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Elrod—Key Assessment









Key Assessment: Instructional Design Project
FRIT 7231
Drew Elrod
Georgia Southern University













Elrod—Key Assessment

Key Assessment Part 1
Part 1: Identification of Learning Problem
General Audience:
The primary audience consists of high school males and females in the 11
th
grade who are
identified as special needs or students with disabilities. The age for participants ranges from 15-
18. The content area will focus on United States History with the direction geared toward
improving End of Course Test (EOCT) scores in United States History.
Problem Identification:
After analyzing the data provided by the Governor’s Office of Student Achievement 73%
of students with disabilities failed the End Of Course Test for United States History at Cass High
School. The results also showed that the failure rate increased by 5% from the previous year. It
is vital that additional measures are taken to improve these scores and provide further instruction
for these students. According to the EOCT results for U.S. History, students with disabilities
struggle with comprehending the first three standards for U.S. History as provided by the
Georgia Department of Education. These standards essentially lay the foundation of further
knowledge throughout the course. Therefore, a solid basis of knowledge in these standards is
vital to expanding knowledge throughout the course to prepare for the EOCT for U.S. History.
Instructional Goals:
 Describe European settlement in North America during the 17
th
century.
 Trace ways that the economy and society of British North America developed.
 Explain the primary causes of the American Revolution.




Elrod—Key Assessment


Key Assessment Part 2
Introduction:
The enrollment of students at Cass High School is 1,452 students. The demographics of
the school consists of 1% Asian, 15% Black, 10% Hispanic, 1% Native American, 72% White,
and 1% Multiracial. Students with Disabilities make up 12% of the school population. This
percentage is consistent with the system (12%) but higher than the state of Georgia percentage
(10%). The percentage of student eligible for free/reduced meals is 59%. The demographic
information for this learner analysis was obtained by using the Governor’s Office of Student
Achievement and the Bartow County School System website. These resources also provided the
information for previous End of Course Test and Georgia High School Graduation Test results.
To specifically identify and gain knowledge of participants’ additional information was obtained
through interviews with Special Education teachers, counselors, administrators, Social Studies
teachers, and the Department of Exceptional Students director at Cass High School. Reviewing
Benchmark tests from the 2012-2013 school year showed an overall break down of standards
covered and gaps in learner retention. Individualized Education Programs (IEPs) were examined
to further knowledge about participants as well.
Entry Skills:
 Received credit in World Geography
 Received credit in World History
 Able to log on a computer
 Use of basic internet navigating skills
Prior Knowledge:
 Understanding basic historical concepts
 Understanding basic map, chart, and diagram interpreting skills
Elrod—Key Assessment

 Ability to draw conclusions and make connections with material
 Ability to effectively take and complete a test.
This information was obtained by analyzing and reviewing Benchmark tests for the
previous year. The Benchmark test results provided a look at where the participants succeeded
and areas for improvement. The tests ranged from 25- 80 questions of multiple choice formats
where students had to draw on material covered. Visual images, charts, and graphs were
included in the test format as well. Only standards and material covered were included on the
test. The score of the participants End of Course Test for United States History was included for
information. Lastly, information was gained through collaborating with teachers in World
Geography, World History, and the Special Education department.
Attitudes Towards Content & Academic Motivation:
The majority of students recognized that they need additional instruction in United States
History. Through interviews with students, Special Education teachers, and the director of
Exceptional Students the overall conclusion was that the students feel overwhelmed by the
content and pace at which the course operates. Through interviews with Special Education
teachers and examining IEPs for students the reoccurring phenomenon surrounding the lack of
success was the ability for students to make connections or recall material covered early in the
semester. Social Studies and Special Education teachers all felt that the motivation and effort put
forth by students was satisfactory. Goals listed in IEPs for students are achievable and 60% of
students specifically listed passing the End Of Course Test for United States History in their
plan. The director of Exceptional Students indicated the majority of students understand the
importance of an education and how it will lead to future education and employment.

Elrod—Key Assessment


Educational Ability Levels:
From the 2012-2013 End of Course Test for United States History 73% of students with
disabilities at Cass High School did not pass. Of that percentage 41% were females and 32%
were males. Upon further analysis 52% had to retake either World Geography or World History.
Students that had to retake both World Geography and World History made up 12%. Through
interviews with Social Studies teachers, Special Education teachers, and reviewing Benchmark
tests students struggle with the ability to draw on material from previous courses and early
material covered in United States History. Many of the students have difficulties analyzing text,
interpreting maps or images, and understanding major historical concepts. One key issue
discovered through interviews with teachers was the difficulty students had with staying current
with class material. Teachers expressed that many students seemed and felt overwhelmed by the
pace at which the class operated. Students did express basic knowledge of operating a computer
and showed the ability to navigate and research using the internet.
General Learning Preferences:
Of the 73% of students with disabilities at Cass High School that did not pass the End Of
Course Test for United States History 50% were identified as being hands on learners. This
included class projects, computer activities, and other physical demonstrations of material.
Another 20% were identified as being a mixture of visual and hands on learners. The remaining
3% of students were identified as learners who retain and operate best individually. The majority
of the students enjoy working on assignments, watching video clips about material, researching,
Elrod—Key Assessment

