the beginning of political parties in america · web viewthe beginning of political parties in...

The Beginning of Political Parties in AmericaEDTECH 503: Final ProjectJennifer BallDecember 7, 2013

J. Ball 2

Table of Contents PageReflective Synthesis Paper 3 - 4

Part 1: Topic 5Part 1a: Learning Goal 5Part 1b: Description of the Audience 5Part 1c: Rationale 5

Part 2: Analysis Report 6 - 9Part 2a: Description of the Need 6 - 7Part 2b: Description of the Learner Context 7 - 8Part 2b.1: Learning Context 7 - 8Part 2b.2: Transfer Context 8Part 2c: Description of the Learners 8 - 9Part 2d: Learning Task Analysis 9

Part 3: Planning 10 - 18Part 3a: Learning Objectives 10Part 3b: Matrix of Objectives, Bloom’s Taxonomy and Assessments 11 – 15Part 3c: ARCS Table 16 - 18

Part 4: Instructor Guide 19 - 27

Part 5: Learner Content 28 - 42Part 5a: Learning Materials 28 – 37Part 5b: Assessment Materials 38 – 40Part 5c: Technology Tool Justification 41 – 42

Part 6: Formative Evaluation Plan 43 – 44Part 6a: Expert Review 43Part 6b: One-to-One Evaluation 43Part 6c: Small Group Evaluation 44Part 6d: Field Trial 44

Part 7: Formative Evaluation Report 45 – 46Part 7a: Evaluation Survey or Rubric 45Part 7b: Expert Review Report 45Part 7c: Comments on Change 45 – 46

Part 8: AECT Standards GridAppendices 48 - 49

Web Links: Website, Worksheet, Survey, Evaluation, Posting 48Activity Submission 48How-to Guides 48

J. Ball 3

Resources 48 - 49

Reflective Synthesis Paper

When I began this class in Instructional Design, I was very intrigued. I am a fairly organized person and was looking forward to learning the organization behind instructional design. What I learned was so much more.

The instructional design process, as set forth by Smith and Ragan (2005), takes a very complex system and defines it in simple terms. This vision is a road map of sorts that takes the designer on a journey to create instruction that is clear and connected.

I envision instructional design as a thoughtfully laid out plan, a set of blue prints that shows builders exactly where to place all of the floors, wiring, pipes and walls. But beyond where to place them, the plans indicate the fractional configuration for each element and how it fits and works together to achieve the final goal – a building. Likewise, an instructional design is a set of plans that lays out a configuration of content, materials and activities with the ultimate goal of learning.

When designing lessons I begin at the end – my outcome. I always ask myself, what do I want to accomplish? What should my students know when the lesson is finished? The next step in my process is to identify what skills and content knowledge they need in order to complete the lesson successfully. Then I work backwards, scaffolding the skills and content from end to beginning.

When I reach the beginning of the lesson, I review my lesson design. Have I allowed enough review in the lesson for practice or mastery? Is each step in the lesson process linked to the previous step and the following step? Do I use consistency in terminology, expectations and supports? Answering these questions helps me to analyze my design and ensure success.

The next part of the process is when I present the lesson to the class. Lessons can last anywhere from one 40-minute class period to a week – depending upon the goals. Built into every lesson, no matter the length, are opportunities for the students and myself to evaluate the lesson for effectiveness.

Working through this course material and learning about instructional design have caused me to add more layers to my process of lesson creation. I now think beyond what the students will accomplish to who are my students, what are their individual needs and how will this lesson support their individual success? I seek to design a lesson that will take my students from where there are on the learning continuum, to where they should be.

To accomplish this goal, it is essential to begin with a needs assessment survey as part of the design process. As the instructor, I will then begin with a clear understanding of where students are academically. Creating lessons with a purposeful beginning in mind will support learning success for all students.

J. Ball 4

On the other hand, I think it is also possible to build a lesson following the instructional design principles, only to end up with a very restrictive lesson that could crush the creative juices of the students. While analyzing student needs there need to be aspects of choice included in the design so that students have the opportunity to create their own meaning. This is a true constructivist principle.

Another aspect that must be considered is technology integration. Moving forward into the 21st century schools are integrating technology into every classroom. Therefore lessons must include components of technology. This inclusion must be purposeful and planned following instructional design principles for any integration to be successful. Including technology in all instructional designs is imperative to support the future and global success of our students. Today, lessons that do not include elements of technology are not moving forward into the 21st Century.

ReferencesSmith, P.L., & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons

J. Ball 5

Part 1: TopicPart 1a: Learning GoalDuring seven hours of instruction, students will use online resources to research the beginning of political parties in America. To share their learning, students will create a new page on their Personal Learning Environments or PLE. They will add information and reflections to this new page of their PLE during the activity.

Part 1b: Description of the AudienceThis learning activity will take place at an all-girls school in southern California. The participants will be 8th graders. This is a U.S. History class.

Part 1c: RationaleAccording to the standards set forth by the state of California, 8.3.4, “students (will) understand the foundation of the American political system and … how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties.”The essential questions for this activity demonstrate a focus on this California state standard.Essential Questions that will be addressed during the unit are:

1. Discuss why political parties developed in American politics. a. Which prominent leaders supported each side?b. What was the platform for each side?c. If you lived at the time, which political party would you have joined? Why?

2. In your opinion, is the purpose of a political party the same today? Why or why not?a. What are the major political parties today?b. What are their fundamental platforms? Find three points from each platform that

you could support.c. With which political party do you most closely identify? Why?

3. In your opinion, are political parties supportive of our republican form of government or a hindrance to efficiency?

The primary strategy of this unit is generative. Students will investigate the beginnings of political parties in America and apply their understanding to their own belief systems.

The main instructional strategy for the Political Parties in America activity is problem-solving instruction. Students will utilize declarative knowledge gained through the first semester of the school year to follow the outlined procedure in which they relate the platforms of the first two political parties to their own personal belief systems. Finally, students will apply this

J. Ball 6

understanding to modern day political parties and their function in our government. They will decide if the political party system supports our republican form of government making suggestions for change.

Part 2: Analysis ReportPart 2a: Needs Assessment SurveyThe following questions were given to the 8th grade U.S. History class at my school prior to conducting the activity. 15 girls completed the survey. The survey was created in Google forms. Girls completed the survey using their school-issued iPads.

