality of it. There

are two types of teachers in the building. Teachers and those who support teachers. As a teacher

our main job is to help all students learn. I teach all Honors and AP courses so it was meaningful

to have a colleague teach with these tools. It was challenging because we were forced to

redesign material that we had already taught for review.