EDTECH512DesignDocument

Name:GarrettChristen
Date:8/17/2015

U.S.Government:AnOnlineExperience
ProjectSummary:
Thiscourseisintendedtohelpstudentsmeetcoregraduationrequirements
forthestateofMainewhilealsoprovidingstudentswiththeopportunitytoexploreother
academicareas.Overthecourseof19weeks,studentswillexplore,discuss,analyze,andcome
tounderstandaspectsofUnitedStatesGovernmentinacompletelyonlineenvironment.
FrontendAnalysis
PROBLEMANALYSIS
Whatproblemareyoutryingtoaddress
:
WesternMaineSchoolAdministrativeUnit#50iscurrentlyfacingtwodistinctissues.
Thefirst,Mainehasaddedadditionalcoursesorcreditstohighschoolgraduationrequirements.
Thishasincreasedthenumberof"core"coursesthatstudents
must
taketomeetstategraduation
requirements,thusreducingthenumberof"elective"coursesthatstudentscanenrollin.The
districtfeelsthatthisrestrictsthelearningandexposuretocontent/conceptsofourstudents.
Secondly,thedistrictisfacingadeclineinstudentpopulation.Thisdeclinecannotonlybe
attributedtoadeclineintheschoolagepopulation,WMSAU#50hasseenanincreaseof
studentstransferringouttoseveralprivateandcharterschoolsintheregion.
Isinstructionanappropriatesolutionfortheproblem(s):
WMSAU#50closelyexaminedscheduleoptionsasamethodtoaddresstheproblem(s)
wearefacing.Fouroptionswereexploredanddiscussedatlength.Thediscussionsfocusedon

possiblechangeswhichcouldbemadewithouthavinganegativeimpactonstudents,their
families,andthedistrictingeneral(includingthetaxpayers).

ModifiedSchedule#1:
Reduceclasstimesfrom80minutesto64minutes.Asaresult,
thedistrictcouldaddtwoadditionalclassperiodtotheschoolday.Thiswouldbringthenumber
upfrom4periodsto6periods.
PotentialIssues
:Reducingclasstimeswillresultinlesscontentbeingexaminedand
explored.Also,coursescurrentlymeet2or3timesaweekfor18weeks(vacationtimesarea
variabletocontendwith).Moreover,thereductioninclasstimecouldresultinanincreasein
overallcoursedaysforsuccessfulimplementation.
ModifiedSchedule#2:
Increasetheschooldayby30minutes,reduceclasstimesfrom
80minuteperiodsto70minuteperiods.Theresultofthischangewouldmeanaddingaclass
periodperday,bringingthetotalupfrom4periodsto5periods.
PotentialIssues
:ThisalternativefacesthesameproblemsasSchedule#1.However,it
hastheadditionalburdenofincreasingtheinstructionaldayby30minutes.This30minute
changeimpactstheentiredistrictandeveryfamilylivingwithinit.First,thedistrictwouldhave
toaddressthecontractualobligationsofteachingandsupportstaff.Ascontractnegotiationsare
notscheduledforseveralyears,newcontractnegotiationswouldhavetobeopened,andterms
agreedupon.Second,duetothenewcontractterms,thedistrictwouldthenhavetoallocate
additionalfundstomeettheseterms.Third,duetothechangeintheschooldayand
transportationscheduling,familieslivingwithinthedistrictcouldfacesomesignificant
adjustments.Thiscouldpotentiallymeanincreasedtransportationcostsforfamilies,alternative
dropofflocations,childcareadjustments,orchangesinworkschedules.

ModifiedSchedule#3:
IncreasethelengthoftheyearbyXnumberofdays.
Pot
entialIssues
:ThisSchedulingadjustmentfacesthesameissuesasschedules1and2.
Thistime,however,therearetheaddedissuesofdetermininghowmanydaystoincreasethe
schoolyearandhowtoadjustthecoursescheduletomakethebestuseofthisadditionaltime.
Thiscouldresultindramaticchangestohowcoursesarescheduledandhowmanytotalclass
daysstudentsgetforeachcourse.
ModifiedSchedule#4:
Reduceorremoveofstudyhalloptions.Thischangetothe
currentschedulewouldmeanthatallstudents912wouldtakeeightcoursesasemester.
Currently,studentsareallowedtobuildstudyhallsintotheirschedule.Itshouldbenotedthat
advisorsensurethatstudentsdonotbuildanexcessivenumberofstudyhallsintotheir
schedules.
PotentialIssues
:Asweliveinaruralareaofthestate,andsomeofourstudentshave
employmentobligationsbeforeorafterschool,studyhallscanbetheonlytimethatourstudents
gettoaccesscertainresources.Duringthesetimes,studentsareallowedtomeetwithteachers
(providingtheteacherisfree),visitthelibrary,andperformtasksonthetechnologyresources
availabletothem.Also,forthosestudentsthathavejobs,thesestudyhallscanbesomeofthe
onlyopportunitiestheyhavetocompleteclasswork.Removalofthisoptioncouldhavea
negativeimpactonourstudentsthatlivefartherfromtheschools,comefromlowerincome
families,and/orsimplydonothaveaccesstovariousresourcesathome.
Asaresultofexaminingtheabovepotentialsolutions,ithasbeendeterminedthata
schedulingadjustmentisnotfeasible.Thedistrictcannot"simply"implementscheduling
changesastheyarenotinthebestinterestofourstudents,theirfamilies,thedistrict,orthe