1. What are political parties?2. When did political parties begin?3. What prompted the beginning of political parties in America?4. Who was Alexander Hamilton?5. What was Alexander Hamilton’s role in the development of political parties?6. Who was Thomas Jefferson?7. What was Thomas Jefferson’s role in the development of political parties?8. What are the two prominent political parties today?9. What is a republican form of government?10. Why is America considered a republic?11. How do political parties work in our republican form of government?12. Do you know how to

a. create a new page on your PLE?b. upload a document to this new page from Google drive?c. complete an online survey?d. submit a URL using a Google form?e. create an outline?f. create a Google doc?g. create a storyboard?h. use Educreations to animate your storyboard?

The URL for the Google form may be found here: http://goo.gl/BM1ZzX

Part 2a.2: Needs Assessment DataAccording to the survey, most 8th grade students do not possess background knowledge about the beginnings of political parties in America. 97% of the girls surveyed could not identify what prompted the beginning of political parties. Although most girls clearly identified Thomas Jefferson as a former President of the United States, 98% could not identify Alexander Hamilton. 100% of the students surveyed could not identify the role Alexander Hamilton or Thomas Jefferson played in the beginnings of political parties in America.

http://goo.gl/BM1ZzX

J. Ball 7

What was surprising was the depth of understanding demonstrated regarding political parties today. 99% of the students surveyed identified the two main political parties today. Students also correctly identified a republic and why America is considered to have a republican form of government.

The students who completed the survey possess the skill sets necessary for completing the project as indicated by this graph. Students may need support when creating a Google document, an outline and uploading a Google document to their PLEs.

create a new page on your PLE

upload a document to your PLE from Google drive

complete an online survey

submit a URL using a Google form

create an outline

create a Google doc

create a storyboard

use Educreations to animate your storyboard

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Identifying these needs before beginning the activity, led me to find tutorials to support student success. Here are the tutorial links.

How to create a Google document: http://goo.gl/f0ZU8 How to create an outline: http://goo.gl/WsgTM How to upload a Google document to your PLE: http://goo.gl/U83aUi

Part 2b.1: Learning Context DescriptionThis project will take place at an all-girls school in Southern California. 90 students in the 8th grade history classes will participate in this activity. The school’s established curriculum follows the state standards identified by the Department of Education in the State of California.

http://goo.gl/U83aUi

http://goo.gl/WsgTM

http://goo.gl/f0ZU8

J. Ball 8

The school culture is one that identifies academic rigor as achieved lecture, reading and note taking not through project-based or inquiry-based learning. Creating these types of learning opportunities is new for the girls and for the school.

Each classroom is equipped with a desktop PC attached to a projection system, Apple TV, and Wi-Fi access. Students are each issued an iPad for classroom use. There are connectivity issues at times.

Students sit at tables with partners. Each student has a chair on wheels to support grouping and collaborative work.

iPads have been equipped with Google Drive. Each student has established a Google site, referred to as a PLE or Personal Learning Environment. Students upload classroom work to their PLE. Work is shared via Google.

The teacher is familiar with the use of Google on the iPad to ease learning, communication and workflow.

Part 2b.2: Transfer Context DescriptionUnderstanding the beginnings of political parties in America and their ole today to shape our country is essential in becoming a supportive member of the community. Students will have the knowledge to make informed decisions for America’s future. Part 2c: Description of the LearnersThe girls come from a wide area and range in ability levels. Each family has chosen to send their daughter to this private school and pay tuition. There is strong support for academic success from the families and in the culture of the school. Over the past 20 years, 100% of graduating seniors enroll in and attend college or university.

87 % of the girls travel from outside the city to attend this school. All girls are required to be involved in outside service opportunities. Most girls are also involved in outside sports and extra-curricular activities. This expected involvement in activities outside the school leads to over-scheduled lives full of deadlines, appointments and demands. Stress is always the invited guest at this school.

J. Ball 9

Our CityNoth ParkRanch CityOld Oak CityCoastline City

The names of the cities have been changed to protect the privacy of this school.Reputations and self-esteem are built around academic success. Girls push themselves to achieve honors and recognition. Most are goal-oriented, high achieving students.

Because of this school and student culture, girls stress over getting the right answer. They need guidance and understanding as they learn to manage their own knowledge. Following directions independently may be a factor. They need constant reassurance that their decisions are what the teacher expects.

Part 2d: Task Analysis Flow Chart

J. Ball 10

J. Ball 11

Part 3: PlanningPart 3a: List of Learning ObjectivesAt the end of the activity students will:

1. Create a new page on their website and title it Political Party Activity.2. Create a KWL chart identifying:

What they know about the beginnings of political parties in America and how political parties are used today.

What they want to know about the beginnings of political parties in America and how political parties are used today.

3. Complete an initial survey to identify their modern day political party affiliation.4. Organize themselves into Home Groups based upon their political party affiliation.5. Break the research down into chunks and assign group members to complete each chunk.6. Create a timeline and due dates to complete each task of the Home Group activity.7. Answer questions while reading the text and online resources.8. Review their research plan and make adjustments.9. Take notes using the Cornell Note-taking method.10. Answer essential questions during the research process.11. Share initial research in their Home Groups.12. Post research to their individual websites.13. Identify a cooperative group within the classroom based on political party affiliation from

the late 1700’s.14. Share research from the Home Group within the Political Party Group.15. Adjust research results if necessary.16. Create an outline that will:

State how political parties began in America. State their opinion about the purpose of political parties today and support this

opinion using two concrete details. State their opinion on political parties’ support for our republican form of government

today and support their opinion using two concrete details.17. Type the outline into a Google Doc and post the document to the Political Party Activity

page of their PLE18. Use the outline to create a storyboard.19. Review storyboard for accuracy and completion.20. Use Educreations to animate their storyboard.21. Embed the final product Educreation onto the Political Parties Activity page of their PLE.22. Submit the activity by posting the URL of the Political Parties Activity page of their PLE

to a Google form.

J. Ball 12

Part 3b: Matrix of Objectives, Bloom’s Taxonomy and AssessmentsLearning Objectives

Bloom’s Taxonomy Classification

Format of Assessment

Description of Assessment Form

Sample Assessment Item

1.0 KnowledgeAnalysis

Performance Assessment

Website used as a portfolio

Webpage is clearly visible on student website.

2.0 KnowledgeComprehension Analysis



KWL Chart is visible on the correct page of the student PLE.

3.0 Knowledge Application


Posted results are available on the correct page of the student website.

Students complete Google form entering their name and their political party affiliation.

1. How do you feel about each of the following?

Example: There need to be stricter laws and regulations to protect the environment.

4.0 KnowledgeSynthesis Evaluation


Students gather into groups of 3-4 based upon their political party affiliation.

1. With which political party, Federalist or Democratic-Republican, do you most closely align?

5.0 Performance Assessment

Posted assignments are available on the correct page of the student website.

