Leland Morrow Spring 2018

Instructional Design for E-Learning

Dr. Jamison Patrick

763 Alignment Chart

The plan is to teach World History Course to 10th Grade Social Studies students through online/blended instruction.
(Use one table per terminal objective)

Terminal Objective (Overall course): Given the lesson design instruction and content resources for the 6 thematic World
History modules, World History students should be able to design (synthesis), present, and teach- using absorb, do, and
connection activities to class for at least three cause and effects events from pre-history to present day with at least 85%
accuracy to rubric.

Enabling Objectives: Assessment Idea Absorb Activity Do Activity Connect Activity

Given lesson design
instruction, content -notes,
handouts, lessons, and
access to content driven
media products- you should
be able to design and teach
content based lesson to class
with 90% accuracy.
Given examples of lesson
designing and content
information, you should be
able to create a content
driven lesson with 90%
accuracy.
Students will teach a content
driven lesson to the whole
class using lesson design
techniques with evaluation
from course peers and
instructor in 90% accordance
to rubric.
Students will teach a content
driven lesson to the whole
class with evaluation from
course peers and instructor in
90% accordance to rubric.
Students will implement an
Absorb activity for presentation
of content to their course
peers. [Options for Absorb
activities include, but are not
limited to: Slide show presentation,
scenario based demonstrations,
and stories].
Students will choose, design,
and implement an Absorb
activity for presentation of
content to their course peers.
[Options for Absorb activities
include, but are not limited to: Slide
show presentation, scenario based
demonstrations, and stories].
Students will utilize a Do
strategy to engage course
peers with the content
information they convey.
[Options for Do activities include,
but are not limited to: hands on
activities, guided analysis, role
play, dig and decide, and team task
activities].
Students will choose and
utilize a Do strategy to engage
course peers with the content
information they convey.
[Options for Do activities include,
but are not limited to: hands on
activities, guided analysis, role
play, dig and decide, and team task
activities].
Students will incorporate a
conclusive Connection strategy to
close the gap between content and
real-life experiences-social,
economic, political, spiritual, etc.-
for their course peers. [Options for
Connection activities include,
discussion, written stories, and
summarized principles].
Students will choose and
incorporate a conclusive
Connection strategy to close the
gap between content and real-life
experiences-social, economic,
political, spiritual- for their course
peers. [Options for Connection
activities include, discussion, written
stories, and summarized principles].

Last Updated: 6/15/2017 1

Leland Morrow Spring 2018
Instructional Design for E-Learning
Dr. Jamison Patrick

Module 1 (Theme/Topic): Technological and Environmental Transformations, to 600 B.C.E.

Terminal Objective: Given the lesson design instruction and content resources for Module 1, World History students
should be able to identify parts of a lesson in conjunction with content resources from Module 1 World History with 100%
accuracy.

Enabling Objectives: Assessment Idea Absorb Activity Do Activity Connect Activity

Given examples of lesson design
and historical content within
Module 1, World History students
should be able to identify parts of
a lesson with 100% accuracy.
Given lesson design instruction
and content resources-books,
notes, handouts, and media
products- World History students
should be able to create a
content driven lesson design
outline/plan with 100% accuracy.
Students will show their knowledge
of parts of a lesson through a 5 to
10 question quiz with 100%
accuracy on assessment.
Students will create a lesson design
outline/plan, incorporating their
chosen content topic(s) for
presentation, in 100% accordance
to rubric.
Students will be introduced to
Absorb strategies through content
instruction. My chosen method for
introduction, to model, will be a
content driven scenario based
demonstration.
From a list of Absorb strategies and
my strategy model, students will
research and identify an Absorb
strategy they will implement in their
lesson to course peers.
Students will be introduced to Do
strategies through content
instruction. My chosen method for
introduction, to model, will be a
hands-on activity.
From a list of Do strategies and my
strategy model, students will
research and identify a Do strategy
they will implement in their lesson to
course peers.
Students will be introduced to
Connect strategies through content
instruction. My chosen method for
introduction, to model, will be a
scavenger hunt, where students are
provided with links of information
where students must draw
conclusions about content and its
relevancy to their lives.
From a list of Connect strategies
and my strategy model, students
will research and identify a Connect
strategy they will implement in their
lesson to course peers.