taxpayers.Whileonthesurfacemoretimeappearstobeallthatisneeded,thecoststogainthat
timeistoogreat.Thisisparticularlyclearwhentakingintoaccountthatevenwiththeschedule
changes,thereisnoguaranteeadditionalcoursescouldbeofferedorthatthesecoursesmeetthe
standardsthedistricthassetforth.
Iswebbasedinstructionanappropriatesolutionfortheproblem?
Afterdeterminingthattherewerenoviable"noninstructional"solutionsthedistrict
turneditsattentiontowardinstructionalsolutions.Aswiththenoninstructionalsolutions,the
districtexaminedanddiscussedvariousinstructionalsolutions.Thesediscussionstookinto
accountthattherewouldbenochangestotheschedulingstructureinthedistrict.
Coteaching:
Utilizeacoteachingmethodincoreclasses."Electives"wouldbe
blendedintovarious"core"courses.
PotentialIssues
:Thereisaconcernthatthismethodcouldsimplyresultin"jammingtwo
coursesinoneslot".Thismaysimplyresultinstudentsgettinghalf,orless,ofwhatthey
normallywouldfromatraditionallystructuredclass.Furthermore,balancingthedistributionof
contentandinstructionmayproveproblematic.Whichcontenttakespriority,howtoblend
contentsuccessfully,andassessmentmethodsareallissuesthatwouldneedtoberesolved.
Additionally,thereisthetaskofdeterminingwhichcourseswouldutilizethismethodandwhich
facultymembersshouldworktogether.
Integratedmethod
:Teachersofcorecourseswouldbeexpectedtointegrateconcepts,
topics,andskillsfrom"electives"intotheircoursework
PotentialIssues
:Thelargesthurdletoovercomewiththismethodisthesimplefactthat
staffmembersarenottrainedinothercontentareas.Asaresult,theeffectivenessofthismethod

hasbeenhighlyquestioned.Thedistrictwouldneedtoinvestsubstantialtimeandresourcesinto
stafftraining.Also,determiningwhichadditionalcontenttoincludecouldbeproblematicas
staffmembersundoubtedlywouldhavetheiropinionsonthismatter.Furthermore,staff
memberswouldessentiallybeaskedtodomoreinthesameamountoftime.Thereare
indicationsthattherewouldbesignificantpushbackonthispointalone.
PredevelopedCourseware:
Utilizeonlinecourseofferingsthatarealreadyavailable
onlineforboth"core"and"elective"courses.
PotentialIssues
:Thethreelargestissuesthatcameupduringdiscussionswerethelossof
localcontrol,thepotentialcosts,andthequalityoftheproduct.Thedistricthasutilizedthistype
ofcoursewareinthepastandhasseenlimitedsuccess.Participantsintheseprogramshavealso
complainedthattheyhaddifficultyusingtheapplication(s)andexpressedfeelingsthatnohuman
beingwouldeverlookattheirwork.However,becausethedistricthaslittlecontroloverhow
thiscoursewareisdeveloped(bothintermsofcontentanddesign),thereislittlewecandoto
makeimprovementsoradjustments.Asaresult,licensesthathavebeenpurchasedendupbeing
discontinuedorusedinextremelylimitedinstances.
ModifiedLMSUtilization:
UseaLearningManagementSystemtotakeapreexisting
courseandmodifyitforanonlineenvironment.Thisonlinecoursewouldberunbyaninstructor
atthehighschool.
PotentialIssues
:Thebiggestissuestoovercomewiththismethodarestudentaccessand
instructortime.Thedistrictwouldneedtoensurethatstudentsenrolledinthiscoursewould
havetheresourcesandtimeneededtosucceedinanonlineenvironment.
Determination:

AmodifiedLMSsolutionappearstoprovidethedistrictwithaninhousesolutionthat
canmeetourobjectives,yethasnoneofthemajorshortcomingsoftheotherinstructional
approaches.Itisfeltthatthisoptionprovidesthedistrictwiththegreatestamountofflexibility
andcontrol.Additionally,thissolutioncouldprovetobecosteffectivevs.otheralternatives.
Furthermore,theutilizationofexistinghardwareandsoftwareinfrastructurecanhelptoaddress
theissueofstudentaccessandtime.Administrativestaffareconfidentthattheissueof
instructortimecouldbeaddressedbyapproachingkeyindividualsthatwouldbewillingto
participateintheprogramandpossiblythecreationofasmallstipend.
Whatisyourinstructionalgoal
:
Thegoalofthiscourseisforstudentstogaincorecreditsforgraduationinthetopicof
UnitedStatesGovernment.
CONTEXTANALYSIS
DescriptionofOrganization
:
WesternMaineSchoolAdministrativeUnit#50isamidsizedschooldistrictlocatedin
thewesternmountainsofMaine.Theschoolserveastudentpopulationofabout2,500andhas
approximately200teaching,support,service,andadministrativestaff.Thoughlocatedina
relativelyruralportionofthestate,thethreecommunitiesthatformWMSAU#50areneighbors
tothethirdlargesturbanareainthestate.
Thedistrictisconstantlystrivingtomakethemostoutofits25milliondollarbudgetand
providestudentswiththeskillstheyneedforsuccess.Tofacilitatethis,thedistricthasengaged
inaseriesoftechnologyinitiativesoverthepastfewyears.Inadditiontoparticipatinginthe
MaineLearningTechnologyInitiative,WMSAU#50hasbeguntoimplementa1:1programfor

