Lesson 5 - Quiz and Shay's Rebellion Video
by Reviewer: Donna Pearson Reviewed on: pending
Descriptive Data
Topic of Lesson
Quiz on the Articles of Confederation and "10 Days that Changed History:
Shay's Rebellion" Video
Grade Level
11th Grade - Juniors
Standards
State
No standards added.
Standards
NDK-12 SS Standard 11.1.2 - Employ, interpret, and evaluate primary
and secondary sources to enhance the understanding of social studies
content.
NDK-12 SS Standard 11.1.5 - Identify bias and prejudice in historical
interpretation.
Concepts/Objectives
Objectives
At the end of the lesson, students will be able to:
a) identify the argument being made by the video, interpret the position of
the video,
b) evaluate the argument being made by the video and make a logical
argument agreeing with or disagreeing with it.
Assessment
Guidelines
How will you know what the students know already--before your lesson?
How will you know that the students learned and what they learned? How
will you check for understanding throughout the lesson? Plans for how you
will assess student should occur before you plan the procedures. Remember
to correlate your objectives with your assessment. Be sure to choose the
most appropriate form of assessment for your lesson.
Formative
Informal: watch the student's reactions to the video, stop the video to
make clarifications when it is apparent that the video is not clear or too
vague, going too fast.
Journal: Students ability to interpret the position made by the video
content and to make a logical argument agreeing or disagreeing with the
authors.
Summative
Quiz- will cover the students grasp of the base information of the Articles of
Confederation section.
Authentic
Preparation
Organizational & Management Steps
Review and Preparation: (up to 5 minutes, included in Quiz time)
Quiz (10-15 minutes)
Quiz Feedback (5 minutes)
Video ( 20-30 minutes)
Materials
Materials & Resources
Quiz
Video, "10 Days that Changed America: Shay's Rebellion"
Quiz Answer Key
Journal Rubric
DVD Player and TV
United Streaming
No resources added.
Procedures
Introduction
Have students hand in Journals for check.
Tell students they have up to 5 minutes to look over their study guide before
taking quiz, when ready they can come back to pick it up. They will get no
more than 20 minutes to finish it. Remind them to divide their answer sheet
in two and that they will rip the one half off and hand in and correct the
other half. Tell them that they will then be watching the video.
Activity
Students will get 20 minutes to finish. Once the time is up or after everyone
has handed in quiz, there will be a feedback session.
Cover the answers to the quiz with the students to give instant feedback and
answer and questions or misunderstandings they had.
Activity
Have students take out Packets and turn to Video section. Go over the
questions that they should have in mind as they watch the video.
Start the DVD and monitor the students as they watch. If they need to
stop and reflect or clarify, do so. MARK TIME THAT VIDEO ENDS FOR NEXT
PERIOD.
Conclusion
With 2 or 3 minutes remaining, stop the video and record the time.
Discuss the video to this point, going over any questions they have and
identifying important points, interesting information.
Tell them they will finish the video the next class, and will hand back
journals.
Accommodations
Paraprofessional & Diverse Learners
May write out all the instructions for the day's activities. May hand him an answer sheet to go
along with the feedback after the quiz. During the video, monitor his attention and be sure to
prompt him to watch the video. Be sure to point out sections of the film to pay attention to to
help him answer the questions in his packet.
Blake
Blake's diagnosis consists of a central auditory processing disorder, mild sleep disorder, and
Attention Deficit Disorder. In elementary school, he received A’s and B’s and in the 5th grade he
received the Presidential Award for academic achievement. A 504 plan outlining modification
and accommodations was written and revised every year since 3rd grade. Throughout middle
school his grades were typically C’s and D’s with an occasional F. In the morning before going
to school, Blake takes a time-released stimulant medication for his ADHD.
Blake’s teachers report that he does not appear to pay attention in class, but when they ask him a
question, he is able to give the correct answer. They also report that he is often seen “doodling”.
He is disorganized and appears to be sleepy. This is also affects his written work as he has
difficulty organizing his thoughts. He frequently forgets to use his planner and does not know
when assignments are due. Additionally, Blake has difficulty processing auditory information
and sometimes mixes up directions. This is noticeable when there is a moderate to high level of
background noise.
Socially, Blake appears to have many friends. In the fall, he runs for the cross-country team and
in the winter months, he wrestles. During parent-teacher conferences, the teachers state that
Blake in not turning his homework receives no credit. The work he hands in, as well as his inclass assignments and tests, scores a B or better.
Extensions (Optional)
Enrichment
Review
Activity
Technology
Audiovisual
Other