Task 2: Instructional Design Unit

Name: LeAmber Brooks, Acting Media Specialist and LaToya Morgan, AP Human Geography Teacher
Unit Focus: Culture
Duration of Unit: 5 days
General Audience The primary audience consists of certified teachers of all ages, experience levels that
teach Advanced Placement Human Geography. The primary audience teaches or provides supportive
educational services to students in grades 9-12 (ages of these students vary widely from 13-18 years). The
Georgia Department of Education also states the average teacher at Alcovy High School has 10.16 years
experience and an advanced degree.
Identification of Goals:
Be able to define culture, cultural geography and culture regions
Identify and name macrocultural regions and identify the major language and religion of each
Compare and contrast aspects of folks and popular culture
Learner Analysis
Introduction/Group Characteristics
Alcovy High School is a 9-12 school located in Covington, Georgia. According to the Georgia
Department of Education, the school currently serves a student population of 2000:
Asian: 3%
Black: 51%
Hispanic: 4%
White: 42%
Multiracial: 3%
Students with Disabilities: 13%
English Language Learners: 1%
Free/Reduced Lunch: 60%
The school is divided into a 9th Grade Academy on one side of the building and grades 10-12 on the
other. The 9th Grade Academy has two goals: to foster academic achievement and to encourage positive
social interaction that will help students transition from middle school to high school.
The primary audience is composed of teachers, supportive personnel that provide direct instruction and
students. The students are composed of both male and female, ages 13-18 that are enrolled in the
Advanced Placement Human Geography Course. Information for this Instructional Design was gathered
using a combination of interviewing (teachers and supportive personal) and surveying using the survey
tool, Survey Monkey, as well as accessing school records.
Entry Characteristics:

Prerequisite Skills:

Most of the learners have heard of culture

Task 2: Instructional Design Unit

Most of the learners have heard and know examples of pop culture

Prior Experience:
Although many learners have heard of culture before they have not dug into the specifics such a folk vs.
pop culture.
Common errors made by novice learners:

Confusing folk and pop culture

Attitudes toward Content and Academic Motivation:

According to Shaughnessy and Haladyna, most students find Social Studies to be one of the least
interesting, most irrelevant subjects in school. As most of the learners have not been exposed to primary
source documents for an extended period of time, they have not developed a negative perception of the
content. Learners will be given a student survey using Survey Monkey to determine academic motivation.
Educational Ability Levels:
There are approximately 20 students in the Advanced Placement Human Geography class of mixed ability
levels. Most students in the class tend to be more on the gifted end of the spectrum.
General Learning Preferences:
The learners expressed a preference for hands on activities. They also like games, small group projects,
and interactive activities that involve the computer or Promethean board. This information was gathered
from a student survey and teacher interview.
Attitudes toward Teachers and School:
High school students typically tend to be disaffected by high school in general. The teacher will be
interviewed to determine student attitudes towards teachers and school.
Task Analysis
SME Experience: LaToya Morgan will serve as the SME for this instructional plan. The SME has been
teaching American Government for 5 years. She has a B.S. in Political Science and a MEd. in Secondary
Education. Her primary qualification to serve as SME includes my teaching experience.
Contextual Analysis
The SME has to make sure the instruction is directly relevant to what students will be learning so that
they perceive a high utility for the information being taught.
Instructional Context
Students will be given a variety of resources and examples to practice determining cultural elements.
Topical Analysis

Task 2: Instructional Design Unit

I conducted topical analysis in which I included essential information about culture. The content
structures included facts, concepts and principles.
1. Culture
1.1 The beliefs, customs, arts of a particular society, group, place or time.
1.2 Characteristics of culture
1.2.1 Beliefs
1.2.2 Attitudes
1.2.3 Food
1.2.4 Arts
1.2.5 Religion
1.2.6 Language
1.2.7 Behavior Patterns
2. Folk Culture
2.1 refers to the unifying expressive components of everyday life as enacted by localized,
tradition-bound groups.
2.2 Examples of folk culture
2.2.1 Amish
2.2.2 Mennonites
3. Popular Culture
3.1 Dynamic culture based in large, heterogeneous societies permitting considerable
individualism, innovation, and change; having a money-based economy, division of labor into
professions, secular institutions of control, and weak interpersonal ties; and producing and consuming
machine-made goods.
3.2 Examples of Popular Culture
3.2.1 Blue jeans
3.2.2 Hip Hop Music

Instructional Goal:
To define culture and compare and
contrast popular vs. folk culture.