grades912andhassuccessfullyimplementedacartprogramattheK6level.Thedistricthas
focusedmoreonlaptopdevicesastherearemanydifferentsoftwareapplicationsinusewithin
thedistrict.ThisdecisionhasprovidedWMSAU#50withagreatdegreeofflexibilitywithour
approachestoprogramimplementation.Inadditiontothelaptopprograms,thedistricthasalso
beguntoputintooperationtabletdeviceswheredevelopmentallyappropriateoreducationally
beneficial.Additionally,allteachershavebeenissuedlaptopcomputers,andgradesk8
classroomsallhavedigitalprojectorsanddocumentcameras.Movingbeyondthehardwareand
policies,schoolslocatedwithinthethreecommunitiesthatmakeupWMSAU#50also
participateintheMaineSchoolandLibraryNetwork.Thisprogramisofferedbythestateof
Maineandprovidesallpublicschoolswithfreehighspeedinternetaccess.Recently,alldistrict
schoolsreceivedhugebandwidthupgrades,100Mbpsateachlocation.Whilethedistrictappears
tohavevariousinfrastructureitemsinplace,ithasyettoimplementanycomprehensiveor
meaningfulwebbasedinstruction.
Thereare,however,areaswherethedistrictsorelyneedsimprovement.Tobegin,
portionsoftheinfrastructurethatappeartobeinplace,particularlythewirelessinfrastructure,is
outdatedandneedsreplacing.Secondly,whilethedistricthasvastresourcesatitsdisposal,it
hasfailedtocapitalizefullyonthoseresources.Technologyinstructionandintegrationare
extremelylowontheprioritylist.Also,thedistrictemploysapitifullysmalltechnology
departmentof4peoplehowever,technologyinstructorsareexpectedtogobeyondtheirroleas
teachersandprovideadditionalassistanceaswell.Theseproblemsarecompoundedbythe
implementationofnewinstructionalprogramsinmath,science,andwriting.Thesenew
programsareinadditiontothenewlydevelopedteacherassessments,graduationrequirements,

andgradingsystemthatarealsobeingimplemented.Allofthesethingsadduptoadistrictthat
hastremendoustechnologicalassets,yetstaffaretoooverwhelmedtofullyutilizethemandan
administrativestylethathasyettorealizethefullpotentialoftechnology.
LEARNERANALYSIS:
GeneralDemographicsandLearnerCharacteristics
:
TotalStudentPopulation:
2500
Race:
White:96%
Black:2%
Hispanic:1%
Gender:
Male:53%
Female:47%

Other:
ELLStudents:2%
FreeandReducedLunch:8%
StudentswithInternetAccess:94%
StudentswithComputerorTabletDevices:87%

#ofstudentsintheSeniorClass:375

MoststudentsresidinginWMSU#50resideinruralareasthatarespreadacrossthree
communities.Thesecommunitiesconsistoflowtomiddleincomehouseholds,withafew
outliersonthehighincomeside.Despitethesethings,ahighpercentageofstudentsindicate
thattheyhavesomeformofinternetaccessoutsideofschool,inadditiontoaccesstoacomputer
ortabletdeviceaswell.ThedistrictdoesparticipateintheMLTIprogram,whichdistributed
technologydevicestoall78gradestudents.Intermsofgrades912,thedistricthas
implementedacartprogramatthehighschoolutilizingChromebooks.Thegoalisthateach
student,regardlessoftheclassroomtheymaybein,willhaveaccesstoadevice.
*Pleasenotethatthedemographicdataaboveincludesallstudentswithinthedistrictunless
otherwiseindicated.
Motivations
:

 ThemostbasicmotivationforstudentstoenrollinandcompletethiscourseisthatU.S.
Governmentisarequirementforgraduation.
Anadditionalmotivationforstudentstoenrollinthisparticularcourse,itmayprovide
studentswiththeopportunitytotakeadditionalcoursesthattheyareinterestedin.
Dependingontheprivilegesthatastudenthas,thiscoursemaygrantthemtheabilityto
leaveschoolearlyorarrivelate(SeniorPrivileges).
PriorKnowledge
:
AccordingtotheMaineLearningResult,priortofreshmanyearstudentsareexpectedto:
Understandthebasicideals,purposes,principles,structures,andprocessesof
government
Understandconstitutionalandlegalrights,civicduties,andresponsibilities
CourserequirementsinWMSAU#50requirethatstudentscompleteGeographyduring
theirfreshmanyearandUnitedStatesHistoryduringtheirjunioryear.Geographicand
historicalinformationmaybebeneficialtothestudyandunderstandingofvarioustopics
withinthethemeofUnitedStatesGovernment.
SeniorsinWMSAU#50havecompletedthreeyearsofhighschoolEnglish.Major
componentsofthesecoursesarepracticesandskillsforeffectivewriting.Inadditionto
thetraditionalwritingpractices,Englishcoursesexaminethetopicofproperelectronic
communicationsandprofessionalvs.personalcommunications.
TechnicalSkills
:
TheMaineLearningthroughTechnologyInitiativewasdesignedtoprovidestudents
(78)withaccesstomaterialsand21stcenturyskills.Itisexpectedthatstudentsentering

