Aligning Outcomes, Activities, and Assessments

Designing an Integrated Course

The most meaningful learning occurs when a significant learning environment is established that encourages students to explore, take risks, and make connections. Fink's integrated course guide provides different components that when implemented properly, all work together to engage students in a true significant learning environment (Fink). This design helps align the learning goals with the learning activities and assessments so that the course works as intended.

I have designed a 9 week course built around the Reconstruction Unit at the end of school year. Students have already covered the Constitution, the Bill of Rights and the seven principles of government, which allows them to build off that knowledge to create their own draft of proposed legislation. The project based learning component of this unit gives students choice, ownership, and voice through authentic learning, which is a key component to my Innovation Plan. I hope that students will come away from this learning experience valuing the importance of listening to a variety of opinions as well as knowing their own power to influence change.

3 Column Table

BHAG (Big Hairy Audacious Goal) – Overarching Course Goal

After studying the Reconstruction Era and current events, learners will draft a proposal of a new law that will address a current issue. Students will then create an action plan for engaging voters and officeholders and present the draft of proposed legislation in a public forum in their community.

Learning Environment and Situational Factors to Consider

1. Specific Context of the Teaching/Learning Situation

How many students are in the class? Is the course primary, secondary, undergraduate, or graduate level? How long and frequent are the class meetings? How will the course be delivered: live, online, blended, flipped or in a classroom or lab? What physical elements of the learning environment will affect the class? What technology, networking and access issues will affect the class?

Students:140 across 6 class periods
Secondary level, 8th grade
Schedule: 50 minutes/5x a week
Delivery method: Blended
Technology: All students have school issued Chromebooks, and we use Canvas as an online platform

2. General Context of the Learning Situation

What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department? the profession? society?

The school requires all students take a unit assessment in Eduphoria so scores and data can be collected and analyzed.
The district requires all students to take common quarterly assessments.
State standards (TEKS) for 8th grade U.S. History will be used and students will take an end of the year STAAR assessment.

3. Nature of the Subject

Is this subject primarily theoretical, practical, or a combination? Is the subject primarily convergent or divergent? Are there important changes or controversies occurring within the field?

Subject (Reconstruction and laws) is practical
The Reconstruction topic is mostly convergent because it is based off the laws and amendments passed during the time period after the Civil War. The “Broken Laws” project is divergent because students are allowed to research and analyze current laws that they think are broken and how they can be fixed.
There are a lot of changes and controversies with this topic. A lot of people and politicians confuse Critical Race Theory with teaching history that includes the role of race and racism. It has become the most controversial issue at school board meetings and political races.

4. Characteristics of the Learners

What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals and expectations?

Our school is a Title 1 school. About 50% of the school is Hispanic, 25% white, 20% Black and 5% Asian.
We will have covered the Constitution and the principles of government earlier in the year, so students should have some knowledge of the general design of government.
Some students are very interested and involved in political current events while others pay very little attention to government policies and find it extremely boring.
Reconstruction is usually an interesting unit for students because there are more photographs and relatable primary sources.
Learning Goals and Expectations:
- Students will understand the different reconstruction plans to rebuild the country after the Civil War. They will analyze how Reconstruction impacted the North and South, and in particular, African Americans in the South - politically, economically and socially. They will evaluate whether or not Reconstruction was ultimately successful in reuniting the nation.
- Expectation: Students will create a draft proposal of new legislation as well as an action plan for engaging voters. Students will then present the proposed legislation at a city council meeting or other community event.

5. Characteristics of the Teacher

What beliefs and values does the teacher have about teaching and learning? What is his/her attitude toward: the subject? students? What level of knowledge or familiarity does s/he have with this subject? What are his/her strengths in teaching?

I am a cognitive constructivist so I love the idea of students researching the history of current laws and then taking their own path on how to change an unfair law.
I love the topic of Reconstruction because there is often a misunderstood idea that the end of the Civil War fixed all of the racial inequality and injustice in America, but the black codes, sharecropping and Jim Crow Laws prove that these issues were far from fixed.
I am very familiar with the topic, as I have continued to research more about the topic and I have taught it for 11 years.
Students are usually pretty engaged in the topic because these issues seem more current and relatable to them. Students will struggle the process of writing legislation and will be very nervous to present to community members or representatives.

