Running Head: 3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

3rd Grade History Lesson: Monterey Jack Cheese

Dana Payne
California State University - Monterrey Bay

IST522, Instructional Design

Cindy Vinson, Ed.D.
December 6, 2015

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

Table Of Contents
Page
Introduction ......................................................................................................4
Analysis .............................................................................................................5
Needs analysis/performance gap analysis ..............................................5
Learner analysis .......................................................................................5
Organizational needs assessment ............................................................6
Literature review/environmental scan ...................................................7
Task/Work Analysis .................................................................................8
Design ..............................................................................................................10
Test instruments .....................................................................................10
Organizational, delivery, and management strategies ........................10
Instruction ...............................................................................................10
Development ...................................................................................................11
Description of tools required for development plan............................11
Instructional materials and strategies to be developed .......................11
Implementation ..............................................................................................11
Delivery....................................................................................................11
Evaluation .......................................................................................................11
Formative evaluation .............................................................................11
Summative evaluation ............................................................................11
References .......................................................................................................12

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

Appendices ......................................................................................................15

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

I. Introduction
The History-Social Sciences standards for the State of California directs teaching
of local history in 3rd grade, where students learn about their connections to the past, with
emphasis on the arrival of immigrants and the impact they had in forming local customs
and traditions (including foods) we enjoy today. Californias first immigrants from Spain
brought cows and other domesticated animals. The small community of Castroville, CA
provides an example of how immigrants made a lasting impact that is not widely known.
Survey of local citizens of Castroville from ages of 8 to 58 indicates minimal knowledge
of events occurring in Castroville over the past two hundred years.
This Instruction Design Document (IDD) establishes the framework for design,
development, implementation and evaluation of a local history lesson emphasizing
positive contributions made by the early immigrants the area we now call Castroville,
CA. The lesson is designed to meet the needs of 24 students in Ms. Kathy Kwongs 3rd
grade class at Castroville Elementary School in Castroville, CA. The purpose of this
lesson is for 3rd grade students to learn how early immigrants lasting a major contribution
to the local area that is still thriving today. The goal of this project is to instill
community pride to show that America is the land of opportunity in these 3rd grade
students by introducing them to unknown facts about Castroville.
If this lesson is successful and well-liked by the students, this lesson could be
made available for other 3rd graders at the Castroville Elementary School as well as
students of all ages within Monterey County Free Libraries.
Although there is no cash budget, there are ample recourses available in terms of
development tools and other materials required to produce this project.

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

II. Analysis
a.

Needs analysis/performance gap analysis

A 12 question Survey pertaining to Castroville History was administered (see

Appendix 1) to Ms. Kwongs students to gauge student familiarity with selected

historical facts and figures (questions 1-6) pertaining to Castroville as well as information
and places of local significance (questions 7-12). The 3rd graders averaged 28% correct
answers for questions 1-6 and 65% for questions 7-12. The higher scores on information
and places of local significant is not surprising given students are more likely to come
across this type of information than historical facts and figures.
Pre-assessment survey scores indicate an opportunity to enhance student
appreciation for history by creatively weaving in local history and context based on the
California Social Studies standards. There is no standardized instruction for local history
for any of Castroville Elementary Schools 3rd grade classes. For each of the four 3rd
grade classes, teachers must create their own local history lessons. As a result, there is no
uniformity of local history lessons provided to these four classes of 3rd graders. One of
the challenges faced by these 3rd grade teachers is limited information on local history to
create local history lessons from. This IDD uses analysis of learners and organizational
needs to guide the selection and development of one hour of local history learning
modules.
b. Learner analysis
The majority of the residence in Castroville live below the poverty level. Over
fifty percent of the population is illiterate. Some of the students families do not own a
car. Public transportation is limited. Many of the students have never been to

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

neighboring cities, like Monterey, nor have they been to the Ocean, even though
Monterey Bay is only two miles away. Although many of Ms. Kwongs students come
from economically challenged homes, they are able to gain valuable technology-based
learning experiences at school because her integration of iPads and MacBooks as part of
the day-to-day academic curriculum.
One of the challenges in developing educational materials for children in the 3rd
grade is to provide learning experiences that captivates and does not overwhelm. Based
upon her 11 years of experience teaching 3rd graders, Ms. Kwong recommends designing
local history learning modules with a maximum 10-minute duration. Ms. Kwong
suggests dividing local history lessons into six 10-minute modules with three modules
taught per week over two consecutive weeks. Prior to and after each module, her
students take a few minutes to stretch and move around. With these short breaks,
students feel refreshed and are better able to focus on their next assignment.
c.

Organizational needs assessment

There is little readily available information for teachers to draw from to create

lessons regarding Castrovilles fascinating history. While Ms. Kwong would like to take
her students on a walking tour of Castrovilles historical places, there are few remaining
historical landmarks to visit.
In terms of technology, Castroville Elementary School 3rd graders use iPads and
MacBooks primarily for the subjects of math and English. Applications like Front
Row and Lexia Reading are adaptive programs automatically personalized for each
students level of performance. Other applications like Swan Math, Math Daily 3,
and Sushi Monster provides additional means to learn math and other subjects.

