What The Homestead Act Is Through Its Powerpoint Slideshow And Worksheet Activities

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

The Homestead Act of 1862 made surveyed lands obtainable to homesteaders. The act stated that men and women over the age of 21, unmarried women who were head of households and married men under the age of 21, who did not own over 160 acres of land anywhere, were citizens or intended on becoming citizens of the United States, were eligible to homestead. This paper will show how the Homestead Act came to be enacted, who the homesteaders were and the effects of the Homestead Act on the pioneers.

The American Government did their part in encouraging farmers to venture out into the Great Plains. Back during the Civil War, political parties battled with deciding whether to promote the west as proslave or anti-slave; officials would send citizens of their party to claim residence in western territories to populate the newly forming states with enough supporters to strengthen their power in Congress, in this particular debate. Later in the 1800s, regulations and accommodations were passed to make obtaining land cheaper and transportation more efficient. One of these regulations, developed and supported by Abraham Lincoln, was the Homestead Act of 1862. Under this law, any citizen could claim up to 160 acres from the government if they promise to improve the land. Costing close to nothing, many small farm owners saw

During the American Civil War, the Homestead Act was enacted to embolden westerly expansion and the development of agriculture. Taking into account the South’s secession from the Union, President Abraham Lincoln signed the Homestead Act on May 20, 1862. As a result of the passing of the Homestead Act, northern businessmen, who dreaded the loss of inexpensive labor, initially challenged it. The Homestead Act supplied settlers with a customary volume of land after five years of residence on that particular acreage.

The Homestead Act of 1862 made surveyed lands obtainable to homesteaders. The act stated that men and women over the age of 21, unmarried women who were head of households and married men under the age of 21, who did not own over 160 acres of land anywhere, were citizens or intended on becoming citizens of the United States, were eligible to homestead. This paper will show how the Homestead Act came to be enacted, who the homesteaders were and the effects of the Homestead Act on the pioneers.

(2.3) Throughout the session I posed and received questions on all parts of the session including the preliminary points. I listened to the entire question and ensuring that I understood before giving a considered answer. Further emphasis was placed on the learners to ask questions by adding the point to the ground rules during the preliminary stage of the session. After giving an answer I further backed up the answer by restating the initial information from the PowerPoint. Prior to advancing a slide a further opportunity was given for the learners to ask questions. Although no further needs were stated within my session I feel that I would have been able to adapt the session as necessary if required

Why did the government encourage migration west by tempting Americans with cheap land? With the passing of the Homestead Act of 1862, Congress attempted to stimulate agricultural settlements out west. The Homestead Act promised opportunity and independence to farmers, and presented many advantages to the economy, trades routes, and mobility for settlers in the new territories. However, the Act presented numerous adverse effects to the existing groups, as well as environmental and industrial factors that influenced the settlers.

I observed that the students were finding themselves hard to concentrate on the lesson plan and I believe there were couple of reasons why the lesson failed to captivate the interest of the students. One of the reason is because, the activity of watching a movie and answering couple questions lacked the critical thinking process. Also, the students had to watch the same story videos from different websites which just seemed meaningless. The materials were extremely repetitive. Throughout the lesson, students had hard time sitting still and seem to lack interest; their heads were on the desks. Lastly, there were no hooks in the lesson plan to captivate the students that will make them desire to learn the

In 1862, the Homestead Act was passed and it allowed a hundred and sixty acres of free land to any citizen who stayed and settled on the land for five years. The act allowed not only men but also “unmarried women and female heads of households” to claim the land. Women took advantage of the opportunity and the amount of women establishing homesteads in the West grew to over twenty percent after 1900. Fifty-three percent of women settling were between the ages of twenty-one and twenty-five. The women who moved out West faced hardships, like the intense cold of winter, but also had pleasant times on their new land and found their experiences to be rewarding and beneficial whether they decided to stay on the land or not.

Outline of Lesson Plan: This lesson can be divided by the teacher into two days of instruction and reflection on the part of students and their teachers, with the option of a written homework assignment after Day 1 and the possibility of adding an additional day devoted to peer review and revision of the culminating writing assignment.

I will be responsible for expanding my students’ zone of proximal development. I hope to take my students from the level of minimal prior knowledge with expansive help to the level of being able to work independently with a high level of proximal development. By building the students zone of proximal development, I will be able to ensure that the students will be successful not only in my class but future classes. The unit plan I have developed is based on North Carolina’s Common Core and Essential standards, and will ensure that the students are learning and meeting the necessary goals required of them in the fourth grade. Students in the fourth grade have a foundation for knowledge, however, they are constantly becoming more inquisitive and wanting to learn more details. This inquisitiveness provides the opportunity to cover material they already know and then expand upon it. The topic of the Lost Colony of Roanoke will allow the students to make connections to how the Americas began and make connections to the real world, as well as

During the time, Northern Europeans settled in Prairies. The federal government encourage by creating the “Homestead Act”, an act to allow any American or freed slave to have their own property; such as 160 acres of land. In common to the Railroads, it helped provide many people jobs and brought civilization to many areas that were abandoned before. As the railroads linked together from East to West, people also shipped out raw materials, and goods to other states. Many challenges affected families on the Great Plains such as, protecting the crops against Cattle herds; many farmers try to avoid them getting near the crops so it won’t be eaten, or can develop a form of disease. Also, dry seasons: which can convert the land into a dry desert;

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

In general, I feel that this lesson was generally successful. The students, for the most part were engaged and thinking about the North East region. During the previous lesson, we discussed that the regions were divided by climate, culture, geography and economy and the students were able to apply those concepts to the lesson. Because they are familiar with this region, because it is our home region, they were able to compare and analyze aspects of this region to the other regions. They determined the climate, culture, economy and geography of this region by activating prior knowledge and sharing what they knew about the