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STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Mandrell Perryman


Grade Level: 12th
Content Area: Government/Economics
Standards Addressed: SSCG8 - Demonstrate knowledge of the legislative branch of government.

a. Cite the formal qualifications for representatives and senators listed in the Constitution.
b. Describe the election process for representatives and senators and how the 17th Amendment
impacted the election of senators.
c. Compare the terms of office for each chamber of Congress and explain the Founders’ intent.
d. Compare and contrast the powers of each chamber of Congress (e.g., power of the purse, 16th
Amendment, treaties, etc.)
e. Explain the steps in the legislative process.
f. Explain the functions of various leadership positions and committees within the legislature.
g. Analyze the positive and negative role lobbyists play in the legislative process.

SSCG9 - Explain the impeachment and removal process and its use for federal officials as
defined in the U.S. Constitution.

SSCG10 - Demonstrate knowledge of the executive branch of government.

a. Cite the formal qualifications listed in the Constitution for President of the United States.
b. Describe informal qualifications common to past presidents.
c. Identify term of office and describe the line of succession (e.g., 20th, 22nd, and 25th
amendments).
d. Analyze the role of the Electoral College in electing the President and the clarification provided
in the 12th Amendment.
e. Distinguish between the roles of the President, including Commander in Chief of the Armed
Forces, chief executive, chief agenda setter, chief of state, chief diplomat, and party leader.

SSCG11- Explain the functions of the departments and agencies of the federal bureaucracy.

a. Compare and contrast the organization and responsibilities of independent regulatory agencies,
government corporations, and executive agencies.
b. Explain the functions of the President’s Cabinet.

SSCG12 - Describe the tools used to carry out United States foreign policy, including diplomacy
and treaties; economic, military, and humanitarian aid; and sanctions and military
intervention.

Student Response Technology Used:


NearPod Socrative PollEverywhere iRespond Today’sMeet X - Other: Kahoot
Technology that students will use to respond to questions/prompts:
Computer Hand-held student response system (such as iRespond) X - Phone
Tablet (such as iPad Other wireless device (such as iPod Touch)

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STUDENT RESPONSE AND ASSESSMENT TOOLS
Describe the instructional activities that will occur prior to the SRS activity and how you will
introduce the SRS activity:

The class will have covered content concerning the Legislative and Executive Branches of the United States
government up to this point. During the current class period, the class will review the content from the
week’s lessons using the Kahoot application for student response and assessment. The Kahoot also acts as
the Unit Test review.
Describe the purpose of the SRS activity (check all that apply):
X - Assess Prior Knowledge Anticipatory Set (Create Interest in a Topic) To Illuminate Common
Misconceptions Formative Assessment of Content Knowledge (for purposes of differentiation and
mastery for ALL students) X - Summative Assessment of Content Knowledge X - Test Preparation
Survey/Poll Discussion Starter “Homework” Collection Other
Additional explanation of purpose (optional):

Type of session: X - Teacher-Paced Student-Paced


Identification of students:
X - Students will log-in so their individual scores will be available to you after the session
SRS activity will be anonymous
Briefly describe what will happen during the SRS activity

The class will review the content covered during the week and which will be on the Unit 1 Test. They will
log into their phones and answer the multiple choice questions. Students names will be available as they
compete against each other for Starburst going to the top 5 scores.

Bloom’s Level of Critical Thinking Required (check all that apply):


See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
X - Remembering X - Understanding Applying Analyzing Evaluating Creating
Types of questions/prompts (Check all that apply):
X - Multiple choice Multiple Select True/False Yes/No Short open-ended response
or fill in the blank Longer open-ended response
Provide samples of questions/prompts to be given to students: Which House of Congress brings
charges against a President for impeachment?

Right/Wrong Answers: Will there be right/wrong answers to these questions? X - Yes No


Mixed (Some will have correct answers, others will not.)
Immediate corrective feedback:
Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity? X -Yes No
Why or why not? The purpose of the Kahoot is primarily as a test review. I want to give corrective feed
back as a way to help students be as well prepared as possible for testing.

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STUDENT RESPONSE AND ASSESSMENT TOOLS
Use of data: Data collected will be used to focus on areas of need for students so that I may address these
areas for students so that they may understand the concepts and perform as well as they are capable on the
Unit 1 Test

Describe what will occur after the SRS activity: The class will go over the questions most missed
during the review. I will explain the correct answer and also try to understand why the class did not
understand the concept initially.

Describe your personal learning goal for this activity. My personal learning goal for this activity is for
students to exhibit understanding for the concepts covered in Unit 1.

Other comments about your SRS activity (optional):

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