This document outlines an instructional design project using a WebQuest to teach students about Reconstruction. The project uses the ADDIE model of analysis, design, development, implementation and evaluation. It analyzes student needs and content around Reconstruction and designs tasks for students to view videos, read sources and answer questions. The WebQuest has five sections for students to complete individually and write a newspaper editorial from a perspective of the time. Feedback was gathered through a survey that indicated the design was clear and assessments aligned to objectives, though incorporating groups was suggested.

1. EDU 643: Instructional Design Project Presentation Understanding Reconstruction

2. Introduction Justin F. Ochoa Designing multimedia objects - WebQuest - Interactive Power Point - Interactive Web-based Lesson Webquest - understanding Reconstruction

3. ADDIE Process Instructional Design Model Analysis (needs, content, and task) Design Develop Implementation Evaluation

4. Analysis Needs My favorite subject is the Civil - students enjoy it - students perform well on test Reconstruction follows - lack of effort - test scores dropped Problem needs to be addressed - students need to be engaged - change is needed

5. Analysis Content Importance of Reconstruction - relevance Reconstruction raised several questions on: - government - civil rights Battle continues today - illegal immigration - same sex marriage

6. Analysis Task Student need to: - view video clips - reading primary sources and websites - answer questions Student need to be: - focused - hard working - creative Student tasks - overview - civil liberties - Southern life - end - newspaper page

7. Design Main objective - describe Reconstruction My process Overview of Reconstruction Civil Liberties Southern Life End of Reconstruction

8. Develop I chose to use a WebQuest for this project A WebQuest is a great tool to use to keep students focused on the assignment For this project I used weebly.com Weebly is a great resource and easy to use

9. Implementation Feedback - mistake free - to ensure student learning Who to choose? - honest - no biases Winner - college friend - co-worker

10. Evaluation Formative summative Questions - answer questions - turn in answer Assessment - evaluate answers - determine understanding - provide feedback Editorial - newspaper - four sections Assessment - evaluate writing - determine - create rubric

11. Statement of Learning Objectives State standards objectives Standard I.I – Time and Chronology – All students will sequence chronologically …Civil War and Reconstruction Standard I.3 – Analyzing and Interpreting the Past – All students will reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence Standard III.2 Ideals of American Democracy – All students will explain the meaning and origin of the ideas…in the Constitution Students will be able to define Reconstruction Students will be able to describe what some Southerners did to deprive freed people of their rights and how Congress responded Students will be able to explain how Southern life changed during Reconstruction Students will be able to explain how Reconstruction ended

12. Demonstration WebQuest - five sections First four sections 1. Defining Reconstruction 2. Civil Liberties 3. Southern Life 4. End of Reconstruction Questions - answer them after each section - hand them in

13. Demonstration Cont. Example - primary document - Goodings couple Question - views on KKK and Reconstruction Four sections - answer questions - hand in answers

14. Demonstration Cont. Section five - writing an editorial Editorial - imagine born in 1845 - current year is 1905 - newspaper editorial on Reconstruction Writing Perspective - choose one - former African American slave - confederate soldier survior

15. Demonstration Cont. Assessment Participation (10 points) - using time wise in class Editorial (15 points) - grammar, length, and voice Creativity (10 points) - writing is creative and so is newspaper presentation

16. Demonstration Cont. Demonstrating Understanding of General Information (25 points) - completing and turning in answers to questions Mastery of Assigned Perspective (35 points) - addresses first four sections of the process in a creative way

17. Implementation Class time - five class periods - one class per section - section length - start on a Monday

18. Survey Traditional 1 through 5 scale – 5 being “strongly agree” Questions: and Respones The overall presentation does not distract from the goal of the WebQuest (5,5) The assignments presented were reasonable and appropriate (5,5)

19. Survey Cont. Directions are presented in a logical way and clear (4,5) The WebQuest is easy to navigate (5,5) The assessments appropriately assessed students’ ability to meet the objectives (4,4) All activities, tasks and assessments all align with learning objectives and standards (5,4)

20. Survey Cont. I would recommend this WebQuest to other teachers (4, 5) Additional Comments “I think this project would be better suited to cover one section, because of the repetitive structure of the process.” “When I think of a WebQuest, I think of group activity. I believe students would benefit if group work was incorporated.”

21. Understanding Reconstruction The End