INSTRUCTIONAL PLAN AND IMPLEMENTATION SCHEDULE GED SOCIAL STUDIES

INSTRUCTIONAL PLAN AND IMPLEMENTATION SCHEDULE GED® SOCIAL STUDIES FOUR-WEEK INTENSIVE COURSE Shelia R. Palmer – Instructional Designer asmeconsult@email. phoenix. edu

Phase One Course Title Description Target Audience Delivery Modality Length of Session Goals

GED® Social Studies Content � 50% Civics & Government � 20% U. S. History � 15% Economics � 15% Geography

Target Audience Community population of Caroline, Dorchester, Talbot and Kent Counties in Maryland, consisting of females and males, ages range from 18 -45, different cultures/races Caucasian, African-American, and Hispanic

Delivery/Modality Face to Face Classroom Facilitated Technology Web-based Technology

Length of Session Four (4) Week Intensive Course Saturday and Sunday Mornings 9: 00 am to 1: 00 pm

Goals The students will be able to identify an illustration of a generalization, principle, or strategy. The students will be able to apply appropriate abstraction to a new problem without prompting or instruction. Students will have the ability to decompose information to understand relationship of ideas. The students will be able to distinguish various text features and characteristics

Phase Two Course Title Defined Goals Objectives (ABCD) Format Explanation Instructional Strategies/Activities Instructional Technology

Defined Goals � Students will construct a Venn diagram. � Students will construct a 250 -500 type-written explanation of the supply and demand concept. � Students will analyze and identify trends in graphic illustration. � The students will distinguish various text features and characteristics from two authors, and define freedom in an online discussion platform.

OBJECTIVES (ABCD) FORMAT Given key historical documents –speech of Abraham Lincoln and Thomas Jefferson, and a Venn Diagram, students will compare and contrast ideas and principles with 80% accuracy. Given a definition of economic term, supply and demand, students will describe and explain a real-life scenario involving gas prices in a 250 -500 word typewritten response, with minimal grammatical errors and supporting evidence. Given a cartoon illustration, line-bar-circle graph, or map of geographic changes in population, students will analyze and identify trends with 80% accuracy. Given Martin Luther King’s Letter from a Birmingham Jail and a Willie Lynch proclamation, students will analyze and discuss in Blackboard both authors’ style, structure, and context clues and define what freedom means according to both authors with 80% accuracy and citing evidence to support their claims.

EXPLANATIONS Problem Based Learning Collaborative Learning Critical Thinking Skills

Instructional Strategies/Activities Student Assessment Prior, During, After Participation Utilization of Graphic Organizers/Web-based Activities Review Map and Graph Skills Introduce Think-Share-Pair to Brainstorm ideas Analyze Newspaper and Periodical Articles

Instructional Resources & Technology Cellphones, Laptop Computers, Tablets Kaplan Comprehensive GED® 2015 Blackboard Email

Phase Three (III) – Implementation Timeline Course Length Facilitator Learner’s Roster Administration Resources Implementation Process Formative Assessments

Timeline/Course Length/Facilitator COURSE LENGTH FACILITATOR LEARNER’S ROSTER GED® Social Studies Intensive Prep Course Four (4) Week Intensive Course All eligible ABE/GED® Instructors All eligible candidates with CASAS and GED® Ready Scores Every 3 -6 mos Instructor Freeman

Administration/Resources/Proc ess Administration Resources Implementation Process Director, Elaine Wilson Admin/Instructional Coordinator, Jason Mullen Instructional Designer Shelia Palmer Subject Matter Expert (SME) Teresa Fewlass Intake Assessment Specialist Danielle Thomas Kaplan Comprehensive GED® Books, Kaplan Pre-Tests, Kaplan Post-Tests, Venn Diagrams, Argument Analysis Templates, Whiteboards, Pencils, Pens, TI-X Calculator, Laptop Computers Professional Development Presentation Test Run (June/July) Implement (Sept/Oct) Offer course as needed/every two mos.

Formative Assessment First Week - Kaplan Social Studies Pre-Test (Paper-based) Second Week - Extended Response Argumentative Essay Third Week - Kaplan Social Studies Post-Test (Paper-based) Fourth Week – Computer-Based GED® Ready SS Practice Test

Phase Four (IV) Evaluation Criteria Instruments Overview

Evaluation Criteria Overview A formative (internal) and summative (external) assessment will be conducted to ensure goals and objectives have been met. The formative assessment will be used as part of program planning and improvement, such as needs assessments and mid-term evaluations to determine if the program is on track and how it might be improved to meet the needs of the audience. Summative evaluations are used to determine program results and effectiveness, based on desired outcomes and impacts. A basic criteria for determining whether the goals, objectives and overall outcomes of the course have been met is to quantitatively gather all assessment results to determine if all learners achieved desired scores and if all earned a score of 150 or above on the Official GED® Social Studies Exam.

Instructional Plan/Presentation Q & A Identify the need Establish Criteria to meet desired outcome Gather Resources/Material Design/Test/Implement Motivate Students/Administration Achieve Ultimate Goal