and taking assessments through the use of technology. This information was gathered through
teachers interviews and reviewing student IEPs.
Attitude Toward Teachers and School:
The majority of students demonstrate a positive attitude and respect toward teachers and
administrators. Teachers described their students with disabilities as positive, energetic, trust
worthy, and motivated. The students enjoy coming to school in a new building. The new Cass
High School was built in 2010 is an incredible facility. Teachers also expressed how the
students enjoy visiting the media center and the many computer labs in the building. Students
show appreciation for the abundance of resources and technology tools located throughout the
building.
Group Characteristics:
Cass High School is located in White, Georgia. Of the 73% of students with disabilities
that did not pass the End Of Course Test for United States History 61% are eligible for free or
reduced meals. Students range from 15 to 18 years of age. The majority of students (65%) have
attended elementary, middle, and high school in the Bartow County School System. Students
who come from families with more than one sibling are 47%. A total of 5% are the only child in
their family. Students that live in a one parent home make up 17%. Those students who
currently have a job after school or during the summer make up 12%. The demographic
distribution of students with disabilities that did not pass the EOCT in United States History are
24% White, 33% Black, and 16% Hispanic.


Elrod—Key Assessment

Key Assessment Part 3
Task Analysis:
I chose to conduct the task analysis by using a topic analysis. The task analysis will
focus on the content of material and the topic based on the standard for each lesson.
Task Analysis Outline:
I. European Colonization in America
a. Settlements
i. Jamestown
1. First permanent English colony in North America.
2. Virginia Company
a. The Virginia Company refers collectively to a pair of
English joint stock companies chartered by James I on 10
April 1606 with the purposes of establishing settlements on
the coast of North America.
3. House of Burgesses
a. First representative body in Colonial America.
b. Had the power to raise taxes and make laws.
4. Tobacco cultivation
a. America’s first cash crop.
b. A cash crop is a crop in which a particular area reaps
financial benefits from planting, harvesting, and selling.
c. First African slaves come to North America to work in the
tobacco fields.
5. John Rolfe credited with bringing the tobacco plant to North
America.
a. Rolfe married Pocahontas
6. Bacon’s Rebellion
a. This was a 1676 uprising in the Virginia Colony led by
frontiersmen against government corruption and
oppression.
ii. New England colonies
1. Massachusetts
a. This is a colony that was first settled by the Pilgrims in
1620 in Plymouth. The first Thanksgiving was celebrated
here.
2. Connecticut
3. Rhode Island
4. New Hampshire
iii. Mid-Atlantic colonies
1. New Jersey
2. Pennsylvania
3. Delaware
4. New Amsterdam (New York)
Elrod—Key Assessment

iv. Southern colonies
1. Virginia
2. South Carolina
3. North Carolina
4. Georgia
5. Maryland
b. Native American relations
i. Chief Powhattan
1. Leader of some 30 tribes located in and around the Chesapeake
Bay region.
ii. John Smith
1. Instilled a work ethic and sense of duty fort the early settlers at
Jamestown. Established trust between the natives and white
Europeans early on.
iii. Pocahontas
1. Daughter of Powhattan. Married John Rolfe, the economic savior
to Jamestown, to help promote the peace between the natives and
European settlers.
iv. King Philip’s War
1. Last major effort by the Indians of southern New England to drive
out the English settlers.
c. Religious tensions
i. Salem Witch Trials
1. These were a series of court proceedings held in Massachusetts in
1692 in which 20 people were executed for allegedly practicing
witchcraft.
ii. Anne Hutchinson
1. She was a Puritan religious leader in the Massachusetts Bay
Colony before her actions resulted in her removal from the colony.
iii. Half-Way Covenant
1. This was a method for members to have partial church membership
in the New England Puritan Church.
d. French settlements
i. French
1. This refers to both a people (located on mainland of Europe) and a
language (spoken there and also in parts of Canada, the Caribbean,
and the African continent).
2. Quebec
a. First permanent European settlement in Canada.
Established in 1608.
II. Economy and society of British North America.
a. Economy
i. Mercantilism
1. This was the economic philosophy that control of imports was the
key to enhancing the health of a nation and that Colonies existed to
Elrod—Key Assessment