the9thgradewilldisplay"proficiency"intechnology.Theterm"proficiency"hasnot
beenclearlydefinedatthestatelevel,howeverthedistrictinterpretsthisasmeaning"all
studentswillhavebasiccomputerskills"whenenteringthe9thgrade.
WMSAU#50assignedallstudentsaGoogleaccount,whichstudentsuseheavilyinthe
completingofassignments.StudentsarefirstexposedtotheirGoogleaccountswhen
theyenterthe3rdgrade,andasstudentsprogressingradelevel,theuseofGoogleApps
becomesmoreprevalentintheircoursework.Asaresult,studentsshouldbeableto
utilizeavarietyofsoftwareapplicationswithGoogleApps.
Startinginthe4thgrade,technologyinstructorsforgradeK6begintoexposestudentsto
otherwebbasedsoftwareprograms.TheseprogramsincludePrezi,Voki,Glogster,
TikiToki,GoogleMapsEngineLite,PeoplePlotr,andPiktochart.Theprogramsare
usedingrades78inadditiontotheexistingsoftwarepackageprovidedbytheMLTI
program.Bythetimestudententerhighschooltheyshouldhaveexposureto,familiarity
with,andaccountssetupforahostofcommunication,presentation,andcollaboration
toolsoutsideoftheGoogleAppssuiteofsoftware.
Enrollmentinthiscoursemaybethefirstexperiencesomestudenthaveinanonlineclass
setting.Asaresult,abasicsoftwareintroductionmaybeneededtofamiliarizestudents
withtheLMS.
AbilitiesandDisabilities
:
1. Accommodationsandmodificationswillbemadeinaccordancewithapplicablestateand
federalrequirements.
OtherLearnerCharacteristics
:


RELEVANTSTANDARDS
RelevantStandards
:
MaineLearningResults:
B.CivicsandGovernment:Studentsdrawonconceptsfromcivicsandgovernment
tounderstandpoliticalsystems,authority,governance,civicidealsandpractices,andthe
roleofcitizensinthecommunity,Maine,theUnitedStates,andworld.
B1.Knowledge,Concepts,Themes,andPatternsofCivics/Government
Studentsunderstandtheideals,proposals,principles,structures,andprocessesof
constitutionalgovernmentintheUnitedStatesandintheAmericanpolitical
systems,aswellasexamplesofotherformsofgovernmentandpoliticalsystems
intheworld.
B2.Rights,Duties,Responsibilities,andCitizensParticipationin
Government
Studentsunderstandtheconstitutionandthelegalrights,thecivicdutiesand
responsibilities,andtherolesofcitizensinaconstitutionaldemocracyandthe
roleofcitizenslivingunderotherformsofgovernmentintheworld.
B3.Individual,Cultural,International,andGlobalConnectionsinCivicand
Government
StudentsunderstandpoliticalandcivicaspectsofunityanddiversityinMaine,
theUnitedStates,andtheworld.

COURSEGOALS
Listthegoalofthecourseinonesentence
:
ThegoalofthiscourseisforstudentstogainanunderstandingofhowtheAmerican
systemofgovernmentwasdesignedandhowitfunctions.
COURSEOUTCOMES
Studentswillbeableto:
1. Describethepurpose,structures,andprocessesoftheAmericanpoliticalsystem.
2. Evaluatetherelationshipbetweenthegovernmentandtheindividualsasevidentinthe
UnitedStatesConstitution,theBillofRights,andlandmarkcourtcases.
3. Explaintherelationshipbetweenconstitutionalandlegalrights,andcivicdutiesand
responsibilitiesinaconstitutionaldemocracy.
4. Analyzetheconstitutional,political,andcivicaspectsofhistoricaland/orcurrentissues.
5. Evaluatecurrentissuesbyapplyingdemocraticidealsandconstitutionalprinciplesofthe
governmentintheUnitedStates,includingchecksandbalances,federalism,andconsent
ofthegovernedasputforthinfoundingdocuments.
**NotethatthesecourseoutcomesweretakenfromtheMaineLearningResults
INITIALLEARNINGOBJECTIVES
Module#

Course
Outcomes

#1:WhatisGovernment

LearningObjective

Assessment

DefineandIdentifyvarious

Quiz

formsofgovernment

1,2

Listthefunctionsof

Quiz

Government

1,2

Explainthefunctionsof

Quiz

Government
#2:FoundationofU.S.Government

1,2

ExplainwhattheArticlesof

ShortEssay

Confederationwere

1,2

Explainwhatpowersthe

ShortEssay

ArticlesofConfederationgave
tothegovernment

1,2

Listissuesthatarosewiththe

ShortEssay

ArticlesofConfederation

Comparethevariousproposals

Diagram/graphic,

forthestructureofanew

ClassDiscussion

government

#3:TheConstitution

Describethestructureofthe
UnitedStatesGovernment

Shortanswer
submission

Outlinethefunctionsofthe
threebranchesofgovernment

shortanswer
submission

1,2

Designagraphicthatillustrates graphic
"separationofpower"and/or
submission,peer
"checksandbalances"
sharing

4,5

Examinearecentpoliticalevent Classdiscussion,
toidentifychecksandbalances articlecitation
inaction

3,4,5

Discusswhichbranchofthe
federalgovernmentyoufeelis
mostimportant

Classdiscussion

3,4,5

Defendyouropinionofwhich
branchismostimportant

Classdiscussion

Explainhowthedifferent
Written
branchesofgovernmentinteract submission
withoneanother

Design(Mappingthecourse&instructionalplanning)
COURSEMAP
FiveModuleCourseMap:
Module

