Client Information:
CHS
Mrs. Heather Brooks, Social Studies Department Chair
Mrs. Heather Brooks, Social Studies Department Chair
Artifact 1: Infographic
Artifact 2: Voki
The Instructional Problem:
Students cannot distinguish and categorize governmental powers as seen with the concept of federalism. Students taking a high school government course are required to have an understanding about the basic concepts of federalism. This unit in particular is often difficult for most students to understand. The United States Constitution separates power within the government. The separation of powers that students need to differentiate includes exclusive federal powers, state powers, and shared powers.
The Instructional Design Problem:
Utilizing the ADDIE model, the federalism lesson will be re-designed to incorporate visual literacy and elements into the lesson.
Analysis-
Data will be analyzed to access pre-existing student information. A pre-assessment will be given to students at the beginning of this unit using Kahoot. The pre-assessment data will be used to gauge the amount of pre-existing knowledge related to the separation of powers, examples of powers, and the overall concept of federalism.
Data from previous courses will be analyzed to anticipate the overall student performance level. Utilizing data from the 1st semester course, 155 student assessments on the federalism unit were analyzed. Out of the 155 students, 26 students exceeded the expected performance level, 64 students met the expected performance level, and 65 students did not meet the expected performance level.
Design-
The intended learning goals for this unit are for the student to able to differentiate, categorize, and distinguish powers that are granted to specific levels of government. Students will also be able to compare and contrast the differences between expressed, reserved, and concurrent powers.
Some common characteristics of the target audience is that they are mostly sophomores. The school is a medium-sized rural high school with an estimated enrollment of 850 students. Most of the government classes have between 25-30 students. Overall, most students have some general knowledge about government but have little pre-existing knowledge about the distribution power, rule of law, and governance.
This lesson extends from previous units introduced including the philosophers Hobbes, Locke, and Montesquieu, as they all influenced the U.S. government. Students’ prior knowledge should include a basic understanding of the various levels of government. Students should also understand that each level of government has different roles, responsibilities, and purposes. Students will be asked what are some advantages and disadvantages of separate powers and shared powers. Students will be introduced to the concept of how certain powers should belong to the federal government and how certain powers should remain with the states. As a whole class, we will define expressed powers, concurrent powers, and reserved powers.
The overall unit on federalism will be 9 days of instruction divided into 4 concepts (Constitutional division of powers, balance of power between national and state governments, Supremacy Clause, and the Organization of state and local governments).
Development-
In an effort to increase the rigor of the curriculum while also ensuring the students understand the intended learning goal, the lesson will be re-designed to incorporate elements of visual literacy and creativity. Students will first begin the unit with a pre-assessment to determine pre-existing data. Next, the students will receive direction on the Constitutional division of power. The original lesson plan included guided notes and a PowerPoint presentation. The revised lesson plan includes a group discussion and an Infographic. Next, the student will work with partners to differentiate and classify specific powers according to the level of government (federal, shared, state). Independently, students will create their own Voki video, cartoon strip, or graphic novel explaining the division of powers.
Implementation-
This lesson will be revised for the Spring semester. The government teachers will meet in collaborative planning to review the revised lesson plan.
Evaluation-
Student data will be evaluated at the end of the federalism unit to compare the information from the fall semester to the spring semester. Students will complete a brief digital survey asking if they enjoyed the assignment tasks. The overall long-term goals is to increase the rigor of instruction while incorporating technology and visual design.
Analysis-
Data will be analyzed to access pre-existing student information. A pre-assessment will be given to students at the beginning of this unit using Kahoot. The pre-assessment data will be used to gauge the amount of pre-existing knowledge related to the separation of powers, examples of powers, and the overall concept of federalism.
Data from previous courses will be analyzed to anticipate the overall student performance level. Utilizing data from the 1st semester course, 155 student assessments on the federalism unit were analyzed. Out of the 155 students, 26 students exceeded the expected performance level, 64 students met the expected performance level, and 65 students did not meet the expected performance level.
Design-
The intended learning goals for this unit are for the student to able to differentiate, categorize, and distinguish powers that are granted to specific levels of government. Students will also be able to compare and contrast the differences between expressed, reserved, and concurrent powers.