serve the home country as a source of raw materials and a market
for manufactured goods.
a. Raw materials
i. Timber
ii. Tobacco
iii. Corn
iv. Sugar
v. Rice
vi. Fruits
ii. Trans-atlantic-slave trade
1. This was the trade of African slaves by Europeans. Most slaves
were shipped from West Africa to the New World.
iii. Middle Passage
1. This is the term used to describe the part of Triangle Trade in
which slaves were shipped from Africa to the Western
Hemisphere.
b. Society
i. Social mobility
1. The ability to prosper based upon the individual’s work ethic,
determination, knowledge, and skills.
a. Benjamin Franklin
i. Born into a poor family. Never received a formal
education. Became a writer, inventor, diplomat,
scientist and founding father.
ii. Individualism
1. The right for individualism to practice their own religion, trade,
and overall life style.
iii. Religion
1. Great Awakening
a. This was a religious revival that promised the grace of God
to all who could experience a desire for it.
b. George Whitefield
i. He was an Anglican minister, known for his work in
the First Great Awakening.
III. Causes of the American Revolution
a. French and Indian War
i. Battles between France and England in the new world resulting in the loss
of all French possessions.
ii. Proclamation of 1763
1. This was issued by King George III at the end of the French and
Indian War/Seven Year's War to organize Britain's new North
American empire. It regulated trade, settlement and land purchases
with the Native Americans. It gave Britain a monopoly on land
purchased west of the Appalachians.
iii. Proclamation Line
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1. This is the name given to the boundary establish by Britain after
the French and Indian War, to the west of which colonists were not
to settle.
b. Taxation
i. Stamp Act
1. This was an Act passed in 1765 by the British, requiring all legal
documents, contracts, newspapers, etc. in the American colonies to
carry a tax stamp to help pay for the military presence in the
colonies.
ii. Intolerable Acts
1. These were series of laws passed in response to the Boston Tea
Party by the British Parliament in 1774. Those laws included the
Massachusetts Government Act, Administration of Justice Act,
Boston Port Act, and the Quartering Act. These acts are considered
a significant cause of the American Revolutionary War.
c. Uprisings
i. Boston Massacre
1. This was an event that occurred on Monday, March 5, 1770. Five
men were killed by British soldiers.
ii. Boston Tea Party
1. This was a political protest by Boston, Massachusetts residents in
1773 against the British parliament led by the Sons of Liberty.
a. Sons of Liberty
i. This group of Patriots was formed in 1765 and
urged colonial resistance to the Stamp Act using
any means available... even violence.
d. Literature
i. Common Sense
1. Written by Thomas Paine, this pamphlet outlined reasons and
justification for the American colonies to separate from England.
Subject Matter Expert (SME)

I (Drew Elrod) will serve as the SME for this instructional plan. My formal education
consists of a bachelor’s degree in History-Secondary Education from Shorter University in
Rome, Georgia. I am currently pursuing a master’s degree in Instruction Technology from
Georgia Southern University in Statesboro, Georgia. At Cass High School I teach one World
History course and four United States History courses. I have two years of experience teaching
Social Studies at the middle school level as well.

Elrod—Key Assessment
























Elrod—Key Assessment









v














Colonization to
Revolution
European
Colonization
Jamestown—1
st

permanent English
settlement in North
America.
Virginia Company—
English joint stock
companies.
House of Burgesses—
first representative
body in Colonial
America.
Tobacco—first cash
crop in America.
John Rolfe—brought
the tobacco plant to
North America.
Mid-Atlantic Colonies
New England Colonies
Tobacco—first cash
crop in America.
Bacon’s Rebellion—
frontier rebellion
against gov’t
corruption oppression.
New Amsterdam
Delaware
Pennsylvania
New Jersey
Quebec—1
st

permanent French
colony in North
America.
Settlements
Rhode Island Massachusetts
Connecticut New Hampshire
Chief Powhattan—
leader of natives near
the Chesapeake Bay.
King Philip’s War—last
rebellion against early
English settlers
John Smith—leader of
Jamestown. Worked
to promote peace.
Pocahontas—daughter
of Powhattan. Married
John Rolfe.
Indian
Relations
Religious
Tension
Half-Way Covenant—
partial membership in
New England Purtain
Church.
Anne Hutchinson—
forced out of the
Mass.Bay for religious
practices.
Salem Witch Trials—
1692, 20 people
executed for allegedly
practicing witchcraft.
Economy and
Society
Middle Passage—
refers to the route
from Africa to the
Americas.
Trans-Atlantic Slave Trade—slave
trade between Africa, American
colonies and European countries.
Mercantilism—system
of trade used by the
colonies with other
countries
Individualism—people
have the right to
practice personal
freedoms.
Social Mobility—the
ability to rise in society
based on talent.
Religion—freedom of
religion; Great
Awakening
Causes of the
American Revolution
Proclamation of
1763—Great Britain
set restrictions for
English settlers
expansion
Proclamation Line—
restricted settlers to
stay east of the
Appalachian Mts.
Intolerable Acts-- included the Massachusetts
Government Act, Administration of Justice Act,
Boston Port Act, and the Quartering Act
Stamp Act -- requiring all legal
documents, contracts, newspapers,
etc. in the American colonies to carry
a tax stamp to help pay for the
military presence in the colonies.
Boston Massacre—five
civilians were killed by
British soldiers
Boston Tea Party—Patriots
destroy British merchandise in
response to more taxes place
on them by England.
Common Sense—written
by Thomas Paine, called
for colonies to rebel.
Southern Colonies Georgia
Maryland Virginia North Carolina
South Carolina
Taxation
Uprisings
Literature
French and
Indian War
Economy
Society
Elrod—Key Assessment