Course
Outcomes

LearningObjective

Bloom'sLevelof
Thinkingfor
Objective

Assessment

1:IntrotoGovernment

Definevariousforms
ofgovernment

Remembering

Quiz

Identifyvarious
formsofgovernment

Applying

Quiz

1,2

Listthefunctionsof
Government

Remembering

Quiz

1,2

Explainthefunctions Understanding
ofGovernment

Quiz

2:FoundationsofU.S.Government

1,2

Explainwhatthe
Articlesof
Confederationwere

Understanding

ShortEssay

1,2

Explainwhatpowers
theArticlesof
Confederationgave
tothegovernment

Understanding

ShortEssay

1,2

Listissuesthatarose
withtheArticlesof
Confederation

Remembering

ShortEssay

Comparethevarious
proposalsforthe
structureofanew
government

Analyze

Class
Discussion,
Diagram/graphic

3:TheConstitution

Describethestructure Remembering
oftheUnitedStates
Government

ShortEssay

Outlinethefunctions
ofthethreebranches
ofgovernment

Understanding

ShortEssay

1,2

Explainhowthe
differentbranchesof
governmentinteract
withoneanother

Understanding

ShortEssay

4,5

3,4,5

Discusswhichbranch Evaluating
ofthefederal
governmentyoufeel
ismostimportant

Classdiscussion

3,4,5

Defendyouropinion
ofwhichbranchis
mostimportant

Evaluating

Classdiscussion

Explainthepurpose
oftheBillofRights

Understanding

ShortEssay

Designagraphicthat Creating
illustrates"separation
ofpower"and/or
"checksand
balances"

Diagram/graphic
,PeerSharing

Examinearecent
politicaleventto
identifychecksand
balancesinaction

Class
Discussion,
CurrentEvent
Article

Analyze

4:TheBillofRights

1,2

3,4,5

Discusstheimpactor Creating

Classdiscussion

importanceofthese
rightson/inmodern
society

3,4,5

Discusstheimpactof Creating
technologyonthe
BillofRights

Class
Discussion,
CurrentEvents
Article

3,4

Provideanopinion
onwhichrightisthe
mostimportant

Evaluating

Classdiscussion

3,4

Defendyourposition
onwhichrightisthe
mostimportant

Evaluating

Classdiscussion

3,4

Inventorimprovean
amendmenttothe
BillofRights

Creating

Multimedia
Project,Peer
Assessment

3,4,5

Discusswhythe
Evaluating
improvementor
amendmentisneeded

ClassDiscussion

5: Amendments and Federalism

1,2,4

4,5

Recallpowers
reservedforthe
federalgovernment

Remembering

ClassDiscussion

Identifyanareathe
Applying
federalgovernment
doesnothaveexplicit
authorityover

Classdiscussion

Discusswhetherthe
governmentshould
beinvolvedinthe
areaidentifiedorifit
isthestates

Classdiscussion

Analysing

responsibility

1,2

Explainthe
amendmentprocess

Understanding

Diagram/graphic
,MediaProject,
orShortEssay

1,2

Examineother
amendmentstothe
constitution

Analyzing

subsequent
written
submissionand
classdiscussion

2,3,4,5

Decidewhichother
amendmentshave
hadthegreatest
historicalimpact

Evaluating

ShortEssay,
ClassDiscussion

INSTRUCTIONALPLANNING
InstructionalPlanningTable:
Module

LearningObjective

PossibleActivity

Typeof
Interaction

Definevariousformsof
government

examinationof
readingmaterials
quiz

studentcontent

Identifyvariousformsof
government

examinationof
readingmaterials
quiz

studentcontent

ListthefunctionsofGovernment

examinationof
readingmaterials
quiz

studentcontent

Explainthefunctionsof
Government

examinationof
readingmaterials
quiz

studentcontent

ExplainwhattheArticlesof
Confederationwere

examinationof
readingmaterials
ShortEssay
CrashCoursevideo

studentcontent,
studentinstructor

ExplainwhatpowerstheArticles
ofConfederationgavetothe
government

examinationof
readingmaterials
ShortEssay
CrashCoursevideo

studentcontent,
studentinstructor

Listissuesthatarosewiththe
ArticlesofConfederation

examinationof
readingmaterials
ShortEssay

studentcontent,
studentinstructor

Comparethevariousproposalsfor examinationof
studentcontent,
thestructureofanewgovernment
readingmaterials
studentinstructor
CrashCourseVideo
Comparison
Diagram/visualization

DescribethestructureoftheUnited examinationof
StatesGovernment
readingmaterials
ShortEssay
CrashCoursevideo

studentcontent,
studentinstructor

Outlinethefunctionsofthethree
branchesofthethreebranchesof
government

studentcontent,
studentinstructor

Explainhowthedifferentbranches ShortEssay
ofgovernmentinteractwithone
Diagram/Graphic
another
Project

studentcontent,
studentinstructor

Designagraphicthatillustrates
"separationofpower"and/or
"checksandbalances"

studentcontent,
studentstudent,
studentinstructor

ShortEssay

Diagram/Graphic
Project

Examinearecentpoliticaleventto currenteventsarticles studentstudent

identifychecksandbalancesin
classdiscussion
action

Discusswhichbranchofthe
federalgovernmentyoufeelis
mostimportant

classdiscussion

studentstudent

Defendyouropinionofwhich
branchismostimportant

classdiscussion

studentstudent

ExplainthepurposeoftheBillof
Rights

examinationof
readingmaterial
ShortEssay
CrashCourseVideo

studentcontent,
studentinstructor

Discusstheimpactorimportance
oftheserightson/inmodern
society

Currentevents
Articles
ClassDiscussion

studentstudent

Discusstheimpactoftechnology
ontheBillofRights

CurrentEvents
Articles
ClassDiscussion

studentstudent

Provideanopiniononwhichright
isthemostimportant

classdiscussion

studentstudent

Defendyourpositiononwhich
rightisthemostimportant

classdiscussion

studentstudent

Inventorimproveanamendment
totheBillofRights

MultimediaProject

studentcontent,
studentinstructor
studentstudent

Discusswhytheimprovementor
amendmentisneeded

peershareofProject
classdiscussion

studentstudent

Recallpowersreservedforthe

examinationof

studentcontent,

federalgovernment

readingmaterials
ClassDiscussion

studentstudent

Identifyanareathefederal
classdiscussion
governmentdoesnothaveexplicit
authorityover