1. Who will do what in your plan?

6.0 KnowledgeComprehensionAnalysisEvaluation



1. What is the timeline for each part of your plan? (Set due dates for each part of your plan)

7.0 Knowledge Performance Assessment

See 10.0 1. See 10.0

J. Ball 13

8.0 AnalysisEvaluation


Website used as portfolio


9.0 KnowledgeComprehensionApplication



Notes are available on the student website.

10.0 KnowledgeComprehensionApplicationSynthesis



1. Discuss why political parties developed in American politics.

2. Which prominent leaders supported each side?

3. What was the platform for each side?

4. If you lived at the time, which political party would you have joined? Why?

5. In your opinion, is the purpose of a political party the same today? Why or why not?

6. What are the major political parties today?

7. What are their fundamental platforms? Find three points from each platform that you could support.

8. With which

J. Ball 14

political party do you most closely identify? Why?

9. In your opinion, are political parties supportive of our Republican form of government or a hindrance to efficiency?


Observation As teacher walks around, students are observed/ heard sharing their research results.

12.0 KnowledgeApplication



1. Are you a Federalist or a Democratic-Republican?

13.0 KnowledgeComprehensionApplicationAnalysisSynthesis & Evaluation

Observation Students gather into groups of 3-4 based upon their political party affiliation.

14.0 KnowledgeComprehension

Observation As teacher walks around, students are observed sharing their research results within this new group.

15.0 AnalysisSynthesis



1. Do you address the Essential Questions in your outline?

2. Is the outline of your information in logical and sequential order?

3. Does one idea

J. Ball 15

lead to the next?4. Have you

included sufficient evidence and concrete detail?

5. Are spelling, grammar and punctuation accurate?

16.0 KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation



1. State how political parties began in America.

2. State their opinion about the purpose of political parties today and support this opinion using two concrete details.

3. State their opinion on political parties support for our republican form of government today and support their opinion using two concrete details.







1. Is each illustration accompanied by

J. Ball 16

Synthesis one complete sentence of narration?

19.0 KnowledgeComprehensionApplicationSynthesisEvaluation




2. Do the illustrations accurately portray the content?





2. Do the illustrations accurately portray the content?







The URL is submitted by completing the Google form correctly.

1.0 KnowledgeAnalysis



Webpage is clearly visible on student website.

J. Ball 17

Part 3c: ARCS TableCategories & Subcategories Process Questions

ATTENTION

A.1. Perceptual arousal

A.2. Inquiry arousal

A.3. Variability

Students will view the video Political Parties Rap by Smartsongs.org found at http://goo.gl/rcVcFQ

Introduce the essential questions:1. Discuss why political parties developed in American

politics.a. Which prominent leaders supported each

side?b. What was the platform for each side?c. If you lived at the time, which political party

would you have joined? Why?2. In your opinion, is the purpose of a political party

the same today? Why or why not?a. What are the major political parties today?b. What are their fundamental platforms? Find

three points from each platform that you could support.

c. With which political party do you most closely identify? Why?


Students will work together in home groups and in political party groups to work through the steps of the activity.

RELEVANCE

R.1. Goal orientation Students will read through the introduction to the activity.

Students will create new pages on their PLEs. Students will review the essential questions. Students will complete an initial survey– which political

party would you be part of today?http://goo.gl/BO5SF

http://goo.gl/BO5SF

http://goo.gl/rcVcFQ

J. Ball 18

R.2. Motive matching

R.3. Familiarity

Students are provided with choices to make throughout the activity. For example:

o Complete the political party survey to determine affiliation.

o Form Home Groups.o Establish conflict resolution procedure.o Assign Home Group roles.o Brainstorm supporting questions.o Identify research strategies.o Find a political party group.o Identify main ideas and supportive evidence.o Evaluate group members according to a rubric.o Self-evaluate according to a rubric.o Analyze information and synthesize importance.

Students are asked to draw conclusions based on knowledge gained and their own personal opinions about political parties.

Students are asked to share this understanding on the web.

Students are asked to engage in online discussions to defend their opinions.

CONFIDENCE

C.1. Learning requirements

C.2. Success opportunities

C.3. Personal control

Rubrics are provided so that students may gage their own level of success.

The activity is created using project management concepts that allow the learner to self-guide and adjust to the requirement as the activity proceeds.

Students feel confident to complete each part of the activity as it is outlined in the instructions because every step has been previously taught and reinforced in other lessons.

Skills required for success have been scaffolded into previous lessons.

The rubric and checklist provided for this activity allow students to monitor their own progress and success.

J. Ball 19

SATISFACTION

S.1. Natural consequences

S.2. Positive consequences

S.3. Equity

Students will have opportunities to engage in political party discussions in future units as they apply their understanding to the change in political parties.

Students will meet with the instructor in Home Groups and Political Party Groups throughout this activity for clarification and support.

As students proceed to the individual portion of this activity, the instructor will meet with the student to support and analyze individual progress.

J. Ball 20

Part 4: Instructor Guide

The Beginning of Political Parties in America

List of Learning ObjectivesAt the end of the activity students will:

1. Create a new page on their website and title it Political Party Activity.2. Create a KWL chart identifying:

What they know about the beginnings of political parties in America and how political parties are used today.

What they want to know about the beginnings of political parties in America and how political parties are used today.

3. Complete an initial survey to identify their modern day political party affiliation.4. Organize themselves into Home Groups based upon their political party affiliation.5. Break the research down into chunks and assign group members to complete each chunk.6. Create a timeline and due dates to complete each task of the Home Group activity.7. Answer questions while reading the text and online resources.8. Review their research plan and make adjustments.9. Take notes using the Cornell Note-taking method.10. Answer essential questions during the research process.11. Share initial research in their Home Groups.12. Post research to their individual websites.13. Identify a cooperative group within the classroom based on political party affiliation from

the late 1700’s.14. Share research from the Home Group within the Political Party Group.15. Adjust research results if necessary.16. Create an outline that will:

State how political parties began in America. State their opinion about the purpose of political parties today and support this

opinion using two concrete details. State their opinion on political parties’ support for our republican form of government

today and support their opinion using two concrete details.17. Type the outline into a Google Doc and post the document to the Political Party Activity

page of their PLE18. Use the outline to create a storyboard.19. Review storyboard for accuracy and completion.20. Use Educreations to animate their storyboard.21. Embed the final product Educreation onto the Political Parties Activity page of their PLE.22. Submit the activity by posting the URL of the Political Parties Activity page of their PLE

to a Google form.