Key Assessment Part 4
Terminal Objective 1: The student will describe European settlement in North America in the
17
th
century.
Enabling Objectives:
1A. Describe Virginia’s development including the Virginia Company, tobacco cultivation, and
the House of Burgesses
1B: Explain the significance of the French colony of Quebec.
1C. Locate and label the Mid-Atlantic and Southern colonies.
1D: Locate and label the New England colonies.
1E: Discuss the religious tensions during early colonization.
1F: Analyze European relations with Native Americans.
Terminal Objective 2: The student will trace the ways that the economy and society of British
North America developed.
Enabling Objectives:
2A: Explain the development of mercantilism and the Trans-Atlantic trade.
2B: Describe the Middle Passage.
2C: Identify Benjamin Franklin as a symbol of social mobility and individualism.
2D: Explain the significance of the Great Awakening
Terminal Objective 3: The student will explain the primary causes of the American Revolution.
Enabling Objectives:
3A: Trace how the French and Indian war laid the groundwork for the American Revolution.
3B: Discuss the aspects the Proclamation of 1763.
3C: Describe the colonial response to the Proclamation Line.
3D: Explain the colonial attitude and actions toward British taxes.
3E: List uprisings in the colonies against British rule in North America.
3F: Describe how the pamphlet Common Sense helped to promote the American Revolution.
Elrod—Key Assessment

Performance
Content Recall Application
Fact 1C, 1D, 2C 3E
Concept 1A, 1B, 2B 1E, 1F, 2D, 3D
Principles 2A, 3F
Procedure 3A 3B, 3C
Interpersonal
Attitude

Instructional Objectives Georgia Performance Standards (GPS) for
United States History
Terminal Objective 1: The student will
describe European settlement in North
America in the 17
th
century.
Enabling Objectives:
1A. Describe Virginia’s development including
the Virginia Company, tobacco cultivation, and
the House of Burgesses
1B: Explain the significance of the French
colony of Quebec.
1C. Locate and label the Mid-Atlantic and
Southern colonies.
1D: Locate and label the New England
colonies.
1E: Discuss the religious tensions during early
colonization.
1F: Analyze European relations with Native
Americans.

SSUSH1: The student will describe
European settlement in North America
during the 17
th
century.
a. Explain Virginia’s development; include the
Virginia Company, tobacco cultivation,
relationships with Native Americans such as
Powhatan, development of the House of
Burgesses, Bacon’s Rebellion, and the
development of slavery.
b. Describe the settlement of New England;
include religious reasons, relations with Native
Americans (e.g., King Phillip’s War), the
establishment of town meetings and development
of a legislature, religious tensions that led to the
founding of Rhode Island, the half-way
covenant, and the Salem Witch Trials.
c. Explain the development of the mid-Atlantic
colonies; include the Dutch settlement of New
Amsterdam and subsequent English takeover,
and the settlement of Pennsylvania.
d. Explain the reasons for French settlement of
Quebec.

Terminal Objective 2: The student will trace
the ways that the economy and society of
British North America developed.
Enabling Objectives:
2A: Explain the development of mercantilism
and the Trans-Atlantic trade.
2B: Describe the Middle Passage.
2C: Identify Benjamin Franklin as a symbol of
social mobility and individualism.
2D: Explain the significance of the Great
Awakening

SSUSH2 The student will trace the ways
that the economy and society of British
North America developed.
a. Explain the development of mercantilism
and the trans-Atlantic trade.
b. Describe the Middle Passage, growth of the
African population, and African-American
culture.
c. Identify Benjamin Franklin as a symbol of
social mobility and individualism.
Elrod—Key Assessment

d. Explain the significance of the Great
Awakening.

Terminal Objective 3: The student will
explain the primary causes of the American
Revolution
Enabling Objectives:
3A: Trace how the French and Indian war laid
the groundwork for the American Revolution.
3B: Discuss the aspects the Proclamation of
1763.
3C: Describe the colonial response to the
Proclamation Line.
3D: Explain the colonial attitude and actions
toward British taxes.
3E: List uprisings in the colonies against
British rule in North America.
3F: Describe how the pamphlet Common Sense
helped to promote the American Revolution.


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 and the 1763 Treaty of Paris laid
the groundwork for 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.
c. Explain the importance of Thomas Paine’s
Common Sense to the movement for
independence.
















Elrod—Key Assessment

Key Assessment Part 5

Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
The student will
answer the questions
from the following
video clips:
“Life in Jamestown”
“The Value of
Tobacco”
Describe European
settlement in North
America during the
17
th
century.
Objective 1: The
student will describe
European settlement
in North America in
the 17
th
century.
Enabling Objectives:
1A. Describe
Virginia’s development
including the Virginia
Company, tobacco
cultivation, and the
House of Burgesses


Provide multiple
means of
representation.

Provide multiple
means of
engagement.
Completion and
accuracy of
answering the
video questions.
Students must
answer all
questions and
score an 80+. If
students do not
score an 80+ they
must remediate the
assignment until
they reach the 80+
mark.
Lesson 1:
The student will
label and color a map
of the New England,
Mid-Atlantic, and
Southern colonies.
Describe European
settlement in North
America during the
17
th
century.
Objective 1: The
student will describe
European settlement
in North America in
the 17
th
century.
Enabling Objectives:
1C. List the Mid-
Atlantic and Southern
colonies.
1D: List the New
England colonies.


