Subject: Government
1. Topic-
Reviewing a Unit For U.S. History
2. Content-
Causes and effects of the Continental Congresses: 36
Checks and balances: 67
Formal amendment methods: 72
Judiciary Act of 1789: 79
Limited government: 65
Amendments/Bill of Rights: 75-77
Social contract: 8
The Federalist (Papers): 58
Power and the Nat'l. Gov.: 89-91
Rule of law: 66
The Critical Period: 45
The Supremacy Clause: 94
Free Enterprise: 21
Minority rights: 19
Britain's colonial policies: 34
Need for a Stronger Gov.: 46
Divine Right Theory: 7
Types of colonies: 31
Dictatorship: 13
Articles' subjects: 65
Williams v. North Carolina: 106
3. Goals: Aims/Outcomes-
1. Review the material on which they will be tested on the following day.
2. Refine from the list the material on which they need further review for students individually.
4. Objectives-
1. Students will be able to discuss the study guide material in reviewing for the test.
2. Students will be able to assess their own and each other's learning, teaching their group members what they do not know.
3. Students will be able to judge what they should study further.
5. Materials and Aids-
Study guide projection (?)
6. Procedures/Methods-

A. Introduction-

1. You may want to have a copy of the UT1 test version C handy, as that is what the order of the guide is based on. If I had a copy of the test, I would pick out questions from it for you to offer to groups who feel comfortable challenging you on that study guide item. Since I don't have a copy of the test to go off, it is up to you how you want to use the test during this lesson.
2. Check student IDs as they enter the room and instruct them to wait at the back of the room to be grouped.

B. Development-

Put the students in the groups I have made and assign them to cover as much of the study guide as they can. They have two tasks. If they pick to review an item from the guide, they have to make sure their whole group feels comfortable on that item before moving on down the study guide. And they have to be noting for themselves which topics they should review on their own before tomorrow. Make sure all groups have books. If you plan to let them challenge topics, then tell them this at this time, basically to conclude the setup with something interesting.

C. Practice-

1. Take groups' questions.
2. Monitor whether they are on task.
3. Possibly take challenges (in front of the whole class, even?) on study guide items: i.e., if they say they have covered the "The Federalist," find the question about it and pick a random member of the group to answer it.

D. Independent Practice-

Tell students they should reflect on their in-class review and use it to guide their studying before the test tomorrow.

E. Accommodations (Differentiated Instruction)-

I have attempted to place all students in groups which will be conducive to their working productively and amicably. I may be a little out of it at the moment, so if these groups do not appear likely to work--and of course if anyone is absent or neglected by my grouping--feel free to change them. Fifth periods' groups are likely to experience higher entropy than are thirds', and it may be wise to sit the first five groups around the room in order to keep students who may interact disruptively between groups apart. 5th period's group six may be placed as a buffer, as they should not bother anybody.

F. Checking for understanding-

If you do the challenge bit, that will check for understanding. Otherwise this whole activity is supposed to guiding them checking for their understanding anyway.

G. Closure-

Remind them to reflect and study.

This Lesson Plan is available at (