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

MacBooks are maintained and used within a computer lab and shared among many
elementary school classes. Twenty-four iPads; however, are dedicated to Ms. Kwongs
class of 24 students. While Castroville Elementary School has access to Google
Classroom, use of Google Classroom in the 3rd grade appears limited.
Development of web-based modules for access via iPad and MacBooks is favored
for delivery of 3rd grade local history lessons due to student familiarity with and
availability of both platforms. Development of the instruction as a self-paced, interactive
learning modules with embedded quizzes to access content understanding requires multimedia tools and/or web-based development applications.
d. Literature review/environmental scan
Within the 3rd grade at Castroville Elementary School, local history lessons are
taught in the form of oral presentations by the teacher and sometimes by a guest speaker.
Unlike the subjects of Math and English, local history lessons have never been instructed
using iPad and/or other computer based technologies.
The vast majority of scholarly articles directed at learning processes for 3rd
graders centers around math and language learning. A literature review for scholarly
articles relating to learning processes for 3rd grade students in terms of learning history
returned a key finding. Beyer (1988) defines three levels of thinking complexity for K12 students. Information processing skills (Level III) is only level applicable for
cognitive learning with respect to creating lessons for teaching 3rd grade students local
history. Processing skills are relatively simple and are generally defined as analysis,
synthesis and evaluation. An interactive, web-based, approach that guides students

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

through self paced, multi-media enriched modules with embedded evaluations is an

apparent fit for 3rd grade students at the level of thinking as advocated by Beyer.
e.

Task/Work Analysis
i. Define content and procedures

Module

Objective / Task

Content

Leaner Assessment

#
1

Understand the impact

Introduction of

Interactive questions with

early Spanish

Spanish Immigrants

integrated feedback

Immigration had on

to California (1769).

provided as students

cheese in California.

progress through the

module.

Understand how the

Implications of the

Interactive questions with

Gold Rush created new

Gold Rush on

integrated feedback

demands and

California cheese

provided as students

requirements for

(1849).

progress through the

cheese.
3

module.

Identify the impact

Initial

Interactive questions with

commercialization of

commercialization

integrated feedback

cheese had on life in

of cheese (1857).

provided as students

California.

progress through the

module.

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

Module

Objective / Task

Content

Leaner Assessment

#
4

Understand the

Initial

Interactive questions with

significance of the

commercialization

integrated feedback

Commercialization of

of Monterey Jack

provided as students

Monterey Jack Cheese

cheese (1880).

progress through the

on the Global cheese

module.

market.
5

Identify factors

Introduction of new

Interactive questions with

contributing to the

varieties of cheese

integrated feedback

creation of new

(1955).

provided as students

varieties of cheese.

progress through the

module.

Understand the origins

Introduction of new

Interactive questions with

of new subtypes of

subtypes of cheeses

integrated feedback

cheese.

(1980).

provided as students
progress through the
module.

ii. Goals and instructional objectives

1. Overall Learning Goal

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

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Students will learn the origins of Monterey Jack Cheese while

gaining an appreciation for the historical relevance of cheese to
California.
2. Instructional Objectives
2.1 Understand the impact early Spanish immigration had on cheese
in California.
2.2 Understand how the Gold Rush created new demands and
requirements for cheese.
2.3 Identify the impact commercialization of cheese had on life
in California.
2.4 Understand the significance of the Commercialization of
Monterey Jack Cheese on the Global cheese market.
2.5 Identify factors contributing to the creation of new varieties
of cheese.
2.6 Understand the origins of new subtypes of cheese.
III. Design
a.

Test instruments

b. Organizational, delivery, and management strategies

c.

Instruction

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

IV. Development
a.

Description of tools required for development plan

b. Instructional materials and strategies to be developed

V. Implementation
a.

Delivery

VI. Evaluation
a.

Formative evaluation

b. Summative evaluation

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3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

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VII. References
Beyer, B. K. (1988). Developing a scope and sequence for thinking skills
instruction. Educational Leadership, 45(7), 26-30.
Bull, G., Ferster, B., & Kjellstrom, W. (2012). Inventing the flipped classroom.
Learning & Leading with Technology, 10-10.
The article discusses various approaches used by educators to deploy the concept
of Flipped Classroom. A flipped classroom is described as an instructional
strategy that dedicates more class time to hands-on learning by replacing lectures
with supplemental materials that students can view outside of class. An online
platform called Coursera was developed to use videos to give short quizzes to test
students' understanding before proceeding to the next segment. A similar video
based course approach is under consideration for 3rd Grade History Module
development.
Clark, D. (1991). Monterey County Place Names: A Geographical Dictionary (p. 437).
Carmel Valley, California: Kestrel Press.
This books provides insights into the background and history of the Monterey
County, California, including the Big Sur region. Structured by place names, it
provides insights into the historic derivation of towns, parks, and landmarks
throughout the county. This book is considered essential for those to gain insight
into the history of this region of California. For the Castroville History project,
many basic little know facts are accessible that stand a high probability of
inspiring young local history learners interest. For example, How did Monterey
get its name? How about Hurricane Point? Point Lobos? Big Sur?