Provide multiple
means of
representation.

Provide multiple
means of action and
expression.
Completion of the
map with all New
England and Mid-
Atlantic colonies
labeled and
colored.
Lesson 1:
The student will use
a Venn Diagram to
compare and contrast
Native American
tensions and
Religious tensions in
the American
colonies.
Describe European
settlement in North
America during the
17
th
century.
Objective 1: The
student will describe
European settlement
in North America in
the 17
th
century.
Enabling Objectives:
1E: Discuss the
religious tensions
during early
colonization.
1F: Analyze European
relations with Native
Americans.

Provide multiple
means of
representation.

Provide multiple
means of action and
expression.
Completion of
Venn Diagram
with the correct
statements in each
section.
Elrod—Key Assessment


Lesson 2:
The student will
describe
mercantilism, trans-
Atlantic trade, and
the Middle Passage
using a Web 2.0 tool
of their choice.
Trace the ways that
the economy and
society of British
North America
developed.
Terminal Objective 2:
The student will trace
the ways that the
economy and society of
British North America
developed.
Enabling Objectives:
2A: Explain the
development of
mercantilism and the
Trans-Atlantic trade.
2B: Describe the
Middle Passage.

Provide multiple
means of
representation.

Provide multiple
means of action and
expression.

Provide multiple
means of
engagement.
Completion of
presentation using
a Web 2.0 tool.

UDL: All students
are comfortable
with the
implementation of
Web 2.0 tools.
Students can
respond in a
variety of Web 2.0
presentation tools
including text,
audio, and video.
Lesson 2:
The student will read
a short passage about
Benjamin Franklin
and his ascension in
American society
and write a 5
sentence paragraph
explaining this
example of social
mobility.
Trace the ways that
the economy and
society of British
North America
developed.
Terminal Objective 2:
The student will trace
the ways that the
economy and society of
British North America
developed.
Enabling Objectives:
2C: Identify Benjamin
Franklin as a symbol of
social mobility and
individualism.

Provide multiple
means of action and
expression.
Completion of 5
sentence paragraph
discussing
Benjamin Franklin
as an example of
social mobility.
Lesson 2:
The student will
answer the questions
from the video clip
“The Great
Awakening”
Trace the ways that
the economy and
society of British
North America
developed.
Terminal Objective 2:
The student will trace
the ways that the
economy and society of
British North America
developed.
Enabling Objective:
2D: Explain the
significance of the
Great Awakening


Provide multiple
means of
representation.

Provide multiple
means of
engagement.
Completion and
accuracy of
answering the
video questions.
Students must
answer all
questions and
score an 80+. If
students do not
score an 80+ they
must remediate the
assignment until
they reach the 80+
mark.
Lesson 3:
With a partner, the
student will create a
Explain the
primary causes of
the American
Terminal Objective 3:
The student will
explain the primary
Provide multiple
means of
representation.
Completion and
accuracy of
timeline with a
Elrod—Key Assessment

timeline listing and
briefly describing the
causes of the
American
Revolution.
Revolution. causes of the American
Revolution
Enabling Objectives:
3A: Trace how the
French and Indian war
laid the groundwork for
the American
Revolution.
3B: Discuss the aspects
the Proclamation of
1763.
3C: Describe the
colonial response to the
Proclamation Line.
3D: Explain the
colonial attitude and
actions toward British
taxes.
3E: List uprisings in
the colonies against
British rule in North
America.
3F: Describe how the
pamphlet Common
Sense helped to
promote the American
Revolution.

Provide multiple of
action and
expression.
partner.










Elrod—Key Assessment


Lesson 1: The student will answer the questions from the following video clips:
“Life in Jamestown”-- http://www.history.com/topics/jamestown/videos#life-in-jamestown

1. How far was the journey from England to Jamestown? Answer: 3,000 miles
2. Which ocean did the English settlers cross to arrive in Jamestown? Answer: Atlantic
Ocean
3. The English settlers found an abundance of which type of resources? Answer :Natural
4. Nearly half of the first English settlers to arrive at Jamestown died of what? Answer
Disease
5. Identify one reason the first English settlers fled England to come to America. Answers:
religious freedom, poverty, social oppression.

“The Value of Tobacco”-- http://www.history.com/topics/jamestown/videos#the-value-of-
tobacco

1. Tobacco was the first __________ crop for the American colonies. Answer: cash
2. True/False: Growing tobacco was very labor intensive. Answer: True
3. True/False: The thriving tobacco industry led to the development of slavery in the
colonies. Answer: True
4. Why did the tobacco crop flourish in the Chesapeake Bay region? Answer: climate
5. Most of the tobacco harvest was exported where? Answer: Europe
Lesson 1: The student will label and color a map of the New England, Mid-Atlantic, and
Southern colonies.