J. Ball 21

INTRODUCTION 1. Gain Attention:

Instructor will play the video: Political Parties Rap by Smartsongs.orghttp://goo.gl/xPi8Dw

Instructor should open a discussion regarding political parties after viewing. Possible questions to support engagement are:

What political parties were mentioned in the video? What did you learn about the political parties mentioned? What did you already know about the political parties mentioned? Did the rap make you think differently about any of the political parties mentioned?

Ask for how and why clarification.

2. Inform Learners’ of Activity Purpose:Instructor will guide students to open the activity from the class website.

Instructor will review the goals of the activity.Goals of the activity as stated in the introduction are:

Students will discover the role of political parties in America today by researching their beginnings with Alexander Hamilton and Thomas Jefferson.

Students are asked to formulate an opinion as to which political party they would support had they lived at the time and which party they would support today.

Students are asked to formulate an opinion on the value of political parties in America today.

http://goo.gl/xPi8Dw

J. Ball 22

3. Stimulate Learners Motivation/Attention:Instructor will review the rubric with the students.

J. Ball 23

0-1 2 3 4 5

Gro

up W

ork

Yikes! What happened? I was off topic more than 3 times. I failed to support my group or make meaningful contributions to discussions.

3 times I strayed from the topic. Occasionally I supported my group and made meaningful contributions to discussions.

2 times I strayed from the topic. Some of the time I supported my group and made meaningful contributions to discussions.

I strayed from the topic once. Most of the time I supported my group and made meaningful contributions to discussions.

I always stayed focused and on topic, supported my group and made meaningful contributions to the discussion.

Res

earc

h

It is obvious that I do not understand the topic. I do not include accurate resources.

My understanding of the topic is not clear. My resources are basic and few.

I demonstrate a basic understanding of the topic and use multiple resources.

I demonstrate an understanding of the topic and use multiple, accurate resources.

I demonstrate a clear understanding of the topic and use multiple, accurate resources.

Wri

ting

My writing is off topic. My ideas are incomplete and draw no logical conclusion. I did not address the Essential Questions.

My writing is off the topic most of the time. I have included ideas that do not belong and/or are incomplete.My facts are not accurate.

Several times my writing moved away from the topic. My ideas are not specific.I have inaccuracies in my facts.

A few times my writing moved away from the topic. At times I repeated myself.Some of my facts may be inaccurate.

My writing is focused on my topic and includes a variety of details or information. I have thorough, relevant, and complete ideas. My facts are correct.

Sequ

enci

ng

I do not have a beginning, middle, and ending. My ideas seem scrambled and do not connect to the topic or make sense.

I do not have a beginning, middle, and ending. I need to organize my ideas so that my story makes sense.

I have a weak or missing beginning, middle, or ending. My sequence jumps around.

I have a weak or missing beginning, middle or ending. Some of my ideas are not organized.

I have a clear beginning, middle, and end.All of my ideas are in logical order; everything fits like a puzzle.

Mec

hani

cs

I’ve used slang or informal wording.Whoops, what happened to my capitalization, spelling, grammar and/or punctuation? My sentences are repetitive and dull.

I’ve used slang or informal wording.Some of my capitalization, spelling, grammar and/or punctuation is inaccurate. My sentences are repetitive and dull.

Some of my capitalization, spelling, grammar and/or punctuation is inaccurate.My sentences tell but do not show. They lack variety and complexity.

My capitalization, spelling, grammar and/or punctuation may be questionable.I use some sentences that are varied or complex.

My capitalization, spelling, grammar and punctuation are correct. I use sentences that are varied and complex.

Con

tent

All content is written in my own words. I include few facts that are accurate.

All content is written in my own words. My facts are inaccurate and off topic.

All content is written in my own words. Some of my facts may be inaccurate.

All content is written in my own words. My facts are mostly accurate.

All content is written in my own words. My facts are accurate.

J. Ball 24

4. Provide Overview Instructors will present the activity.StartPolitical parties are commonplace in American politics today but there was a time in our nation’s history when political parties did not exist, as official, organized groups.

Instructors will review the student instructions.Student Instructions:To be successful, you will need to complete these sections.

Introduction: A brief topic overview. Task: Gives you an overview of the goal and identifies the Essential Questions you

will be addressing. Process: Lists nine steps that you need to complete in this activity. Some are steps

for you to work on in your groups while others are steps for you to complete individually.

Evaluation: Find the activity rubric on this page. Conclusion: Additional questions to further your thinking.

IntroductionSo where did the idea of political parties begin in America? Why was there a need to develop political parties? Are political parties supportive of our republican form of government or a hindrance to efficiency? What are modern day political parties? Which modern day political party do you associate your beliefs more closely with?

You will be answering these questions and more as you complete this WebQuest.

TaskYour task is to work within a Home Group to research the beginnings of political parties in America and in a Political Party Group to further your understanding. Along the way, you will begin to decide with which modern day political party your beliefs most closely identify.

Keep in mind the essential questions as you proceed through this activity.

Instructors will answer questions to help clarify the activity.

BODY 1. Recall Prior Knowledge:

Instructors will lead students to create a KWL Chart as part of step 1 in the activity process. In a class discussion, complete the K and W columns of the KWL Chart identifying what

J. Ball 25

students know and according to the Essential Questions, what students want to learn about political parties in America.

2. Present the Process:Instructor will lead students to complete the following:ProcessStep 1: Introduction to the Activity

Create a New Page on Your PLEFor a refresher on how to create a new page, watch this how-to: http://goo.gl/hbo1eQ

o The title will be “Political Party Activity”o Upload the following to your PLE page Political Parties Activity.

WebQuest: Group Worksheet for Political Parties Activity at this link http://goo.gl/27JgF8

As a class we will create a KWL Chart addressing the Essential Questions.o Place the KWL Chart on your Political Party Activity page of your PLE.

Complete initial survey – which political party would you be part of today? Post your result to your Political Party Activity Page.

o Click on this link to complete the initial survey. http://goo.gl/YjEipd Turn in the URL of your new page by completing the form found on the assignment

submission page of the History class website. Form Groups of 3-4 students. This is a Home Group Research team.

3. Gain and Direct Attention:Instructor will review the Essential Questions of the activity.Essential Questions


2. In your opinion, is the purpose of a political party the same today? Why or why not?a. What are the major political parties today?b. What are their fundamental platforms? Find three points from each platform

that you could support.c. With which political party do you most closely identify? Why?


4. Prompt use of Learning Strategies:Throughout the activity the instructor will meet with small Home Groups, Political Party Groups and individuals to support understanding, answer questions and prompt toward synthesis of thought. The goal should be to meet with each group at least every other day.

http://goo.gl/YjEipd

http://goo.gl/27JgF8

http://goo.gl/hbo1eQ

J. Ball 26

Meeting with small groups and individuals will support the learning strategy applied in this activity, problem-solving.