Last Updated: 6/15/2017 2

Leland Morrow Spring 2018
Instructional Design for E-Learning
Dr. Jamison Patrick
Module 2 (Theme/Topic): Organization and Re-organization of Human Societies, 600 B.C.E. to 600 C.E.

Terminal Objective: Given the lesson design instruction and content resources for Module 2, World History students
should be able to create a Connect activity to close the gap between content and student experiences with 90% accuracy.

Enabling Objectives: Assessment Idea Absorb Activity Do Activity Connect Activity

Given reinforcement examples of
lesson design and historical
content from Modules 1 & 2,
World History students should be
able to research and identify a
Connect activities into their
lesson design outline/plan with
100% accuracy.
Given lesson design instruction
and content-books, notes,
handouts, and media products-
World History students should be
able to create and incorporate a
Connect activity into their lesson
design outline/plan with 100%
accuracy.
Students will decide on Connect
activity and propose how to
incorporate content into activity to
teacher in 100% accordance to
rubric and planning document.
Students will design Connect
activity for implementation into
lesson-to be evaluated by teacher-
in 100% accordance to rubric and
planning document.
Students use of lesson design and
historical content material to build
knowledge of content and Connect
activity.
Students’ use of lesson design and
historical content material to build
knowledge of content and Connect
activity.
Students will use research
techniques and resources to identify
Connect activities and historical
content for their of lesson design.
Students’ will use research
techniques and resources to identify
Connect activities and historical
content for their of lesson design.
Students will explain through a
written response to teacher how the
content and use of lesson design
practice is relatable to a real-life
experience for them.
Students will explain through a
written response to teacher how the
content and use of lesson design
practice is relatable to a real-life
experience for them.

Last Updated: 6/15/2017 3

 Leland Morrow Spring 2018
Instructional Design for E-Learning
Dr. Jamison Patrick
Module 3 (Theme/Topic): Regional and Interregional Interactions, 600 C.E. to 1450.

Terminal Objective: Given the lesson design instruction and content resources for Module 3, World History students
should be able to create a Do activity for content and student engagement with 90% accuracy.

Enabling Objectives: Assessment Idea Absorb Activity Do Activity Connect Activity

Given reinforcement examples of
lesson design and historical content
from Modules 1 - 3, World History
students should be able to research
and identify a Do activity into their
lesson design outline/plan with
100% accuracy.
Given lesson design instruction and
content-books, notes, handouts,
and media products-World History
students should be able to create
and incorporate a Do activity into
their lesson design outline/plan with
100% accuracy.
Students will decide on Do activity
and propose how to incorporate
content into activity to teacher in
100% accordance to rubric and
planning document.
Students will design Do activity for
implementation into lesson-to be
evaluated by teacher- in 100%
accordance to rubric and planning
document.
Students use of lesson design and
historical content material to build
knowledge of content and Do
activity.
Students’ use of lesson design and
historical content material to build
knowledge of content and Do
activity.
Students will use research
techniques and resources to identify
Do activities and historical content
for their of lesson design
Students’ will use research
techniques and resources to identify
Do activities and historical content
for their of lesson design.
Students will explain through a
written response to teacher how the
content and use of lesson design
practice is relatable to a real-life
experience for them.
Students will explain through a
written response to teacher how the
content and use of lesson design
practice is relatable to a real-life
experience for them.

Last Updated: 6/15/2017 4

 Leland Morrow Spring 2018
Instructional Design for E-Learning
Dr. Jamison Patrick
Module 4 (Theme/Topic): Global Interactions, 1450 - 1750

Terminal Objective: Given the lesson design instruction and content resources for Module 4, World History students
should be able to create an Absorb presentation for student content knowledge acquisition with 90% accuracy.