Elrod—Key Assessment

Lesson 1: The student will use a Venn Diagram to compare and contrast Native American
tensions and Religious tensions in the American colonies.

Native American Tensions Religious Tensions

Examples of Statements:
A: Believed they were justified in fighting for their rights.
B: Looking to find freedom from oppressors.
C: Inhabited the land for centuries.
D: New to this foreign land.
E: Persecuted because of their beliefs
F: Driven off their land.
G: Many were killed defending their beliefs and practices.








Elrod—Key Assessment

Lesson 2: The student will describe mercantilism, trans-Atlantic trade, and the Middle Passage
using a Web 2.0 tool of their choice.

Example of Web 2.0 presentation:
http://prezi.com/s8w_w95lzowt/?utm_campaign=share&utm_medium=copy


Lesson 2: The student will read a short passage about Benjamin Franklin and his ascension in
American society and write a 5 sentence paragraph explaining this example of social mobility.

Example of Reading Passage:
http://www.ushistory.org/franklin/info/

Lesson 2: The student will answer the questions from the video clip “The Great Awakening”

“The Great Awakening.”
http://www.youtube.com/watch?v=xKVjmmIXAhg

1. Who gave the sermon “Sinners In The Hands Of An Angry God”? Answer: Jonathan
Edwards.
2. Where did Edwards give his famous sermon? Answer: Connecticut
3. Name the other influential pastor during the Great Awakening. Answer: George
Whitefield
4. What was the spiritual basis of the Great Awakening? Answer: a personal relationship
with Jesus Christ.
5. True/False: The Great Awakening united the colonies. Answer: True









Elrod—Key Assessment

Lesson 3: With a partner, the student will create a timeline listing and briefly describing the
causes of the American Revolution.

Example:























1763 1764 1765 1770 1773 1776
French and Indian
War—resulted in
France losing all
rights to colonial
America.
Proclamation
Line—restricted
settlers to stay
east of the
Appalachian Mts.

Stamp Act --
requiring all legal
documents,
contracts,
newspapers, etc. in
the American
colonies to carry a
tax stamp to help
pay for the military
presence in the
colonies.
Proclamation of
1763—Great
Britain set
restrictions for
English settlers
expansion
Boston Massacre—
five civilians were
killed by British
soldiers
Intolerable Acts-- included the Massachusetts Government Act, Administration of
Justice Act, Boston Port Act, and the Quartering Act
Boston Tea Party—Patriots
destroy British merchandise in
response to more taxes place
on them by England.
Common Sense—
written by Thomas
Paine, called for
colonies to rebel.
Elrod—Key Assessment

Key Assessment Part 6
Sequence Description Objective
1 The student will describe European settlement in North America
in the 17
th
century.
1
2 The student will trace the ways that the economy and society of
British North America developed.
2
3 The student will explain the primary causes of the American
Revolution.
3

Lesson 1: The student will describe European settlement in North America in the 17
th
century.

Objectives:
Terminal Objective 1: The student will describe European settlement in North America in the
17
th
century.
Enabling Objectives:
1A. Describe Virginia’s development including the Virginia Company, tobacco cultivation, and
the House of Burgesses
1B: Explain the significance of the French colony of Quebec.
1C. Locate and label the Mid-Atlantic and Southern colonies.
1D: Locate and label the New England colonies.
1E: Discuss the religious tensions during early colonization.
1F: Analyze European relations with Native Americans.

Initial Strategy:
Student will view a short video clip about the “Age of Exploration” and write down key facts
about the reasons for exploration, countries involved, and people. This activity will tie into the
European Colonization standard covered in the first objective.

Instructional Strategies:
 The student will answer the questions from the following video clips: “Life in
Jamestown”/”The Value of Tobacco” (Wells, 453-458).
 The student will label and color a map of the New England, Mid-Atlantic, and Southern
colonies (McCall, 132-138).
 The student will use a Venn Diagram to compare and contrast Native American tensions
and Religious tensions in the American colonies (Moore, 17).
Resources:
McCall, A. L. (2011). Promoting Critical Thinking and Inquiry through Maps in Elementary
Classrooms. Social Studies, 102(3), 132-138.
Elrod—Key Assessment


Moore, J. E. (2003). The Art of Sorting. Science Activities, 39(4), 17.
Wells, J. J., Barry, R. M., & Spence, A. A. (2012). Using Video Tutorials as a Carrot-and-Stick
Approach to Learning. IEEE Transactions On Education, 55(4), 453-458.
Lesson 2: The student will trace the ways that the economy and society of British North America
developed.
Objectives:
Terminal Objective 2: The student will trace the ways that the economy and society of British
North America developed.
Enabling Objectives:
2A: Explain the development of mercantilism and the Trans-Atlantic Slave trade.
2B: Describe the Middle Passage.
2C: Identify Benjamin Franklin as a symbol of social mobility and individualism.
2D: Explain the significance of the Great Awakening

Initial Strategy:

Students will view images of diagrams and pictures concerning mercantilism, the Trans-Atlantic
Slave Trade, and the Middle Passage. By viewing these images student will be able to see the
process of each topic and the goods that were exchanged across the globe.

