1776 Unites
Core Code Alignment
Social Studies
History
09050057040: U.S.History 1 DLI
History
09050057040: U.S.History 1 DLI
Recommendation
Reviewed, Not Recommended
Evaluation
This resource has been determined to be Reviewed, but Not Recommended at this time. The resource has several flaws, including its formatting, lack of affiliation with the state standards, difficulty in use, and lack of ability for teachers and students to use effectively. However, the most important reason for this evaluation is due to its bias. The authors openly admit to have a political agenda, which is present throughout every section. We advise LEA's strongly to reconsider the use of this resource.
Educators Using These Materials
No educators found.
Rubric : Generic
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| This resource does not align with any state standards. Instead, it focuses on skill building, such as activism, self-reliance, and others. They do have a section that attempts to align the text with AP U.S. History and AP U.S. Government and Politics key concepts and themes, but they do not align in the ways the makers are assuming. They do attempt to align with CASEL, but that is not a state-suggested resource and is not at review at this time. Chapters mostly focus on individuals or events, mostly pre-Reconstruction era. There are no lessons of events or people past 1936, and only general applications past that time. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| There are attempts at times to give a flow to the chapters. Lesson plans attempt to break the lessons into chapters, but the chapters do not align well and do not make sense. There is no flow or attempts to help students through the material. It is more a collection of resources than anything else. | ||||||
| Navigation | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| This resource is solely a teacher resource that provides lesson plans, presentations, and activities for teachers to distribute to their students. It links to other websites (such as a Google Slides presentation). Navigation is confusing to a student, but a teacher may be able to figure out the navigation through trial and error. This is more of a collection of resources versus a viable daily resource in class. It reads like a Google Drive file versus an actual resource. There are different chapters, but it is confusing where to find them. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | The design of the material is ADA-compliant and can be utilized by all students. In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. The material contains modern, up-to-date, and relatable visuals, including diverse groups of people. | In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. | In physical terms, this material is fragile in construction, and provides limited tactile experiences for students. | In physical terms, this material is designed to be disposable and temporary. | ||
| The formatting of the website is confusing. It took a significant amount of time for the reviewer to figure out the navigation. There is no flow, and most items you select to read. PDF’s do look nice and professional, with letterhead for the organization. Most items are in their original formatting, meaning that instead of a website with text and imbeds, it is just a collection of PDF’s, videos, etc. A “notebook” is included for notes but gives no indication of use or how to access it later. Students would not benefit. | ||||||
| Technical Standards | The material goes above and beyond meeting all the technical standards, ensures student data privacy is safeguarded, and can be easily installed or accessed without technical assistance. Licensing information is clearly stated in the description. | The material meets all the requirements of federal and state laws, along with the accepted technical standards (ISTE Standards and VPAT Compliance). Additional technical specifications and limitations, including hardware requirements, bandwidth demands, student data privacy, and software/ web access restrictions, are adequately noted in the description. The design of the material allows for error-free installation or access without purchasing additional components. | The material is limited by specifications requiring additional materials, technical assistance, hardware, software, or infrastructure. Student data privacy could be at risk. Resources within the material end after a trial period. | Student data privacy is at risk. | ||
| The textbook opens easily. The linkage to Google Docs and YouTube allows for ease of access to materials without downloading since all items are embedded. Schools with YouTube restrictions may find it difficult given this, as all lectures and many parts of each chapter are YouTube videos. | ||||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | The material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. The material can be utilized by diverse learners (not customizable). | The material has some features adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners. | The material is not adaptable or easily incorporated into various educational settings or with various diverse learners. | ||
| There is no adaptability to this collection of resources. All assessments are assumed to be used for a teacher resource, although there is a single activity (quiz) that may be available to students to use. Each chapter does include a PDF that includes a small indication of vocabulary terms, but not definitions. Videos link to YouTube with auto-generated captions. Some resources are far too difficult for most readers, including a 188 page document for students to read (this is also a collegiate/PhD level reading). There is no attempt to assist students with ESL or SPED accommodations. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Instructional Support | The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: -Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. Furthermore, this material has content that can be problem/project-based, with incorporated skills and concepts that are integrated with all disciplines equally to support student sense-making. (Transdisciplinary/ Interdisciplinary Content Integration) | The material provides some examples to educators of ways to deliver instruction. It contains a few of the following: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. | The material contains limited instructional support on using the material with diverse groups of students, various skill levels, and student needs. | The material does not provide instructional support or examples for the educator. | ||
| Instructional support is provided for lesson plans, videos, questions, and primary sources. However, a teacher would need to do a significant amount of work in addition to these resources, and a teacher would find it difficult to implement. | ||||||
| Supplemental Resources | The material provides a wide variety of supplemental resources that are evidence-based and are linked to real-world circumstances and current events. | The material references numerous available supplemental resources. | The material references some available supplemental resources. | The material does not refer to any supplemental resources. | ||
| Given that the resource is mostly a collection of other resources, the entire collection could be considered supplemental. However, there are no additional supplements provided beyond this. | ||||||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards, Personalized Competency-Based Learning, and Universal Design for Learning. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The assessments are ADA-compliant. | The material contains summative assessments aligned with Utah Core Standards with few interventions and is ADA-compliant. | The material contains a limited number of assessments without intervention strategies but is ADA-compliant. | The material does not provide assessment materials. | ||
| There is a notebook provided for students to take notes. There are occasional suggestions for questions to ask, or activities. However, they are not embedded into the software and must be done out of the resource. | ||||||
Culture of Learning and Belonging
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and is in compliance with all relevant federal and state laws, rules, and regulations, as listed in the next “2-Adequate” section for this item. Furthermore, this material focuses on shared identity and includes the unique characteristics & cultural differences of students in Utah. (53E-4-204.1) This material supports civic and character education. (53G-10-204) | This material is neutral and is in compliance with the laws, rules, and regulations below: -It can be used by all students regardless of sex, race, religion, sexual orientation, gender identity, or membership in any other protected class, such as ethnicity, or disability, as described in (R277-328). -This material supports educators to be in compliance with (53G-10-202.4), where they may not use their positions to endorse, promote, or disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint. -The material is free from discrimination and does not support stereotyping of character traits, including hard work ethic. (53G-10-206) -It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards. | This material may be interpreted as biased. Or promoting advertising, e-commerce, or political interest. Or maybe considered to regard or treat some groups unfairly. | This material does not comply with federal and state laws, rules, and regulations. This material is biased and favors a point of view that may be distracting to the educational experience of students. | ||
| This text should cause alarm amongst those concerned about bias. The 1776 Unites campaign references on their website and through media that their goal is to refute the claims made by the New York Times’ 1619 Project regarding the history of slavery. They also reference that they are conservative, immediately giving bias to their work. Many sections reference biased thinking, including quotes such as: “Look first among people suffering the problem for a solution. Then rely on the practical knowledge of those living in the same geographic and cultural zip code as the people experiencing the problem, instead of lofty ideas from distant “experts.” There is another section with a game called “Vocabulary Practice” that includes the word “grace” with the definition “a participation, or a sharing, in God’s life and friendship.” Other sections refer to God often. | ||||||
| Cultural Awareness | This item has not been graded. | |||||
| Inclusive Components | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
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Phone: 801.538.7807