5. Practice or Provide for and Guide Practice The instructor will provide the opportunity for students to utilize declarative knowledge follow the outlined procedure to relate the platforms of the first two political parties to their own personal belief systems.

Instructor will provide students the opportunity to apply this understanding to modern day political parties and their function in our government.

The instructor will provide students with the opportunity to decide if the political party system supports our republican form of government and make suggestions for change.

6. Evaluate Feedback or Provide Feedback The instructor will meet with small groups and individuals during the activity process to provide feedback.

Instructor will provide feedback on work posted to the student website.

The instructor will provide opportunities for students to comment on their own work and the work of peers in an online discussion forum.

CONCLUSION 1. Summarize and review:

Instructor will direct students to complete an end of unit evaluation. Complete the Political Parties Activity Evaluation Google form found at this link.

http://goo.gl/qH2adF

Instructor will lead the class to read aloud the quote from Edward F. Halifax and discuss the meaning using the think-pair-share method.

2. Transfer learning or Enhance transfer:Instructor will direct students to complete the conclusion portion of this activity.

ConclusionAccording to, Edward F. Halifax, “Ignorance makes most men go into a political party, and shame keeps them from getting out of it.”

Now that you know a bit about the beginnings of political parties and their modern day

http://goo.gl/qH2adF

J. Ball 27

counterparts, think about these questions. Write your answers in your notes.1. Which party do you think you would support today? Why? 2. Which party wouldn’t you support today? Why?3. Are political parties supportive of our republican form of government or a hindrance

to efficiency?

3. Remotivate and Close:Instructor will direct students to participate in an online discussion based on their understanding of the beginnings of political parties in America and their use and function today.

After students have formed an answer to the conclusion questions, they should post their thoughts in the comment section of the WebQuest.

Click on this link, then click on “add a new comment”. http://goo.gl/nBQagP Write in complete sentences. Please be sure to use accurate capitalization, grammar, punctuation and spelling. Review your classmates’ posts and respond, respectfully, to at least two. Be sure that your responses are meaningful. Simply stating, “I agree” is not

meaningful. You will earn 5 points for your original post and 5 points for each of the two

meaningful responses for a total of 15 points.

4. Conduct Assessment Evaluate:Instructor will review each final product and evaluate based on the published rubric.Final product student instructions:

Step 8: Create the Final Product Using Educreations, put your storyboard into digital media.

o The Final Product should have a title slide that includes: The title of your project Your full name Your class period

o The Final Product should include one slide for every box on your storyboard. One illustration should be on every slide. Illustrations may be hand-drawn or from a reliable Internet source.

When searching for sources, be sure to conduct an advanced search and only use images that are free to use or share.

o The Final Product must include an oral narration of each slide.o The Final Product must include a final slide that accurately lists the resources

you used.o Review your Educreation before submitting.

http://goo.gl/nBQagP

J. Ball 28

Check your final product for accuracy and completeness. Are spelling, grammar and punctuation accurate?

o Embed your project into your PLE. Tor review how to embed an Educreation into your PLE visit this how-to: http://goo.gl/3An07T

Turn in your Educreation URL by completing this Google form. http://goo.gl/EXHr1Z

Turn in your work by the due dates to receive any credit. Final Products are due by:_______________________________.

5. Provide Feedback and Remediation:Instructor will use the comment section of the student website page titled “Political Party Activity” to provide feedback to the student.

http://goo.gl/EXHr1Z

http://goo.gl/3An07T

J. Ball 29

Part 5: Learner ContentPart 5a: Learning Materials

The Beginnings of Political Parties in AmericaPlease follow this link to the web page to access this activity: http://goo.gl/V2w6c2

StartPolitical parties are commonplace in American politics today but there was a time in our nation’s history when political parties did not exist, as official, organized groups.

Watch this video titled Political Parties Rap by Smartsongs.org: http://goo.gl/xPi8DwStudent Instructions:To be successful, you will need to complete these sections.

Introduction: A brief topic overview. Task: Gives you an overview of the goal and identifies the Essential Questions you will

be addressing. Process: Lists nine steps that you need to complete in this activity. Some are steps for

you to work on in your groups, while others are steps for you to complete individually. Evaluation: Find the activity rubric on this page. Conclusion: Additional questions to further your thinking.

IntroductionSo where did the idea of political parties begin in America? Why was there a need to develop political parties? Are political parties supportive of our republican form of government or a hindrance to efficiency? What are modern day political parties? Which modern day political party do you associate your beliefs more closely with?

You will be answering these questions and more as you complete this WebQuest.

TaskYour task is to work within a Home Group to research the beginnings of political parties in America and in a Political Party Group to further your understanding. Along the way, you will begin to decide with which modern day political party you most closely identify your beliefs.

Keep in mind these essential questions as you proceed through this activity.

Essential Questions1. Discuss why political parties developed in American politics.

a. Which prominent leaders supported each side?b. What was the platform for each side?c. If you lived at the time, which political party would you have joined? Why?

http://goo.gl/xPi8Dw

http://goo.gl/V2w6c2

J. Ball 30




ProcessStep 1: Introduction to the Activity

Create a New Page on Your PLEFor a refresher on how to create a new page, watch this how-to: http://goo.gl/LRr07G

o The title will be “Political Party Activity”o Upload the following to your PLE page Political Parties Activity.

WebQuest: Group Worksheet for Political Parties Activity at this link http://goo.gl/VL8pW7

As a class we will create a KWL Chart addressing the Essential Questions. Complete initial survey – which political party would you be part of today? Post your

result to your Political Party Activity Page.o Click on this link to complete the initial survey. http://goo.gl/EIzraC

Turn in the URL of your new page by completing the form found at http://goo.gl/6KhZ0V

Form Groups of 3-4 students. This is a Home Group Research team.

Step 2: Organize your Home Group Read assignment. Use the Group Worksheet for Political Parties Activity to:

o Establish conflict resolution procedure.o Assign group roles.

Step 3: Research in your Home Group Read the Essential Questions found on the Task page and identify the topic and point-to-

prove in each question. Brainstorm to create supporting questions.

o Sometimes asking what you don’t know about a topic is helpful. Identify your research strategy. Write it down!

o Who will do what in your plan?o What is the timeline for each part of your plan? (Set due dates for each part of

your plan) As a group, complete the introductory reading.

o American History: Beginnings through Reconstruction textbook pages 315 – 317

http://goo.gl/6KhZ0V

http://goo.gl/EIzraC

http://goo.gl/VL8pW7

http://goo.gl/LRr07G

J. Ball 31

Review your questions and research strategy and make adjustments if necessary. Put your plan into action.

o Conduct Research using the resources given and any additional, acceptable resources you find.