Culture

Definition

Pop v.Folk
Culture

Characteri
stics

Definition

Examples

Task 2: Instructional Design Unit

Instructional Objectives
Terminal Objective 1:
The learners will correctly define culture, cultural geography and culture regions.
Enabling Objective:
1a. The learners will correctly identify and name macrocultural regions and identify the major language
and religion of each.
Terminal Objective 2:
The learners will correctly compare and contrast aspects of folk and popular culture.
Enabling Objective:
2a. The learners will correctly create an electronic folk brochure.
Classification of Instructional Objectives
Recall
1, 1a, 2
1, 1a, 2
1, 1a, 2

Content
Fact
Concept
Principles
Procedures
Interpersonal
Attitude

Application
2a
2a
2a
2a

Relationship between objectives and Technology Standards

Instructional Objective
1

ISTE Standards
ISTE 1: Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal or
group expression
ISTE 1: Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal or
group expression

Task 2: Instructional Design Unit

Development of Assessments
Lesson 1: An Introduction to Culture
Objective 1: The learners will correctly define culture, cultural geography and culture regions.
Assessment: Lesson checkpoint questions
UDL Principles: Multiple means of representation. Students will
Lesson 2: Popular vs. Folk Culture
Objective 2: The learners will correctly compare and contrast aspects of folk and popular culture.
Assessment: Electronic folk brochure
UDL Principles: Multiple means of expression and engagement.
Assessment
Lesson 1 Checkpoint Questions:
1. What is culture?
2. Identify the macrocultural regions and identify the major language and religion of each.
Lesson 2: Electronic Folk Brochure

Unlike popular culture, folk culture differs based on location. Folk culture is more traditional and
intimate amongst a small group of people. Using the internet, create a brochure about a particular
folk culture. Because folk culture is not highly reported, you can choose a minimum of four
cultural traits unique to the particular culture.
When researching potential cultures, you may want to note that folk culture and local culture are
interchangeable. Some geographers will also use traditional culture instead of folk culture. There
are many folk cultures around the world; therefore everyone should be able to find one. Only
under special circumstances will two people be able to research the same folk culture.
You may create your brochure through Microsoft Word or Publisher. If there is another medium
in which you would like to present the information, please do so, with approval.
In addition to the four cultural traits, you will need to include location and pictures. Please
remember to cite your sources. Your brochure is due at the beginning of the period on Thurs, Oct
16. You will print your brochure so use printer friendly pictures. You may use the Padlet
Resources to assist you.

Task 2: Instructional Design Unit

Brochure Rubric
Requirement

Feedback

Format
Appeal
Location
Element One:
Element Two:
Element Three:
Element Four:
Impact of Globalization
Pictures
Sources

Content Sequencing
Sequencing
1
2

Description
The learners will correctly define culture, cultural
geography and culture regions.
The learners will correctly compare and contrast aspects of
folk and popular culture.

Objective
1
2

This sequence builds on content in the learner-related sequencing. Learner related sequencing was chosen
because it is the same order that a teacher would proceed with while teaching the lesson. Prerequisites
would be taught first; when the learner has mastered that, familiar content would be taught followed by
the introduction of new material. Research suggests learner-related sequencing is most effective with
novice learners.
Lesson 1: An Introduction to Culture
Objective 1: The learners will correctly define culture, cultural geography and culture regions.
Initial Presentation: Students will discuss current events in collaborative grouping. After discussing in
groups, students discuss the current events using the jigsaw discussion model.
Generative Presentation: Students will read chapter 4 of the text and discuss the elements of a culture.
Students will complete the macrocultural graphic organizer seen below.
Lesson 2: Popular v. Folk Culture
Objective 2: The learners will correctly compare and contrast aspects of folk and popular culture
Initial Presentation: Students will complete the t chart over popular and folk culture. Then students will
view several different pictures and decide if the picture represents popular culture or folk culture.
Generative Presentation: Students will complete the electronic folk brochure.

Task 2: Instructional Design Unit

Lesson 1 Graphic Organizer
Name_________________________________ Period: ____________________________

dividing the world up for convenience

Region

Language / Religion

MACROCULTURAL REGIONS

Notes

Task 2: Instructional Design Unit

Assessment and Design of Instruction

Goals
Define Culture

Lesson 1:
An Introduction to
Culture

Lesson 2:
Popular v. Folk
Culture

Compare and
contrast aspects of
folk and popular
culture.

Objectives
The learners will
correctly define
culture, cultural
geography and
culture regions.

The learners will

correctly compare
and contrast
aspects of folk and
popular culture

Assessments
Lesson Checkpoint
Questions

UDL
Multiple means of
representation.

Electronic folk
brochure

Multiple means of
expression.
Multiple means of
engagement.

Plan for Formative Evaluation

The instruction will be evaluated using three surveys.
SME Survey
Culture Evaluation Survey
Media Specialist Survey

Once the data has been collected using the online survey instruments, it will be analyzed. Both
quantitative and qualitative measures will be examined. For those Likert-style ratings, descriptive
statistics will be used. Descriptive statistics simply describe what the data shows. The distribution, central
tendency and dispersion across cases one variable at a time will be examined.
For those open-ended questions, the comments will be examined for major themes. Then the subject
matter expert will check with respondents to validate responses, finally a table of the comments will be
provided.
As the last step in evaluation, an evaluation summary will be developed. Based on the data from the
evaluation summary, improvements will be made to the instructional design plan. Some steps may be
taken out, others tweaked and new steps may be added.

Task 2: Instructional Design Unit