Standard 5: Understand that the 19th century was a time of incredible change for the United States, including geographic expansion, constitutional crisis, and economic growth.

Objective 1: Evaluate the course of events of the Civil War and its impact both immediate and long-term.a. Identify ideas, events, and leaders of the Civil war

Extracting information from resources I created 6 categories:

Questions for each category were arranged according of difficulty.

Numbers States

Who is Who Battles

Definitions Potpourri

Using the Classroom Jeopardy Software I entered information into the computer

I downloaded to the

Jeopardy cartridge

I connected theJeopardy Scoreboard

To the Permithean Board

• The game was open book.

• The class was divided in 3 groups

• Each group had a leader that “buzzed in” on a wireless remote if:

a. s/he knew the answerb. Someone in the group whispered to him or her and the group agreed with the answer

• Leaders passed the “buzzer” to the student on the right until everyone in the group had a turn

• If the group that “buzzed in” didn’t give an answer in 3 seconds or if they answered incorrect, the other groups had the chance to “buzz in” & give the answer.

• Motivate the students to recall names of people that influenced in history.

• Significant documents.• Causes of the Civil War.• Strategies that were used

during the Civil War.• Dates, battles, definition

of terminology, and events that happened during the Civil War.

Projection from Permithean Board Leader with “buzzer”

Technology used as a tool to achieve learning and discovery.

• I was going to create a Jeopardy game using Power Point, but my mentor mention about the Classroom Jeopardy package that the school had and nobody knew how to use it, so I decided to try it.

• I was able to use the computer, and the Jeopardy software to create 2 Civil Jeopardy Games based on the material covered during the week. I had to research the information in order to come up with the questions.

• The students were able to use the “buzzers” to answer the questions, therefore they were active participants in the game.

• The students were totally involved in answering the questions and if they couldn’t recall the information they worked as a team searching for the answers in the resource material that the teacher gave them at the beginning of the week.

• It was awesome to see how much technology enhanced the learning process. My mentor mentioned that this was the first time in a while that he has seen such participation in the class.

• I would allow more time so the students will continue “playing” (learning)

• I would set the scoreboard higher so the students in the back won’t have to stand on their chairs to point the “buzzer”.

• In this lesson I used technology to create the game.

• I also used the “host” unit that controlled the game board and the scoreboard.

• The students also used the technology to indicate that they had the answer, so they were actively engaged in the game.

• They were able to see if their answers were correct or incorrect, by accumulating or loosing points, as the case may be.

• In this lesson technology was very essential to the learning process.• The students were active participants and were using technology.• Technology added to the real learning process and also was a

motivational factor.• The integration of different technologies helped the students focus on the

learning task. • Technology was used as tool to help achieve the learning goal of this

lesson.• By using technology as a tool it motivated all the students. They worked

as a team towards a common goal. Students that were not interested in memorizing the facts were eager participants and were searching for the correct answer.

• This combination of technology can reach all types of learners. • It was an instant success in the classroom!