Take notes while you research Use the Cornell Note-taking method Each question should be on one side of a lined paper. Do not place two questions on one side of the page. Keep track of your resources while your research.

Do not use wiki-sites for your research.

Step 4: Share your Research in your Home Group Share the results of your research with the rest of your group by talking aloud. Ask questions to clarify the information. Revisit any resources. Answer the Essential Questions. Type your research into a Google Doc. Post the document to your Political Party Project page on your PLE. Turn your research URL in by completing this Google form. http://goo.gl/mGnSgx All research is due by:_______________________________.

Step 5: Find a Political Party Group Answer this question:

o Are you a Federalist or a Democratic-Republican? Once you have identified the Political Party that you would support if you had been

living at the time, find at least one or two (No more than two!) other classmates that share your political view.

This will be your Political Party Group. Be sure you have all your Home Group research with you. Share your Home Group research with your new Political Party Group.

o You MUST speak and discuss. It is not acceptable to just pass your notes around for everyone to copy.

o Adjust your notes if necessary.o Remember to write in your own words.o Make note of any new resources used.

Your goal is to gain further understanding. The next part of the activity is completed individually.

Individual StepsStep 6: Create an Outline

Using your group research, create an outline that addresses these Essential Questions.

http://goo.gl/mGnSgx

J. Ball 32





Review your outline o Do you address the Essential Questions in your outline?o Is the outline of your information in logical and sequential order?o Does one idea lead to the next?o Have you included sufficient evidence and concrete detail?o Are spelling, grammar and punctuation accurate?

Type your outline into your Google Drive by creating a new document. Attach the outline file to your Political Party Project page of your PLE. For a reminder on

how to upload a file from either your iPad or a computer, visit this how-to: http://goo.gl/itNEpB

Turn in your outline URL by completing this Google form. http://goo.gl/zxj4PT Outlines are due by:_______________________________.

Step 7: Create a Storyboard from Your Outline Use your outline to create a storyboard about the topic. Include one complete sentence of narration with each illustration. Review your storyboard for accuracy and completion

o Are spelling, grammar and punctuation accurate? Take a picture of the storyboard and post it to your Political Party Project page on your

PLE. Turn in your storyboard URL by completing this Google form. http://goo.gl/xk4vsk Storyboards are due by:_______________________________.

Step 8: Create the Final Product Using Educreations put your storyboard into digital media.

o The Final Product should have a title slide that includes: The title of your project Your full name Your class period

http://goo.gl/xk4vsk

http://goo.gl/zxj4PT

http://goo.gl/itNEpB

J. Ball 33

o The Final Product should include one slide for every box on your storyboard. There is no minimum/maximum number of slides. One illustration should be on every slide. Illustrations may be hand drawn or from a reliable Internet source.

When searching for sources, be sure to conduct an advanced search and only use images that are free to use or share.

o The Final Product must include an oral narration of each slide.o The Final Product must include a final slide that accurately lists the resources you

used.o Review your Educreation before submitting.

Check your final product for accuracy and completeness. Are spelling, grammar and punctuation accurate?

o Embed your project into your PLE. To review how to embed an Educreation into your PLE visit this how to: http://goo.gl/rGrqRN

Turn in your Educreation URL by completing this Google form. http://goo.gl/JTCFQ1 Turn in your work by the due dates to receive any credit. Final Products are due by:_______________________________.

Step 9: Evaluation Complete the Political Parties Activity Evaluation Google form found at this link.

http://goo.gl/GdWLPT

EvaluationRubric:


http://goo.gl/JTCFQ1

http://goo.gl/rGrqRN

J. Ball 34

0-1 2 3 4 5

Gro

up W

ork






Res

earc

h






Wri

ting






Sequ

enci

ng






Mec

hani

cs

I’ve used slang or informal wording.Whoops, what happened to my capitalization, spelling, grammar and/or punctuation? My sentences are repetitive and dull.

I’ve used slang or informal wording.Some of my capitalization, spelling, grammar and/or punctuation is inaccurate. My sentences are repetitive and dull.

Some of my capitalization, spelling, grammar and/or punctuation is inaccurate.My sentences tell but do not show. They lack variety and complexity.



Con

tent

All content is written in my own words. I include few facts that are

All content is written in my own words. My facts are inaccurate and

All content is written in my own words. Some of my facts may be

All content is written in my own words. My facts are mostly accurate.

All content is written in my own words. My facts are accurate.

J. Ball 35

ConclusionAccording to, Edward F. Halifax, “Ignorance makes most men go into a political party, and shame keeps them from getting out of it.”

Now that you know a bit about the beginnings of political parties and their modern day counterparts, think about these questions. Write your answers in your notes.

1. Which party do you think you would support today? Why? 2. Which party wouldn’t you support today? Why?3. Are political parties supportive of our republican form of government or a hindrance to

efficiency?

After you have formed an answer, post your thoughts in the comment section of the WebQuest. Click on this link, then click on “add a new comment.” http://goo.gl/m1Kda0 Write in complete sentences. Please be sure to use accurate capitalization, grammar, punctuation and spelling. Review your classmates’ posts and respond, respectfully, to at least two.

o Response MUST be made to a classmate’s post that has not received a response.o Do not respond to a post that has already received a comment.

Be sure that your responses are meaningful. Simply stating, “I agree” is not meaningful. You will earn 5 points for your original post and 5 points for each of the two meaningful

responses for a total of 15 points.