Instructional Strategies:

 The student will describe mercantilism, trans-Atlantic trade, and the Middle Passage
using a Web 2.0 tool of their choice (Wanago, 18-21).
 The student will read a short passage about Benjamin Franklin and his ascension in
American society and write a 5 sentence paragraph explaining this example of social
mobility (Morgan, 584-594).
 The student will answer the questions from the video clip “The Great Awakening”
(Wells, 453-458).
Resources:
Morgan, D. N., & Rasinski, T. V. (2012). The Power and Potential of Primary Sources. Reading
Teacher, 65(8), 584-594.
Wanago, N. (2013). EFFECTIVE Web 2.0 Tools FOR YOUR CLASSROOM. Techniques:
Connecting Education & Careers, 88(1), 18-21.
Elrod—Key Assessment

Wells, J. J., Barry, R. M., & Spence, A. A. (2012). Using Video Tutorials as a Carrot-and-Stick
Approach to Learning. IEEE Transactions On Education, 55(4), 453-458.

Lesson 3: The student will explain the primary causes of the American Revolution.

Objectives:

Terminal Objective 3: The student will explain the primary causes of the American Revolution.
Enabling Objectives:
3A: Trace how the French and Indian war laid the groundwork for the American Revolution.
3B: Discuss the aspects the Proclamation of 1763.
3C: Describe the colonial response to the Proclamation Line.
3D: Explain the colonial attitude and actions toward British taxes.
3E: List uprisings in the colonies against British rule in North America.
3F: Describe how the pamphlet Common Sense helped to promote the American Revolution.

Initial Strategy:

Students will watch a short video clip from “America: The Story of US” discussing the French
and Indian War and the causes of the American Revolution. This will give a broad look at how
the American Revolution started.

Instructional Strategies:
 With a partner, the student will create a timeline listing and briefly describing the causes
of the American Revolution (Collins, 34-38)
Resources:
Collins, M. H. (2006). Bring the past to life: 6 tips for writing local and regional history. Writer
(Kalmbach Publishing Co.), 119(11), 34-38.







Elrod—Key Assessment

Differentiation:

Video Tutorials:
The students will have the opportunity to learn, create, and demonstrate their knowledge of the
material using several different strategies. By using video clips students have the ability to
visual see people, places, events, and other types of images connected to the material. Students
can listen, rewind, and review the video clips to make connections. A grade of 80+ is required
for students to achieve completion of the video tutorial questions. This will allow for
remediation for the assignment and material covered.

Visual Aids/Create Visuals:

By allowing students to label and design the map of the colonies it allows students to take
ownership by learning through a hands-on activity. Students will be able identify the required
colonies by color and make connections to geographical proximity for each colony.

Venn Diagram:

The students will be able to analyze, compare, and contrast two topics by using the Venn
Diagram. This will allow for students to gain an overall concept of both topics while tracing the
similar characteristics of the topics as well.

Project/Integration of Technology:

By using a Web 2.0 tool students have the flexibility to create a project using text, audio, visual
or combination about the desired topic. Students will have the freedom of using a Web 2.0 tool
they feel comfortable using to meet the requirement.

Analyzing Text:

Students will have the opportunity to analyze text and draw conclusions. Students will write a
short response of 5 sentences to explain the desired topic and question.

Small Group/Timeline:

Students will have the opportunity to work with a partner to create a timeline based on the
desired topic. By collaborating with their partner, students can use a computer based program,
paper, or poster to create the timeline. The timeline will allow students to visually see the
chronological and description of events for the topic.






Elrod—Key Assessment

Key Assessment 7
Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
The student will
answer the questions
from the following
video clips:
“Life in Jamestown”
“The Value of
Tobacco”
Describe European
settlement in North
America during the
17
th
century.
Objective 1: The
student will describe
European settlement
in North America in
the 17
th
century.
Enabling Objectives:
1A. Describe
Virginia’s development
including the Virginia
Company, tobacco
cultivation, and the
House of Burgesses


Provide multiple
means of
representation.

Provide multiple
means of
engagement.
Completion and
accuracy of
answering the
video questions.
Students must
answer all
questions and
score an 80+. If
students do not
score an 80+ they
must remediate the
assignment until
they reach the 80+
mark.
Lesson 1:
The student will
label and color a map
of the New England,
Mid-Atlantic, and
Southern colonies.
Describe European
settlement in North
America during the
17
th
century.
Objective 1: The
student will describe
European settlement
in North America in
the 17
th
century.
Enabling Objectives:
1C. List the Mid-
Atlantic and Southern
colonies.
1D: List the New
England colonies.


Provide multiple
means of
representation.

Provide multiple
means of action and
expression.
Completion of the
map with all New
England and Mid-
Atlantic colonies
labeled and
colored.
Lesson 1:
The student will use
a Venn Diagram to
compare and contrast
Native American
tensions and
Religious tensions in
the American
colonies.
Describe European
settlement in North
America during the
17
th
century.
Objective 1: The
student will describe
European settlement
in North America in
the 17
th
century.
Enabling Objectives:
1E: Discuss the
religious tensions
during early
colonization.
1F: Analyze European
relations with Native
Americans.


