Concept 1, Strand 6 PO 1 Analyze the factors leading to the Civil War:
d. Missouri and 1850 Compromises f. Kansas-Nebraska Act
Objectives: Students will review the Compromise of 1850, the Missouri Compromise, and the Kansas Nebraska Act and answer comprehension questions in writing with a partner.
Students will demonstrate understanding of these concepts by taking a quiz using the student responder system.
Lesson Plan Abstract:
For the last two weeks, students have been learning about the causes of the Civil War, including the Missouri Compromise, the Compromise of 1850 and the Kansas Nebraska Act. We have taken notes, done projects, read out of the book, and used additional readings to aid us learning the information. Now it is time to see if my teaching was successful. Students will do one last review of the material, using guided reading worksheets that have them dig back through the section and re-read information. After the completion of this, the students will take a short test using the Student Responders, commonly known as "Clickers" here. The students are familair with the technology, having used it in math class last year nearly every day. The learning curve for new students will be very short.
Assessment: 1.Number of free and slave states in 1819? a. 11 b. 15 c. 17 d. 8
2.Would not allow slavery in any lands gained from Mexico: a. Calhoun's Plan b. Compromise of 1850 c. Compromise of 1820 d. Wilmot Proviso
3.Name of the law that required the north to return runaway slaves? a. Fugitive Slave Act b. Runaway Slave Law c. Property Protection Act d. Slave Removal Act
4.What is Popular Sovereignty? a. Government decision on slavery b. People’s right to vote c. Ban on Slavery d. Allowing Slavery
Answer a. for Compromise of 1820 or answer b. for Compromise of 1850:
5.Created a boundary line between slave and free states
6. Solved a border dispute between New Mexico and Texas
7. California becomes a free state
8. Maine becomes a free state
9. Slavery is abolished in Washington DC
10. Missouri becomes a slave state
11. Fugative Slave Act is Passed
12. Congress will make no laws about slavery in New Mexico
13. What was the name given to the violent times in Kansas? a. Kansas Civil War b. Territorial War c. Kansas Border Wars d. Bleeding Kansas
14. Who led the attack on proslavery supporters at Pattawotomie?
a. David Wilmot
b. John Brown
c. Preston Brooks
d. Charles Sumner
Assessment Tool: Students will use the Student Responder systems to answer questions. The questions will be displayed within the program and the students will respond. Questions are graded instantly and students will know their scores right away. Equally as important, I will see what concepts students struggled with and will be able to adjust my teaching accordingly.
Results Abstract:
For my Technology Assessment, I did a little experiment to see how the use of technology would impact the assessment I did on some of the causes of the Civil War. I decided to use the Student Response System, or “Clickers” as they are known to my students, with two of my four classes and traditional pen and paper with the other two. I broke up the groups by having one normal class and one of my classes with special education students mixed in take the test with the clickers, and one normal class and one class with special education students take the test with a pen and paper to try to ensure equal results.
With clickers, the normal mix of students scored a class average of 82% and the special education class had an average of 74%. The pen and paper group scored similarly, 80% and 75%. The biggest difference between the two classes was time. Using the clickers made the test take no longer than 10 minutes and the results of the test were available instantly. Additionally, I was able to see how students responded for each question and could see the questions they missed most often. It was very enlightening to see exactly where students were confused and what the most common incorrect responses were. With the pen and paper test, we used the trade it to grade it method to get the scores in quickly, but I felt as if I didn’t have the same amount of information I did from the other classes. Using student responders made the test quicker, feedback quicker and allowed me to see exactly what I needed to reteach, nearly instantly. I had always used the student responders as a way of having students engaged in lessons or during notes, and I was aware of the power they possessed in testing but I had never actually tried them before for a test. Now, I will use them every time we take a quiz or test that has multiple choice questions.
PO 1
Analyze the factors leading to the Civil War:
d. Missouri and 1850
Compromises
f. Kansas-Nebraska
Act
Objectives: Students will review the Compromise of 1850, the Missouri Compromise, and the Kansas Nebraska Act and answer comprehension questions in writing with a partner.
Students will demonstrate understanding of these concepts by taking a quiz using the student responder system.
Lesson Plan Abstract:
For the last two weeks, students have been learning about the causes of the Civil War, including the Missouri Compromise, the Compromise of 1850 and the Kansas Nebraska Act. We have taken notes, done projects, read out of the book, and used additional readings to aid us learning the information. Now it is time to see if my teaching was successful. Students will do one last review of the material, using guided reading worksheets that have them dig back through the section and re-read information. After the completion of this, the students will take a short test using the Student Responders, commonly known as "Clickers" here. The students are familair with the technology, having used it in math class last year nearly every day. The learning curve for new students will be very short.
Assessment:
1.Number of free and slave states in 1819?
a. 11
b. 15
c. 17
d. 8
2.Would not allow slavery in any lands gained from Mexico:
a. Calhoun's Plan
b. Compromise of 1850
c. Compromise of 1820
d. Wilmot Proviso
3.Name of the law that required the north to return runaway slaves?
a. Fugitive Slave Act
b. Runaway Slave Law
c. Property Protection Act
d. Slave Removal Act
4.What is Popular Sovereignty?
a. Government decision on slavery
b. People’s right to vote
c. Ban on Slavery
d. Allowing Slavery
Answer a. for Compromise of 1820 or answer b. for Compromise of 1850:
5.Created a boundary line between slave and free states
6. Solved a border dispute between New Mexico and Texas
7. California becomes a free state
8. Maine becomes a free state
9. Slavery is abolished in Washington DC
10. Missouri becomes a slave state
11. Fugative Slave Act is Passed
12. Congress will make no laws about slavery in New Mexico
13. What was the name given to the violent times in Kansas?
a. Kansas Civil War
b. Territorial War
c. Kansas Border Wars
d. Bleeding Kansas
14. Who led the attack on proslavery supporters at Pattawotomie?
a. David Wilmot
b. John Brown
c. Preston Brooks
d. Charles Sumner
Assessment Tool: Students will use the Student Responder systems to answer questions. The questions will be displayed within the program and the students will respond. Questions are graded instantly and students will know their scores right away. Equally as important, I will see what concepts students struggled with and will be able to adjust my teaching accordingly.
Results Abstract:
For my Technology Assessment, I did a little experiment to see how the use of technology would impact the assessment I did on some of the causes of the Civil War. I decided to use the Student Response System, or “Clickers” as they are known to my students, with two of my four classes and traditional pen and paper with the other two. I broke up the groups by having one normal class and one of my classes with special education students mixed in take the test with the clickers, and one normal class and one class with special education students take the test with a pen and paper to try to ensure equal results.
With clickers, the normal mix of students scored a class average of 82% and the special education class had an average of 74%. The pen and paper group scored similarly, 80% and 75%. The biggest difference between the two classes was time. Using the clickers made the test take no longer than 10 minutes and the results of the test were available instantly. Additionally, I was able to see how students responded for each question and could see the questions they missed most often. It was very enlightening to see exactly where students were confused and what the most common incorrect responses were. With the pen and paper test, we used the trade it to grade it method to get the scores in quickly, but I felt as if I didn’t have the same amount of information I did from the other classes. Using student responders made the test quicker, feedback quicker and allowed me to see exactly what I needed to reteach, nearly instantly. I had always used the student responders as a way of having students engaged in lessons or during notes, and I was aware of the power they possessed in testing but I had never actually tried them before for a test. Now, I will use them every time we take a quiz or test that has multiple choice questions.