ResourcesRise of Political Parties

Political Parties Rap by Smartsongs.orghttp://goo.gl/LqXNFo

Two Political Parties by ushistory.org http://goo.gl/HqwEZE

The Birth of Political Parties by digitalhistory.uh.eduhttp://goo.gl/vutr8k

Years of Crisis by digitalhistory.uh.eduhttp://goo.gl/kt7n6t

Hamilton and the Federalists vs. Jefferson and the Republicans by education-portal.comhttp://goo.gl/lOupfj

The Rise of Political Parties by ourwhitehouse.orghttp://goo.gl/lLIH32

The Origins and Functions of Political Parties by scholastic.com

http://goo.gl/lLIH32

http://goo.gl/lOupfj

http://goo.gl/kt7n6t

http://goo.gl/vutr8k

http://goo.gl/HqwEZE

http://goo.gl/LqXNFo

http://goo.gl/m1Kda0

J. Ball 36

http://goo.gl/K503wY Where US Politics Came From: Crash Course US History #9

http://goo.gl/TvD5b4Modern Day Political Parties

Political Parties ushistory.orghttp://goo.gl/TndTyI

Party System by the Library of Congress http://goo.gl/y4BQIZ

What your vote means by compare2012.returncontrol.comhttp://goo.gl/NYHFwn

With Which Modern Day Political Party Do You Fit? http://goo.gl/IsQrle

Copy of this Activity http://goo.gl/pE0c8k

http://goo.gl/pE0c8k

http://goo.gl/IsQrle

http://goo.gl/NYHFwn

http://goo.gl/y4BQIZ

http://goo.gl/TndTyI

http://goo.gl/TvD5b4

http://goo.gl/K503wY

J. Ball 37

Part 5b: Assessment MaterialsThe instructor, to assess the level of mastery, uses the following rubric. Each step of the process is evaluated using this rubric. Student websites are submitted for evaluation.

J. Ball 38

0-1 2 3 4 5 Points Earned

Gro

up W

ork






Res

earc

h






Wri

ting






Sequ

enci

ng






Mec

hani

cs

I’ve used slang or informal wording.Whoops, what happened to my capitalization, spelling, grammar and/or punctuation?

I’ve used slang or informal wording.Some of my capitalization, spelling, grammar and/or punctuation is inaccurate. My sentences

Some of my capitalization, spelling, grammar and/or punctuation is inaccurate.My sentences tell but do not show. They lack variety and



J. Ball 39

Part 5c: Technology Tool JustificationThis project was created for use in a one-to-one environment. At this school, students have been issued iPads and the project was created specifically for use with this device although any digital device, may be used to complete this project. The requirement at our school is that teachers utilize iPads in the classroom and align learning with National Educational Technology Standards. The following NETStandards are incorporated into this project.

1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information.

4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations.

Students are also provided with a list of web resources. These resources were chosen for their content and grade level application.

This web resource was chosen to stimulate student interest in political parties. Political Parties Rap by Smartsongs.orghttp://goo.gl/LqXNFo


J. Ball 40

This reading from ushistory.org is grade level appropriate background reading on the beginnings of political parties in America.Two Political Parties by ushistory.org http://goo.gl/HqwEZE

This reading from digitalhistory.uh.edu is grade level appropriate background reading on the beginnings of political parties in America.The Birth of Political Parties by digitalhistory.uh.eduhttp://goo.gl/vutr8k

This reading from digitalhistory.uh.edu is grade level appropriate background reading on the beginnings of political parties in America.Years of Crisis by digitalhistory.uh.eduhttp://goo.gl/kt7n6t

“Hamilton and the Federalists vs. Jefferson and the Republicans” by education-portal.com is an excellent resource of background information about the beginnings of political parties in America.http://goo.gl/lOupfj

This reading from ourwhitehouse.org is grade level appropriate background reading on the beginnings of political parties in America.The Rise of Political Parties by ourwhitehouse.orghttp://goo.gl/lLIH32

This reading from scholastic.com is grade level appropriate background reading on the beginnings of political parties in America.The Origins and Functions of Political Parties by scholastic.comhttp://goo.gl/K503wY

This engaging V-lecture from Crash Course is fast paced and funny. It will challenge the students to think quickly about what they have learned.Where US Politics Came From: Crash Course US History #9http://goo.gl/TvD5b4

Modern Day Political Parties This overview of political parties and their function in politics today is a good place for

students to begin to formulate their own understandings of our system.Political Parties ushistory.orghttp://goo.gl/TndTyI

This web resource gives a nice timeline of the creation of political parties in America.Party System by the Library of Congress http://goo.gl/y4BQIZ

Using statistics from the 2012 presidential election, this web resource breaks down the issues and explains what you would be supporting by casting your vote for one of the two major parties in 2012.What your vote means by compare2012.returncontrol.comhttp://goo.gl/NYHFwn











J. Ball 41

With Which Modern Day Political Party Do You Fit? This website gives students to opportunity to make decisions based on their personal

belief system and identify which political party they might align themselves with today.http://goo.gl/IsQrle

A digital copy of this activity is available at this web resource.http://goo.gl/pE0c8k



J. Ball 42

Part 6: Formative Evaluation PlanPart 6a: Expert ReviewMrs. Joan Petrone, History Department Chair at La Reina High School was to conduct the Expert Review, unfortunately Mrs. Petrone was unable to complete the task. Fellow faculty member Michelle Kane volunteered to conduct the Expert Review.

Some possible questions to ask are:1. What is the goal of this project?2. Does the goal seem to be supported by the lesson?

a. If your answer was no to this question, what suggestions can you make to better connect the learning goals with the lesson?

3. What is the lesson asking the student to achieve?4. Does the lesson align with the California State U.S. History standards for eighth grade

students?a. If your answer was no to this question, what suggestions can you make?

5. Was the instructor guide easy to follow?a. If your answer was no to this question, what suggestions can you make?

6. Are there any additional materials that need to be included to support the lesson success?7. Does the assessment support the learning goal?

a. If your answer was no to this question, what suggestions can you make?8. Do you have any other suggestions?

Part 6b: One-to-One EvaluationAlthough this type of evaluation is not generally used in teacher-facilitated instruction, this project was created for student-facilitated instruction so conducting a one-to-one evaluation would be essential.

During this step of the evaluation process, the instructional designer will meet individually with 3-5 student volunteers to review the project. Using the process of read and think aloud, students will offer information to determine weaknesses in the instruction designed. The purpose of this one-to-one evaluation is to identify and clarify issues with word errors, sentence structure and accuracy in directions. Several focus questions may be:

1. What is the goal of this project?2. What is the lesson asking you, as the student, to achieve?3. Does the goal seem to be supported by the lesson?


4. Restate the directions in your own words.5. What capitalization, grammar, punctuation and spelling errors did you encounter?6. Which instruction was confusing?7. How could the project be improved?

J. Ball 43

Part 6c: Small Group EvaluationAfter making the adjustments indicated from the one-to-one evaluations, the lesson project will be completed by a group of eighth grade student volunteers. Students who complete the project will then submit an evaluation of the instructional materials by completing an online survey. Some questions to include in the survey may be:

1. What is the goal of this project?2. What is the lesson asking you, as the student, to achieve?3. Does the goal seem to be supported by the lesson?


4. Was the instructor guide easy to follow?a. If your answer was no to this question, what suggestions can you make?

5. Are there any additional materials that need to be included to support the lesson success?6. Does the assessment support the learning goal?

a. If your answer was no to this question, what suggestions can you make?7. Do you have any other suggestions?