Questions for Formulating Significant Learning Goals

"A year (or more) after this course is over, I want and hope that students will .”

I would like for students to know how to ask probing questions, evaluate sources, and make connections between the past and present. I want them to know how to work with a team that allows each member to be heard and contribute, leading to greater success.

My Big Harry Audacious Goal (BHAG) for the course is:

After studying the Reconstruction Era and current events, students will draft a proposal of a new law that will address a current issue. Students will then create an action plan for engaging voters and officeholders and present the draft of proposed legislation in a public forum in their community.

Foundational Knowledge

What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future? What key ideas (or perspectives) are important for students to understand in this course?

Key ideas and perspectives:

Americans had radically different goals and priorities to rebuilding the nation
Reconstruction affected groups of people in America very differently
Laws affect people differently and evaluating the fairness or success of a law requires you to analyze its context, purpose and overall impact

TEKS

(9) History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(C) explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups.

(19) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(C) identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries.

(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(D) identify bias and points of view created by the historical context surrounding an event;

(E) support a point of view on a social studies issue or event;

(F) evaluate the validity of a source based on corroboration with other sources and information about the author;

(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

Application Goals

What kinds of thinking are important for students to learn? What important skills do students need to gain? Do students need to learn how to manage complex projects?

Critical thinking, in which students analyze and evaluate

Analyze current laws and evaluate if the law has resolved the intended issue
identifying cause-and-effect relationships, comparing, contrasting, making generalizations and predictions, and drawing inferences and conclusions
identify bias and points of view created by the historical context surrounding an event;
evaluate the validity of a source based on corroboration with other sources and information about the author;

Creative thinking, in which students imagine and create

Creating an action plan to engage voters (especially young voters) and officeholders

Practical thinking, in which students solve problems and make decisions

Students will problem solve how to create a new law that will better address the issue. Students will be making decisions about what to include in the new law as well as how to best present their ideas to the public

Skills: Students should be able to analyze multiple sources, evaluate the validity, and draw conclusions based on their research.

Project Management: Yes, students will need help managing these complex projects. I will help students develop the skills of prioritizing, delegating, and creating schedules by creating SMART goals.

Integration Goals

What connections (similarities and interactions) should students recognize and make…:

Among ideas within this course? Among the information, ideas, and perspectives in this course and those in other courses or areas? Among material in this course and the students' own personal, social, and/or work life?

The founding fathers created a constitution and government that allowed for change. They understood that laws would need to be updated based on unjust laws or societal changes. Current laws and systems are still influenced by our past.
Students may see connections between the reading and writing skills from ELA, the presentation and speaking skills from Professional Communications and computer skills from technology classes.
Students will see connections between local, state and federal laws that impact their daily life and possibly their overall experience as a person living in America. Hopefully students realize that they are an integral part to our governing system and that by participating in the process, they can have some control over the country’s direction.

Human Dimensions Goals

What could or should students learn about themselves? What could or should students learn about understanding others and/or interacting with them?

Students could find an issue that they are passionate about.
Students could also learn that they can influence the laws that are passed at the local, state and federal levels
Everyone has a different experience and perspective that they bring to the table when trying to solve an issue. Truly listening to their opinions will help create a more complete and accurate picture of how an issue can affect people differently which will then guide how you respond.

Caring Goals

What changes/values do you hope students will adopt? Feelings? Interests? Values?

empowerment
participating in the political process
Listening to a variety of opinions and collaborating before creating a solution to a large problem

References

Fink, L. Dee, PhD. A Self-Directed Guide to Designing Courses for Significant Learning. N.p.: n.p., n.d. PDF.

Broken Laws | MyPBLWorks. (n.d.). My PBL Works. Retrieved December 5, 2021, from https://my.pblworks.org/project/broken-laws