Provide multiple
means of
representation.

Provide multiple
means of action and
expression.
Completion of
Venn Diagram
with the correct
statements in each
section.
Elrod—Key Assessment

Lesson 2:
The student will
describe
mercantilism, trans-
Atlantic trade, and
the Middle Passage
using a Web 2.0 tool
of their choice.
Trace the ways that
the economy and
society of British
North America
developed.
Terminal Objective 2:
The student will trace
the ways that the
economy and society of
British North America
developed.
Enabling Objectives:
2A: Explain the
development of
mercantilism and the
Trans-Atlantic trade.
2B: Describe the
Middle Passage.

Provide multiple
means of
representation.

Provide multiple
means of action and
expression.

Provide multiple
means of
engagement.
Completion of
presentation using
a Web 2.0 tool.

UDL: All students
are comfortable
with the
implementation of
Web 2.0 tools.
Students can
respond in a
variety of Web 2.0
presentation tools
including text,
audio, and video.
Lesson 2:
The student will read
a short passage about
Benjamin Franklin
and his ascension in
American society
and write a 5
sentence paragraph
explaining this
example of social
mobility.
Trace the ways that
the economy and
society of British
North America
developed.
Terminal Objective 2:
The student will trace
the ways that the
economy and society of
British North America
developed.
Enabling Objectives:
2C: Identify Benjamin
Franklin as a symbol of
social mobility and
individualism.

Provide multiple
means of action and
expression.
Completion of 5
sentence paragraph
discussing
Benjamin Franklin
as an example of
social mobility.
Lesson 2:
The student will
answer the questions
from the video clip
“The Great
Awakening”
Trace the ways that
the economy and
society of British
North America
developed.
Terminal Objective 2:
The student will trace
the ways that the
economy and society of
British North America
developed.
Enabling Objective:
2D: Explain the
significance of the
Great Awakening


Provide multiple
means of
representation.

Provide multiple
means of
engagement.
Completion and
accuracy of
answering the
video questions.
Students must
answer all
questions and
score an 80+. If
students do not
score an 80+ they
must remediate the
assignment until
they reach the 80+
mark.
Lesson 3:
With a partner, the
student will create a
timeline listing and
briefly describing the
Explain the
primary causes of
the American
Revolution.
Terminal Objective 3:
The student will
explain the primary
causes of the American
Revolution
Provide multiple
means of
representation.
Provide multiple of
action and
Completion and
accuracy of
timeline with a
partner.
Elrod—Key Assessment

causes of the
American
Revolution.
Enabling Objectives:
3A: Trace how the
French and Indian war
laid the groundwork for
the American
Revolution.
3B: Discuss the aspects
the Proclamation of
1763.
3C: Describe the
colonial response to the
Proclamation Line.
3D: Explain the
colonial attitude and
actions toward British
taxes.
3E: List uprisings in
the colonies against
British rule in North
America.
3F: Describe how the
pamphlet Common
Sense helped to
promote the American
Revolution.

expression.











Elrod—Key Assessment

Key Assessment Part 8
Formative Evaluation Plan
I will collect learner evaluation of the project through a rating scale survey and short
answer questions about the course. The statements will require students to reflect on their
experience, organization, tasks, and attitudes toward the course. Additional comments will be
encouraged to provide appropriate and creditable feedback from students. The students will rate
the statement based on their experience using the scale below.
The peer-reviewer will be a teacher in the Social Studies department at Cass High
School. This teacher has 12 years of teaching experience and has achieved a masters and
specialist degree in Instructional Technology. Questions concerning the instructional design will
be the focus of the peer review evaluation. The peer review evaluation is listed below the
student evaluation form.
Student Evaluation
Poor = 1 Fair = 2 Good = 3 Excellent = 4






1) What are some things you liked about this course?
2) What are some things you disliked about this course?
3) Which activity or assignment was your favorite? Why?
4) Which activity or assignment was your least favorite? Why?


Statement Rating
How do you rate the organization of this
course?

How would you rate the difficulty of this
course?

How do you feel the instructor collaborated
with you during the course?

Were the directions for assignments clear and
easy to understand?


Elrod—Key Assessment

Peer-Review Evaluation
1) Given the objectives and goals for this course, do they align with the GPS standards
listed?

2) How would you describe the overall organization of this course?

3) Are the instructions and expectations clear and understandable? What weaknesses are
apparent?

4) Is the design of activities, assignments, and assessments appropriate for all learners and
ability levels? What weaknesses are apparent?

5) Is there a clear relationship between goals, objectives, assessments, and UDL principles?
What weaknesses are apparent?

6) Were the materials convenient and easy to locate and use?


Data collection from the student evaluation will be primarily quantitative. By using the
rating scale each statement will be analyzed by using the mean, median, and mode. The
short answer response questions for the student evaluation and peer review will be analyzed
through qualitative practices. The information provided will be divided into themes then
coded for organization and understanding.

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