Enabling Objectives: Assessment Idea Absorb Activity Do Activity Connect Activity

Given reinforcement examples of
lesson design and historical content
from Module 1 - 4, World History
students should be able to research
and identify an Absorb activity into their
lesson design outline/plan with 100%
accuracy.
Given lesson design instruction and
content-books, notes, handouts, and
media products-World History students
should be able to create and
incorporate Absorb activity into their
lesson design outline/plan with 100%
accuracy.
Students will decide on Absorb
activity and propose how to
incorporate content into activity to
teacher in 100% accordance to
rubric and planning document.
Students will design Absorb activity
for implementation into lesson-to be
evaluated by teacher- in 100%
accordance to rubric and planning
document.
Students use of lesson design and
historical content material to select
presentation method of content
Absorb activity.
Students’ use of lesson design and
historical content material to build
presentation for content Absorb
activity.
Students will use research
techniques and resources to identify
Absorb activities and historical
content for their of lesson design.
Students will use research
techniques and resources to identify
Absorb activities and historical
content for their of lesson design.
Students will explain through a
written response to teacher how the
content and use of lesson design
practice is relatable to a real-life
experience for them.
Students will explain through a
written response to teacher how the
content and use of lesson design
practice is relatable to a real-life
experience for them.

Last Updated: 6/15/2017 5

Leland Morrow Spring 2018
Instructional Design for E-Learning
Dr. Jamison Patrick
Module 5 (Theme/Topic): Industrialization and Global Integration, 1750 - 1900.

Terminal Objective: Given the lesson design instruction and content resources for Module 5, World History students
should be able to combine all elements, rehearse, and revise lesson presentation with 90% accuracy.

Enabling Objectives: Assessment Idea Absorb Activity Do Activity Connect Activity

Given reinforcement examples of
lesson design and historical
content from Modules 1 - 5,
World History students should be
able to identify elements of
content into their lesson with
100% accuracy.
Given lesson design instruction
and content-books, notes,
handouts, and media products-
World History students should be
able to combine all elements of
lesson design and content topics
into their lesson with 100%
accuracy.
Students will select and propose the
content they are to include into
lesson to teacher in 100%
accordance to rubric and planning
document.
Students will present lesson to
teacher for evaluation and
recommendations for revisions in
100% accordance to rubric and
planning document.
Students use of lesson design and
historical content material to select
content material to incorporate in
lesson.
Students use of lesson design and
historical content material to select
content material to incorporate in
lesson.
Students will integrate material into
lesson format.
Students practice lesson and revise
material that is to be integrated into
lesson.
Students will explain through a
written response to teacher how the
content and use of lesson design
practice is relatable to a real-life
experience for them.
Students will explain through a
written response to teacher how the
content and use of lesson design
practice is relatable to a real-life
experience for them.

Last Updated: 6/15/2017 6

Leland Morrow Spring 2018
Instructional Design for E-Learning
Dr. Jamison Patrick
Module 6 (Theme/Topic): Accelerating Global Change and Realignments, 1900 - Present.

Terminal Objective: Given the lesson design instruction and content resources for Module 6, World History students
should be able to combine all elements, rehearse, and revise lesson presentation with 90% accuracy.

Enabling Objectives: Assessment Idea Absorb Activity Do Activity Connect Activity

Given reinforcement examples of Students will show revision and re- Students present entire lesson to Students present entire lesson to Students present entire lesson to
lesson design and historical present lesson to teacher for teacher. teacher. teacher.
content from Modules 1 - 6, evaluation in 100% accordance to
World History students should be rubric.
able to revise and rehearse
lesson with 100% accuracy.
Given lesson design instruction Students will present lesson to class Students present entire lesson to Students present entire lesson to Students present entire lesson to
and content-books, notes, for teacher and peer evaluation with class. class. class.
handouts, and media products- 90% accordance to rubric.
World History students should be
able to present lesson to class
with 90% accuracy.

Last Updated: 6/15/2017 7