Some common characteristics of the target audience is that they are mostly sophomores. The school is a medium-sized rural high school with an estimated enrollment of 850 students. Most of the government classes have between 25-30 students. Overall, most students have some general knowledge about government but have little pre-existing knowledge about the distribution power, rule of law, and governance.
This lesson extends from previous units introduced including the philosophers Hobbes, Locke, and Montesquieu, as they all influenced the U.S. government. Students’ prior knowledge should include a basic understanding of the various levels of government. Students should also understand that each level of government has different roles, responsibilities, and purposes. Students will be asked what are some advantages and disadvantages of separate powers and shared powers. Students will be introduced to the concept of how certain powers should belong to the federal government and how certain powers should remain with the states. As a whole class, we will define expressed powers, concurrent powers, and reserved powers.
The overall unit on federalism will be 9 days of instruction divided into 4 concepts (Constitutional division of powers, balance of power between national and state governments, Supremacy Clause, and the Organization of state and local governments).
Development-
In an effort to increase the rigor of the curriculum while also ensuring the students understand the intended learning goal, the lesson will be re-designed to incorporate elements of visual literacy and creativity. Students will first begin the unit with a pre-assessment to determine pre-existing data. Next, the students will receive direction on the Constitutional division of power. The original lesson plan included guided notes and a PowerPoint presentation. The revised lesson plan includes a group discussion and an Infographic. Next, the student will work with partners to differentiate and classify specific powers according to the level of government (federal, shared, state). Independently, students will create their own Voki video, cartoon strip, or graphic novel explaining the division of powers.
Implementation-
This lesson will be revised for the Spring semester. The government teachers will meet in collaborative planning to review the revised lesson plan.
Evaluation-
Student data will be evaluated at the end of the federalism unit to compare the information from the fall semester to the spring semester. Students will complete a brief digital survey asking if they enjoyed the assignment tasks. The overall long-term goals is to increase the rigor of instruction while incorporating technology and visual design.
The Redesigned Lesson:
Standards:
SSCG5 The student will demonstrate knowledge of the federal system of government described in the United States Constitution.
a. Explain the relationship of state governments to the national government.
c. Describe the extent to which powers are shared.
d. Identify powers denied to state and national governments.
Objectives:
The student will be able to differentiate, categorize, and distinguish powers that are granted to specific levels of government.
Students will be able to compare and contrast the differences between expressed, reserved, and concurrent powers.
Essential Question:
How does the U.S. Constitution divide power between national and state governments?
Activating Strategy:
Talk and Turn: What would happen if the federal government had all the power? Are there any benefits to having all of the power with a national government? Are there any benefits to having all the power with the states?
Teaching:
Students will review their answers from the activator and discuss the benefits and drawbacks to sharing governmental power. Students will then be introduced to the overall concept of federalism and the constitutional requirements for the distribution of power found in Article 1, Section 8 of the Constitution and the 10th Amendment.
Federalism is a system of government where power is shared between a central government and small units of governments. As a whole class, students will review the federalism infographic.
Working in partners, students will complete a graphic organizer classifying 20 specific powers into expressed (federal), concurrent (shared), or reserved (state) powers.
Individually, students will complete a Voki video, cartoon strip, or graphic novel explaining the division of powers.
Summarizer:
To summarize this lesson, students will complete a ticket-out-the door answering how governmental power is divided in the United States.
Assessments:
Pre Assessment- The pre-assessment data will be used to gauge the amount of pre-existing knowledge related to the separation of powers, examples of powers, and the overall concept of federalism.
Venn Diagram- The graphic organizer will include governmental powers categorized into expressed, concurrent, and reserved. The Venn Diagram will be used to assess the student understanding relating to the division of powers among the various levels of government.
Visual Element- The Voki video, cartoon strip, or graphic novel explaining 9 specific powers (3 expressed, 3 concurrent, and 3 reserved) will identify which category they are classified. This assignment allows students to demonstrate their clear understanding of expressed, concurrent, and reserved powers while incorporating technology and visual media.
SSCG5 The student will demonstrate knowledge of the federal system of government described in the United States Constitution.
a. Explain the relationship of state governments to the national government.
c. Describe the extent to which powers are shared.
d. Identify powers denied to state and national governments.
