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1. Topic-
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| Reviewing a Unit For U.S. History |
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2. Content-
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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 |
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3. Goals: Aims/Outcomes-
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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. |
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4. Objectives-
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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. |
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5. Materials and Aids-
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Textbooks
Study guide projection (?)
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6. Procedures/Methods-
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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. |
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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.
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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. |
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D. Independent Practice-
| Tell students they should reflect on their in-class review and use
it to guide their studying before the test tomorrow. |
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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. |
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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. |
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G. Closure-
| Remind them to reflect and study. |
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