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

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Herreid, C., & Schiller, N. (2013). Case studies and the flipped classroom (case study).
Journal of College Science Teaching, 16-20.
Before the flipped classrooms, there were auto-tutorials, team learning, peer
instruction, inquiry learning, Just-in-Time Teaching, blended classrooms,
hybrid courses, and process oriented guided inquiry learning. Educators are
forever experimenting and innovating. A central theme in all of this activity is
the idea that active learning works best. Telling doesnt work very well. Doing
is the secret. Active student engagement is necessary, and one of the best ways
to get it is to use stories that catch students interest and emotion. This article
provides multi-faceted ways to effectively engage younger learners.
Hung, H. (2014). Flipping the classroom for English language learners to foster active
learning. Computer Assisted Language Learning, 81-96. doi:
10.1080/09588221.2014.967701
This paper describes a project where students serve as both video content
producers and video content consumers. Student created videos enhanced
second language learning and effectively promoted more emphasis on form,
resulting in higher language proficiency. Students; however, preferred teacher
critiques over over peer critiques as the teachers evaluation was considered
more trustworthy.
Jalil, A., Beer, M., & Crowther, P., P. (2015). Pedagogical Requirements for
Mobile Learning: A Review on MOBIlearn Task Model. Journal of
Interactive Median Education, 1(12), 1-17. http://dx.doi.org/10.5334/ jime.ap

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

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This paper reviews a number of key mobile learning articles from journals and
conferences to characterize the understanding of mobile learning technologies
available today and highlights similarities documented in previous research
publications. The authors maintain there are few research studies on how to
structure mobile learning design to support pedagogical requirements for
educational mobile learning application. This in-depth, highly technical article
also provides a task model framework section that explores the infrastructure
required to support new e-Learning capabilities enabled by the latest mobile
learning technologies that may be of some import to creating lessons for the 3rd
Grade History Modules.

3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

VIII. Appendices
Appendix 1 - Pre-Assessment Survey

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3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

Appendix 1 - Pre-Assessment Survey (page 1)

Questions about North Monterey County

- Community of Castroville, CA. Your Age: ______ Your Grade: ______ Girl / Boy (circle one)
1. Castroville is named after______? Castroville lleva el nombre de _______?
o Castro Oil Company
o Castor beans / semillas de ricino
o Juan Bautista Castro
o Joseph Patrick Castro
o I don't know / No lo s
2. In what year was the community of Castroville founded ____? /
Cuando se fund la comunidad de Castroville _____?
o 1776
o 1863
o 1886
o 1905
o No lo s / I don't know
3. Monterey is the oldest city in California. Castroville is the______ oldest?
Monterrey es la ciudad ms antigua de California. Castroville es the______ ms antiguo?
o third / tercera
o second / segundo /
o fifth / quinto /
o sixth / sexto
o I don't know / No lo s
4. Castroville had the first_______. / Castroville tena la first_________.
o Jail / Crcel
o Saloon / Saln
o Rodeo Grounds
o Hospital
o I don't know / No lo s
5. Castroville Argus Newspaper was founded in what year?
o 1776
o 1849
o 1869
o 1922
o No lo s / I don't know
6. Where in Monterey County did Chinese Nationals purchased land for the first time?
Mr. Sam Kee and Jim Lee purchased land in ______?
o Monterey
o Salinas
o Watsonville
o Castroville
o I don't know / No lo s

PLEASE ANSWER QUESTIONS 7-12 ON THE BACK SIDE OF THIS PAPER

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3rd GRADE HISTORY LESSON: MONTEREY JACK CHEESE

Appendix 1 - Pre-Assessment Survey (page 2)

Questions about North Monterey County

- Community of Castroville, CA. 7. Castroville is known for the growing the following vegetable?
Castroville es conocido por la creciente lo siguiente vegetal?
o Celery / Apio
o Carrot / Zanahoria
o Onion / Cebolla
o Artichoke / Alcachofa
o I don't know / No lo s
What is California's State vegetable? Qu es la verdura Estado de California?
o Celery / Apio
o Onions / Cebollas
o Red Potatos / Rojas Patatas
o Artichoke / Alcachofa
o I don't know / No lo s
Does Castroville have a public beach? Tiene Castroville una playa pblica ?
o Yes / S
o No
o I don't know / No lo s
10. Does Castroville have a Library? Tiene Castroville una biblioteca ?
o Yes / S / The Andy Ausonio Library
o No
o I don't know / No lo s
11. Does Castroville have a Cemetery? Tiene Castroville un cementerio ?
o Yes / Si the Castroville District Cemetery
o No
o I don't know / No lo s
12. Does Castroville have an Industrial Park?
Tiene Castroville haber un Parque Industrial ?
o Yes / Si Blackie Road
o No.
o I don't know / No lo s

Survey Date: 12/04/15 Location: Castroville Elementary School

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