Review of Amendments
Lesson FOUR of unit
Procedure
(80 minutes)
Introduction
(10 minutes)
Engage-whole group instruction
Students will listen to the podcast found on this website under Introduction: "Reconstruction Podcast".
Instructional Strategies
(50 minutes)
In order to review the three amendments, and make sure that all students have understood them completely in preparation for their presentations in two days, the teacher will spend the next 20 minutes doing a review game called Amendment Fever. The instructions as well as the questions for the game are on PowerPoint slides 17-28 (found here). The teams will be the groups, and each group will be given 3 response cards (one saying 13th amendment, one saying 14th amendment, and one saying 15th amendment). The groups will be told that each question will be describing an amendment. After the question will go up, each group will have two minutes to discuss their answer. The teacher will ring her buzzer, and the group who correctly displays the correct amendment the fastest will get a point (If there is a tie, both groups get a point). This will be done for all the questions, and the winner will get a prize.
Teacher will show slide 29 as a final review, and remind students that this will be the last day to use class time to work on presentations, and that they will be on Monday of the following week.
Students will then be continuing to work on their presentations in their groups. After about 20 minutes, students will be asked to clean up while the teacher asks if there are any questions and ensure that all students understand their duties through a 5 finger response model (5 if they completely understand, 1 if they are completely lost).
Summary
(20 minutes)
Teacher will ask students to take out a sheet of paper, and to think about how much each person as well as their group members have been contributing to this group project. In doing so, the teacher will ask the students to give a percentage that represents how much they have contributed, as well as assign a percentage to each group member, making sure the total equals 100%. This will allow students to self-assess themselves, as well as their peers, while giving the teacher an idea if there is an unfair balance of group work occurring in groups. Finally, this also allows students to integrate what they are learning in math in an authentic manner.
Students will be informed that they will be taking a visit to the capitol the next day to evaluate primary sources of the amendments, as yet a final review of everything they have learned and to fully prepare them for their presentations the beginning of the next week.
Extension Activity
Due to the fact that students will be observing primary source documents the next day, this extension activity is an inquiry activity asking students to attempt to find primary source documents of the 13th, 14th, and 15th amendments and explain in their own words, what a primary source document is.
(80 minutes)
Introduction
(10 minutes)
Engage-whole group instruction
Students will listen to the podcast found on this website under Introduction: "Reconstruction Podcast".
Instructional Strategies
(50 minutes)
In order to review the three amendments, and make sure that all students have understood them completely in preparation for their presentations in two days, the teacher will spend the next 20 minutes doing a review game called Amendment Fever. The instructions as well as the questions for the game are on PowerPoint slides 17-28 (found here). The teams will be the groups, and each group will be given 3 response cards (one saying 13th amendment, one saying 14th amendment, and one saying 15th amendment). The groups will be told that each question will be describing an amendment. After the question will go up, each group will have two minutes to discuss their answer. The teacher will ring her buzzer, and the group who correctly displays the correct amendment the fastest will get a point (If there is a tie, both groups get a point). This will be done for all the questions, and the winner will get a prize.
Teacher will show slide 29 as a final review, and remind students that this will be the last day to use class time to work on presentations, and that they will be on Monday of the following week.
Students will then be continuing to work on their presentations in their groups. After about 20 minutes, students will be asked to clean up while the teacher asks if there are any questions and ensure that all students understand their duties through a 5 finger response model (5 if they completely understand, 1 if they are completely lost).
Summary
(20 minutes)
Teacher will ask students to take out a sheet of paper, and to think about how much each person as well as their group members have been contributing to this group project. In doing so, the teacher will ask the students to give a percentage that represents how much they have contributed, as well as assign a percentage to each group member, making sure the total equals 100%. This will allow students to self-assess themselves, as well as their peers, while giving the teacher an idea if there is an unfair balance of group work occurring in groups. Finally, this also allows students to integrate what they are learning in math in an authentic manner.
Students will be informed that they will be taking a visit to the capitol the next day to evaluate primary sources of the amendments, as yet a final review of everything they have learned and to fully prepare them for their presentations the beginning of the next week.
Extension Activity
Due to the fact that students will be observing primary source documents the next day, this extension activity is an inquiry activity asking students to attempt to find primary source documents of the 13th, 14th, and 15th amendments and explain in their own words, what a primary source document is.