studentstudent,
studentcontent

Discusswhetherthegovernment
shouldbeinvolvedinthearea
identifiedorifitisthestate's
responsibility

classdiscussion

studentstudent

Explaintheamendmentprocess

ShortEssay,
Diagram/Graphic,
MultimediaProject

studentcontent,
studentinstructor

Examineotheramendmentstothe
constitution

Examinationof
ReadingMaterials
Independentresearch
onAmendments
1127

studentcontent

Decidewhichotheramendments
hadthegreatesthistoricalimpact

ShortEssay
peerassessment
classdiscussion

studentcontent,
studentinstructor
studentstudent

MOTIVATIONALPLANNING
MotivationalTable:
Module

Planstomotivatelearners
1

Classintroductions

Askquestion(s):Whyisthegovernmentmorepowerfulthanmystate?",
"Howcomethegovernmentcandothat?",andDidyouknowthatthe
federalgovernmentwasnotalwayssostrong?
Provideopportunityformultiplemethodforstudenttocomplete
assignment(writtenorvisualrepresentation)

OpeningClassDiscussion/Question:
Haveyoueverwonderedwhythe

governmentseemslikeitissodysfunctional
4

PresentcaseofBrimaWuriefrom2007andthesubsequentsearchofhis
cellphone.
PresentcurrenteventarticleonAppellee,v.AARONGRAHAM
ShowCNNreportonSupremeCourtrulingonthepolicesearchofcell
phones
TechnologiesimpactonBillofRightsdiscussion
Providestudentwiththechancetoimproveorcreatetheirownamendment
totheconstitution
ClassdiscussiononimpactofBillofRightsontheirlives/modernsociety

PresentQuestions:
DoestheConstitutiongivetheGovernmentthepowertodeterminewhat
schoolsteach?
DoestheConstitutiongivetheGovernmentthepowertosetgraduation
requirements?

CONTENTPLANNING
ContentTable:
Module

Content

Allmodules

Etextbook(boundless.comPoliticalScience),linkstopossiblesoftware
forthecompletionofvariousassignments

FoundationsofGovernment/Syllabusquiz

CrashCoursevideo

CrashCoursevideo(s)
Constitution.orgWebsite:FullTextofConstitution

Constitution.orgwebsite:AmendmentsSection

ArticleontheWuercase
SupremeCourtRulingVideo
Constitution.orgwebsite:AmendmentsSection(110)
CrashCourseVideo

SOCIALINTERACTIONPLANNING
InteractionTable:
Module

SocialInteraction

Classintroductions

ClassdiscussiononwhichplanforthestructureoftheUnitedStatesgovernment
studentswouldhavesupportedandwhy.

Sharingofgraphicdesignedtoillustrate"separationofpower"and/or"checksand
balances"

Classdiscussiononseparationofpowersand/orchecksandbalances.
Discussiontoincludecurrentevent,explanationofhow/whythearticle
demonstratesthoseconcept.Studentswillalsobeaskedtosharetheirprojects

Classdiscussiononwhichbranchofthefederalgovernmentisthemostimportant

ClassdiscussionofimportanceofBillofRightsonmodernsociety

ClassdiscussiononwhichitemintheBillofRightsismostimportant

PeerreviewofinventedorimproveditemintheBillorRights

ClassdiscussiononwhytheimprovedorinventeditemintheBillofRightsis
needed

ClassdiscussiononareastheFederalGovernmentdoesnothaveexplicitauthority
overandwhethertheseareasshouldbethestate'sresponsibility

Classdiscussionaboutamendmentsstudentsfeelhavehadthegreatesthistorical
impact

Peersharingofwrittensubmissionsaboutwhichamendmentshavehadthe
greatestimpact

Prototype
TYPOGRAPHY
TypographyTable:
Item

Font

Size

Style

RGB

Heading
#1

HelveticaNeue,
Helvetica,Arial,sansserif

2.5em
(32pt)

102,102,102

Module Titles
(name class in
css)

HelveticaNeue,
Helvetica,Arial,sansserif

1.3em
(15pt)

Bold

61,69,76

Module Activity
Title/Link
(item-name in css)

HelveticaNeue,
Helvetica,Arial,sansserif

0.8em
(13pt)

Bold

61,69,76

Body

HelveticaNeue,
Helvetica,Arial,sansserif

1em
(12pt)

0,0,0

Links

HelveticaNeue,
Helvetica,Arial,sansserif

1em
(12pt)

Bold

0.135.194

Links Hover/Visited

HelveticaNeue,
Helvetica,Arial,sansserif

1em
(12pt)

Bold

0,100,142

COLORSCHEME
ColorSchemeTable:
Color

RGB

HEX#

MainPurpose

102,102,102

#666666

Heading1(page
titles)
variousother
titlesand/or
headers

61,69,76

#3d454c

Moduletitles

(nameclass)
Moduleactivity
titles/links
(itemnameclass)