Objectives:
The student will be able to differentiate, categorize, and distinguish powers that are granted to specific levels of government.
Students will be able to compare and contrast the differences between expressed, reserved, and concurrent powers.
Essential Question:
How does the U.S. Constitution divide power between national and state governments?
Activating Strategy:
Talk and Turn: What would happen if the federal government had all the power? Are there any benefits to having all of the power with a national government? Are there any benefits to having all the power with the states?
Teaching:
Students will review their answers from the activator and discuss the benefits and drawbacks to sharing governmental power. Students will then be introduced to the overall concept of federalism and the constitutional requirements for the distribution of power found in Article 1, Section 8 of the Constitution and the 10th Amendment.
Federalism is a system of government where power is shared between a central government and small units of governments. As a whole class, students will review the federalism infographic.
Working in partners, students will complete a graphic organizer classifying 20 specific powers into expressed (federal), concurrent (shared), or reserved (state) powers.
Individually, students will complete a Voki video, cartoon strip, or graphic novel explaining the division of powers.
Summarizer:
To summarize this lesson, students will complete a ticket-out-the door answering how governmental power is divided in the United States.
Assessments:
Pre Assessment- The pre-assessment data will be used to gauge the amount of pre-existing knowledge related to the separation of powers, examples of powers, and the overall concept of federalism.
Venn Diagram- The graphic organizer will include governmental powers categorized into expressed, concurrent, and reserved. The Venn Diagram will be used to assess the student understanding relating to the division of powers among the various levels of government.
Visual Element- The Voki video, cartoon strip, or graphic novel explaining 9 specific powers (3 expressed, 3 concurrent, and 3 reserved) will identify which category they are classified. This assignment allows students to demonstrate their clear understanding of expressed, concurrent, and reserved powers while incorporating technology and visual media.
Explaination of the Artifacts:
Artifact 1 is an infographic of the overall concept of federalism. Originally, this lesson was designed to present this information in a PowerPoint presentation. Infographics can be beneficial to classroom instruction, as it integrates technology, illustrates creative thinking, and provides information in a simple format (Hagen & Golombisky, 2013).
Artifact 2 is a digital story from the Voki website. Students are able to create their own character, write the story, and publish their product. This is an example of multimedia storytelling using animation and narration (Hagen & Golombisky, 2013).
Artifact 2 is a digital story from the Voki website. Students are able to create their own character, write the story, and publish their product. This is an example of multimedia storytelling using animation and narration (Hagen & Golombisky, 2013).
ACRL Visual and Literacy Competency Standards
The revised lesson incorporates several ACRL Visual and Literacy Competency Standards. The infographic incorporates standard three, as the students analyze and interpret the intended meanings of selected images within the infographic. The individual assignment of creating a digital story, graphic novel, or comic strip incorporates elements of standard one, two, and four. Standard one focuses on the student determining the visual materials and images needed for the assignment for a specific purpose. Standard Two focuses on the student selecting appropriate images and sources related to specific standards that are to be addressed for the assignment. Standard Four focuses on the student evaluating the overall effectiveness of their images and the intended message.
Reflection:
This instructional design process incorporated Mayer’s Cognitive Theory of Multimedia Learning, the ADDIE model, and elements of the ACRL Visual Literacy Competency Standards. It seems that students often are more engaged with lessons that utilize elements of technology and when both words and visual aids are utilized together. This assignment was challenging since the lesson plan was re-designed to include elements of visual literacy that high school students could understand and utilize successfully. Overall, I feel that students will enjoy this lesson presented in a new manner while they also create a finished product displaying their newly gained knowledge.
References:
ACRL Visual Literacy Competency Standards for Higher Education. (2016). Retrieved December 02, 2016, from http://www.ala.org/acrl/standards/visualliteracy
Hagen, R., & Golombisky, K. (2013). White space is not your enemy: A beginner's guide to communicating visually through graphic, web & multimedia design. New York: Focal Press.
Hagen, R., & Golombisky, K. (2013). White space is not your enemy: A beginner's guide to communicating visually through graphic, web & multimedia design. New York: Focal Press.