Part 6d: Field TrialThe lesson would be conducted in the eighth grade classroom at my school. 90 eighth grade students will take part in this field study. This project is established as a student-facilitated learning project. Students will complete the lesson in the time allotted, 7 class periods. An evaluation of the activity is built into Step 9 of the project. Questions on the survey ask the student to evaluate their performance in each rubric category. They are also asked to evaluate their Home Group and Political Party Group members. Other questions included in the survey are:

1. What part of the activity was easiest for you?2. What What part of the activity did you find the most challenging?3. one thing would you change about this activity?4. What is one thing you learned from this activity?5. What is one thing you would do differently on the next activity?6. Is there anything else you would like to say?

J. Ball 44

Part 7: Formative Evaluation ReportMiss Michelle Kane, fellow faculty member, volunteered to conduct the Expert Review when History Department Chair, Mrs., Joan Petrone was unable to complete the task.

Part 7a: Evaluation Survey or RubricAn evaluation survey was created using Google forms. Miss Kane was asked to complete the form after reviewing the lesson materials. A link to the form may be found here: http://goo.gl/PzShjY

Part 7b: Expert Review ReportWhile reviewing this lesson Miss Kane found that the goal of the lesson was for students to broaden their knowledge of political parties, how they began and their usefulness today. During the lesson students would also begin to discover their own political party affiliations but more so why they would align themselves with the party.

Miss Kane felt that the lesson goals and activities were aligned and that they supported the California State Standards identified for eighth grade U.S. History.

While reviewing the lesson, Miss Kane suggested that the following changes be made to the student guide:

Create this activity as a website and include one section or one step on each page to minimize student overload when they see the scope of the project.o Visit this link to find the website created after this suggestion was made.

http://goo.gl/V2w6c2 In Step 3, add a link to online textbook pages if available. Add language to Step 8 to ensure students that there is no minimum number of slides

required for their Educreation. Before working on the Conclusion, as a class read aloud the quote from Edward F.

Halifax and discuss the meaning using think-pair-share. When responding to student posts during the Conclusion phase of the activity, be sure

to include instruction for students to identify 2 student posts that have received no comments to make remarks about. This way each student will have a response to her post.

Part 7c: Comments on ChangeAfter reviewing the comments from one-to-one evaluations and the expert review I

have made changes to the details of the lesson. The biggest addition is the creation of this lesson activity in the form of a Website to support student success. As Miss Kane and the student volunteers from the one-to-one evaluations noted, the scope of this project is large and some students may become overwhelmed with the sheer volume of words if they received this as a handout. Creating the website where each phase of the process is its own page will help to minimize word overload. This was the best suggestion I received.


http://goo.gl/PzShjY

J. Ball 45

Other changes include additional wording to Step 8 of the process to clarify the requirement in the final product and to the Conclusion phase to create equity in response posting. These simple changes will help to make the lesson expectations clear but also allows for the learning to be shared equally with all students.

J. Ball 46

Part 8: AECT Standards Grid

Standard AssignmentsStandard 1: DESIGN1.1 Instructional Systems Design (ISD) ID Project1.1.1 Analyzing ID Project1.1.2 Designing ID Project1.1.3 Developing ID Project1.1.4 Implementing ID Project1.1.5 Evaluating Discussion Forums; ID Project1.3 Instructional Strategies ID Project1.4 Learner Characteristics ID Project

Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) ID Project2.1 Print Technologies Reading Quiz; ID Projects2.3 Computer-Based Technologies All Assignments2.4 Integrated Technologies ID Project

Standard 3: UTILIZATION3.1 Media Utilization All Assignments3.3 Implementation and Institutionalization ID Project

Standard 5: EVALUATION5.2 Criterion-Referenced Measurement ID Project5.3 Formative and Summative Evaluation ID Project

J. Ball 47

Appendices

Web Links: Website, Worksheet, Survey, Evaluation Links, Posting The Webpage link for this activity: http://goo.gl/V2w6c2 Group Worksheet for Political Parties Activity: http://goo.gl/VL8pW7 Political Party Survey: http://goo.gl/EIzraC Political Parties Activity Evaluation: http://goo.gl/GdWLPT Conclusion Posting: http://goo.gl/m1Kda0

Activity Submission URL of your Political Party Activity: http://goo.gl/6KhZ0V Research URL: http://goo.gl/mGnSgx Outline URL: http://goo.gl/zxj4PT Storyboard URL: http://goo.gl/xk4vsk Educreation URL: http://goo.gl/JTCFQ1

How To Guides How to create a new page on your PLE: http://goo.gl/LRr07G How to upload a file from either your iPad or a computer: http://goo.gl/itNEpB How to embed an Educreation into your PLE: http://goo.gl/rGrqRN

ResourcesRise of Political Parties

Political Parties Rap by Smartsongs.orghttp://goo.gl/LqXNFo

Two Political Parties by ushistory.org http://goo.gl/HqwEZE

The Birth of Political Parties by digitalhistory.uh.eduhttp://goo.gl/vutr8k

Years of Crisis by digitalhistory.uh.eduhttp://goo.gl/kt7n6t

Hamilton and the Federalists vs. Jefferson and the Republicans by education-portal.comhttp://goo.gl/lOupfj

The Rise of Political Parties by ourwhitehouse.orghttp://goo.gl/lLIH32

The Origins and Functions of Political Parties by scholastic.comhttp://goo.gl/K503wY

Where US Politics Came From: Crash Course US History #9http://goo.gl/TvD5b4

Modern Day Political Parties









http://goo.gl/rGrqRN

http://goo.gl/itNEpB

http://goo.gl/LRr07G

http://goo.gl/JTCFQ1

http://goo.gl/xk4vsk

http://goo.gl/zxj4PT

http://goo.gl/mGnSgx

http://goo.gl/6KhZ0V

http://goo.gl/m1Kda0


http://goo.gl/EIzraC

http://goo.gl/VL8pW7


J. Ball 48

Political Parties ushistory.orghttp://goo.gl/TndTyI

Party System by the Library of Congress http://goo.gl/y4BQIZ

What your vote means by compare2012.returncontrol.comhttp://goo.gl/NYHFwn

With Which Modern Day Political Party Do You Fit? http://goo.gl/IsQrle

Copy of this Activity http://goo.gl/pE0c8k

TextbookDallek, Robert, Jesus Garcia, Donna M. Ogle, and C. Frederick Risinger. American History:

Beginnings through Reconstruction. Evanston, IL: McDougal Littell, 2008. Print.






the beginning of political parties in america · web viewthe beginning of political parties in...

Documents