232,236,239

#e8ecef

Modulebackground

255,255,255

#ffffff

Moduleitem
backgrounds
Wrapper
backgroundcolor
Leftmenu,active
pagebackground
color
Buttontext
Assignment/Page/
Discussion/other
activity
backgroundcolor

239,250,255

#effaff

Moduleitem
hoverbackground
color

#ddeeff

Module
prerequisite
backgroundcolor

0,0,0

#000000

BodyText
Variousother
titlesand/or
headers

0,135,194

#0087c2

Linkpresentin
bodytext
Syllabuslinks
Button
backgroundcolor

0,100,142

#00648e

Linkhoverin
bodytext
Linkvisitedin
bodytext
Buttonhover
color

240,240,240

#f0f0f0

Bodybackground
color

DESIGNPROTOTYPE
Screenshots:
HomeScreen

AnnouncementPage

SyllabusPage

Modules

TopicPage(resources,instructionsforweek,videocontent)

AssignmentPage

Discussionpage

StudentGrades

FUNCTIONALPROTOTYPE
FunctioningPrototype
Pleaseusethefollowinginformationtoaccesstheprototypeofthiscourse.
LoginPage
email:uboise.test@hotmail.com
password:BoiseState15

DESIGNJUSTIFICATION
ThedesignofthiscourseisheavilyrestrictedanddependentontheLMSitself.Canvas,
whileallowingflexibilitywithcontent,isveryrigidintermsofdesignelements.Thetradeoffis
thatuserinterfacelacksbellsandwhistles,yetiscleanandaccessible.Thebackgroundcolorsof
thecoursearewhiteandaverylightshadeofgray.Thesecolorscontrastwellwiththefont
colors,whicharegrayandblackforthemostpart.Canvasdoesnotallowuserstheabilityto
easilychangethefontstylesinthesource,resultinginanextremelylimitedselectionoffonts.
Helvetica,asansseriffontthoughttobegoodforonlinecontent,issetasthedefaultfontforthe
course.Thefontsizeformenuitemsandheadingsisrestrictedusersdonothavetheabilityto
changeanyaspectofthese.Userscan,however,changethefontsizeandcolorwithinbody
items,suchasassignments.Fontsizesforbodyelementshavebeensetto12ptstomakeclass
contenteasierforstudentstoview.Linkswithintheseelementshavebeensettoblue,
underlined,andboldtohelpdistinguishthemfromotheritems.
Thelayoutwasalsomodifiedtostreamingthecourseandmakeitmorefunctionalfor
students.Thisisreflectedinseveralways,thefirstbeingitemsvisibleonthemenu.Thereisa
totaloffourteenmenuitemsavailablefordisplayedinthecourse.Fiveoftheitemswerenot
relevanttothedesignofthecourseorstudentsdidnotneedtohaveaccessto,theseitemswere
disabledasaresult.Secondly,themenuitemshavebeenreorderedtoreflectamorelinear
coursesetup.Itsimplymademoresensetohavesomelandingpagethatcancontainvarious
informativeitems,suchasinstructorcontactinformation,whenstudentslogin.Thislanding
pageisthefirstiteminthemenu,followedbylinksforannouncements,thesyllabus,modules,
assignments,discussions,quizzes,grades,andpeople.Third,thesyllabuspagewasmodifiedto

includetheactualsyllabusandalinktoaprintablecopy.Thepagealsoincludesalistof
assignmentsforthecourseandacalendartoindicateduedatesbydefault.Beyondthesethree
designchanges,thecoursealsoincludesprerequisitestomovefrommoduletomodule.This
wasdonetoensurethatstudentscompleteanentiremodulebeforetheymoveontothenextone.
Scheduleavailabilitywillbeusedinconjunctionwiththisfeaturetoallowstudentstoworkat
theirpacewhileensuringcompletionofitems.

FormativeEvaluation
PROCESS
Developmentofacourseduringthesummermonthsposesachallengeinthestateof
Maine.Traditionally,allschooldistrictwithinthestatearedismissedduringthemiddleofJune
anddonotreturnuntiltheendofAugust.Asaresult,staffavailabilityisasignificantchallenge.
Inorderfacilitatetheevaluationprocess,itwasdecidedthataGoogleFormwouldbetheeasiest
methodbywhichtoobtaindata.
Anemailexplainingtheprojectandevaluationrequirementswastoprospective
participants,initiatingtheevaluationprocess.Individualswhowereopentoparticipatingwere
askedtorespondtotheinitialemailtoreceiveboththesurveyandaccesstothecourse.As
responseswerereceived,anemailcontaininginstructions,linkstothesurvey,courseaccess
informationweresenttoparticipants,alongwithabrief"thankyou"message.
REVIEWERS
Forthepurposesofthisproject,reviewerswereselectedbasedonthoseindividualswho
returnedrequestsforassistancecritiquinganonlinecourse.Fourindividualsresponded

indicatingtheywerewillingtoprovideassistance.Itshouldbenotedthat,duetothetimeof
year,theseindividualsarenottheidealassessorsofthiscourse.
Thefirsttwoassessorsforthecoursewereeducatorsfromtheelementarylevel.Whileit
istruethatthiscourseisahighschoollevelcourse,theirfeedbackisstillvaluable.Theolderof
thetwoeducatorshasbeenteachingformorethan28yearsinmultiplegradelevels.Sheis
technologicallysavvycomparedtosomeofherpeers,yetstillmaintainsagreatdealof
trepidationaboutusingnewtechnologyintheclassroom.Thoughshecurrentlyteaches6th
grade,sheisalsocertifiedfor712SocialStudieswithinthestateofMaine.Thisqualification
makesherthesubjectmatterexpertoutofthefourreviewers.Thesecondelementaryteacher
hasbeenteachingforsevenyearsingradesK1.Thoughthegradelevelisclearlynot
appropriate,thisindividualshasahighdegreeoftechnologicalprowessandiscomfortable
utilizingtechnologywithintheclassroom.Additionally,shehasrecentexperiencedesigning
onlinecontentforherclassroomandparticipationinanonlinecourseasastudent.Herabilityto
comparecoursesthatshehasbeeninvolvedin,andexperiencewithcontentcreationmakehera
suitableassessor.
Thelasttwoassessorsforthecoursehavedrasticallydifferentbackgroundsthanthefirst
two.OneoftheseindividualsistheTechnologyCoordinatorforthedistrict,apersonwithmany
yearsofexperiencerunningtechnologydepartmentsforschooldistrictsinMaine.The
Coordinatorhandlesallintegrationinitiativewithinthedistrictandhasconnectionstothe
administrativepersonnelonamoreregularbasisthanteachingstaff.Sheisalsowellinformed
onthestandardsandpracticesbeingimplementedatthehighschoollevel,akeycomponentto
thiscourse.Thefourthandfinalindividualtoevaluatethiscoursewasahighschoolcomputer

technologyinstructor.Thisindividualwasselectedbecauseofherknowledgewhatcouldbe
consideredgradeappropriateitemsandexperienceinrunningprofessionaldevelopment
workshopsconcerningMoodle.

QUESTIONS
Theliveevaluationformcanbeviewedat
U.S.GovernmentFormativeReview

FORMATIVEEVALUATIONRESULTS
ThefollowingresponseswerecollectedfromtheEvaluationSurvey


SummativeEvaluation
Aftercreatingtheevaluationsurveyandreceivingfeedbackfromparticipants,several
thingsareclear.First,feedbackfromthesummerworkislimitedinscope.Thisisbecause
individualsaretoospreadoutoverthesummerandgettingparticipantsisverydifficult.
Methodsfordistancedatacollectionwereexaminedtosolvetheseproblems.AlthoughGoogle
Formsisgoodforcollectingdata,ithasitslimitations.Thoselimitationsareondisplayinterms
ofthetypesofquestionsthatcanbeaskedandthemannerinwhichindividualscanrespondto
thosequestions.Secondly,awiderselectionofparticipantsinrequiredtomoreaccuratelyreflect

theinputofvariousstakeholders.NostudentsormembersoftheSocialStudiesDepartment
wereconsultedonthiscourse,aglaringproblemthatneedstoberemedied..
Toremedytheseissues,anewregimentofevaluationswillneedtobeimplementedonce
theschoolyearbegins.First,thesamplesizeoftheindividualsparticipatingintheevaluative
processwillbeincreased.Itishopedthattheevaluationsizewillincreasebysixindividuals,
threestaffmembersandthreemembersofthestudentbody.Theadditionalstaffmemberswould
includeatleasttwoindividualsthatcurrentlyteachU.S.Governmentandanadditionalmember
oftheSocialStudiesDepartment.Studentparticipantswouldberequestedfromthesenior
membersoftheStudentCouncil.Thecouncilhasparticipatedinthepastinvariousdistrict
initiatives,anditishopedthattheirparticipationcouldbearranged.Acontingencyforthe
studentcouncilbeingunabletotakepartintheevaluationprocesswouldbetoofferextracredit
orsomeotherincentivetostudentswhoparticipate.Withtheinclusionofthesetwopartiesin
theevaluationprocess,itishopedthatmeaningfulfeedbackwillbeobtainedfromprimary
stakeholders.Secondly,themethodofdatacollectionwillbemodified.WhileGoogleForms
offersadegreeofflexibilityandconvenience,ithasseriousdrawbacksforgatheringinformation
inthisinstance.Toremedythis,twomethodsofdatacollectionwillbeutilizedoncetheschool
yearbegins.Aprintedsurveyforindividualstocompleteafterexaminingthecoursewillbe
providedtotheparticipants.Thispapersurveywouldallowformoreindepthquestionstoasked
andforrespondentstoprovidemoredetailedfeedback.Thesecondmethodwouldbefocus
groupmeetings.Thesemeetingswouldprovideopportunitiesforparticipantsandcourse
developerstodiscussandhavefacetofacecommunications.
Onceadditionaldatacanbeobtainedandmodificationsmadetothecourse,therewill
thenbeapilotprogram.Theprogramwillincludeapproximately12studentsfromthesenior
class.ItisgoingtobesuggestedthatthispilotprogramcountasboththeU.S.Government
graduationrequirementandanelectivecredit,providinganincentiveforstudentparticipation.It
willbeexpectedthatparticipantscompletetheentire19weekcourse.Oncestudentshave
completedthecourse,thesamesurveyandfocusmeetingswilloccur,alongwithaninterviewof
theinstructor.Informationgatheredfromthesewillthenbeusedtomakefinalmodifications
beforethecourseifofferedtothelargerstudentbodybeginninginthefallof2016.Throughout

eachdeploymentoftheprogram,surveysoftheparticipantswillbeconductedandrefinements
madetothecourse.