Fall+11+Post

=Fall Semester (1)= Reflection #12 1. The map of the most inhabited part of New England. http://www.stonybrook.edu/libmap/img003b.jpg. The author or the creator of the map is Thomas Jefferys but the map itself was drawn by his assiasntant Braddock Mead. This map was drawn and copied from other maps the New England portion was taken from William Douglas and the part of New York is believed to be copied from the British Military. (This information was found at http://www.stonybrook.edu/libmap/Jefferys.htm) SO its nationality would be British and language English and this information is also found from the above source. B. The map is distorted because it is trying to bring focus to a main area so outer areas or areas of less focus are not as detailed. 2. Mollewide I believe to be the most accurate when looking at it. This is because when looking just at the map and not using any measurement the distortions of the land masses and distances between two different landmasses seems to be most accurate B. I would have to say the Peter Projection Map is the most beneficial because of the great detail it goes into. Reflection #11

Prohibition A. Kinetic Activity I would take away a common thing from students such as pencils, pens or certain types of paper. ( I would make sure not to emphasize an importance of alcohol and not give the impression that alcohol is good.) This would have students get the concept of how something that was common and used by many but now is no longer can be used legally. B Solo - Reading: This article talk about how Prohibition purpose was in good taste and came from good ideas but how it lead to many worse things such as organized crime. http://www.nytimes.com/1997/07/27/tv/when-temptation-edged-temperance-raising-wry-toast-prohibition-s-failure.html?ref=prohibitionera19201933 C. Music - I would show students music from speakeasies which can be connected to the Harlem Renaissance which is an important time of our music history. But i would show an array of musicians such as Duke Ellington and famous jazz pianist William Basie. http://referencemusic.com/1920s-music/1920-1933-prohibition-harlem-renaissance-music D. I would have the students write multiple journal entries from the point of view of specific types of people during this era. I would have a couple groups such as Prohibitionist, bootlegger, Law Enforcement, and

1. a. What is intrinsic and extrinsic motivation? Give an example of each motivation that you have seen used in classrooms. Extrinsic Motivation is a style of motivation that is suppose to motivate a person or student through external factors that are desirable actions for the students. An example of this would be points on assignment or letter grades that have students desiring to do better to obtain that certain letter grade. An intrinsic motivation is a motivation in which students are motivated through the ability of engaging in the activity. An example of this motivation is when students are ask to learn more about a specific point in the subject that might not be the main point. I see teachers ask students to find an answer for that and come share it with the class. b. Explain what type of motivation was most pronounced in Ben Pineda’s teaching at Haslett Middle School on 11/16/11; be specific and justify your answer. Extrinsic motivation was used in Ben Pineda's class when talking about the different rights that were being violated for the Mexican citizen that was in America. The students had to come up with as many as they thought applied to the situation then they had to express their reasoning. Mr Pineda students express their opinions and try their best to explain why they believed the certain rights were being violated in the example. 2. a. What is a multicultural education? Is an education field that we use to help create equal educational opportunities for our diverse students by helping to immerse their curriculum with the diversity they help to bring to the classrooms. b. How do you plan to employ a multicultural education in your future practice … even if you don’t have a “diverse” classroom? I believe it is important for all students to be apart of multicultural education because it is important for our students to be able to understand that we live in a diverse world. The way to employ this would have students view lessons and points of interest from multiple views from the many diverse types of people in our country and world. Also having students express their diverse cultural to their classrooms could help to create an environment of interest for students to learn about new cultures they might not be apart of.

3. We don’t teach Social Studies, we teach (diverse) people Social Studies. a. So, what is differentiated instruction and what function does it serve in the classroom? Differentiated instruction is taking all the difference of students in many different areas and being able to use to help effectively teach students and have students grow in their learning process at their own pace and ability. This allows teach to teach a whole diverse classroom that are different in learning levels, abilities wants and needs. b. Also, consider figure 4.1 in the text – what component(s) of the //Learning Cycle In Differentiated Instruction// do you feel needs the most consideration in your own practice? (This answer can be short) The process with how a teacher plans instruction to the whole class.

4. a. According to the //multiple intelligence theory//, what intelligences do you feel are most pronounced in yourself? I would believe it to be the Interpersonal intelligence. b. What intelligences, in your opinion, are underrepresented and thus in need affirmation in Secondary Education? I believe it is either Interpersonal Intelligence or Intrapersonal Intelligence. This is because how students are expected to do so well in testings that take away from the interaction with people or even allowing them to develop as a personal individual.

Week 11
1. What is the difference between (objectively) **describing** a controversy and (subjectively) **engaging in** one? D escribe and define in contrasting terms, in your words, don't copy and paste from the web. ;) In my own words, objectively is when you approach describing a controversy with facts and information from the controversy but by also doing this you are leaving your personal beliefs out of the description. Subjectively or engaging in a controversy is when you take the knowledge you have on a specific topic and use this knowledge to form your own specific stance on this controversy. Subjectively also has a lot to do with your feelings and moral standings.

2. How does a teacher’s ability to maintain an impartial tone help students engage in critical thinking and productive interaction? How does loaded language prevent social and education progress in classroom? A teacher's ability to maintain an impartial tone is very important for students so they can engage in critical thinking and productive interaction. This is important because an impartial tone shows that a teacher might not be choosing a given side. The impact of not showing your opinion to your students is important because this allows for students to begin to formulate their own beliefs and to take certain stands on any given topic. This is what we as social studies teacher want, the ability for students to take their own stands on current events and other on going controversies. Loaded language prevents social and education progress because it holds students back by having them not gain more experience in critical thinking because their minds are being made up for them.

3. a. Explain why it is imperative that educators are able to maintain impartial tones and objective dispositions within the class room. <span style="color: #000000; font-family: 'Times New Roman','serif';">This is important because you want to be able to teach kids information without pushing them into certain opinions and beliefs that you as a teacher might hold. This aspect is important also because if you show your beliefs or opinion it can turn students away from learning because they beliefs your beliefs are wrong because they are different then theirs or their parents. Also maintain impartial tones and objective dispositions is important because during class discussions or debates you want students to explore all possible angles and by not being impartial students could believe certain positions on topics to be wrong.

<span style="color: #000000; font-family: 'Times New Roman','serif';">b. Give a positive example (either based off of something real or hypothetical) of how you as teacher could handle controversy as it pertains to the upcoming 2012 election (you will be teaching in an election year, wink). E.g. One student yells at another OR students claims, nihilistically, that studying politics is a waste of time… got?

I believe you can handle controversy pertaining to the upcoming 2012 election is making sure to have students play roles of all possible candidates during class discussions. This would require students to make sure they stand by the values of the candidate and not their own. This would open students up to the values of different types of candidates and also see situations they never might look at our found important. Also to make sure students attempted their best you would weigh grades on effectiveness of delivering a topic in that way the candidates would have approach it.

Week 10.
In the reading there are a few obstacles and excuses that are brought up about teaching with controversial topics and the reasons teachers don't overcome these obstacles. The first one is cost and how teachers are so dedicated to a specific timeline and if a teacher does teach a controversy topic that it will take up important time for other lessons. Another cost is the potential for confrontation with members of the community because of specific topics you might teach. Teacher will try to avoid these because the risk of job security and the not wanting of issues with parents and other faculty members to rise up. Steaming from cost of potential issues also school culture is a major reason why some teachers might not go into certain topics they find to be controversial. This is because the diverseness of the school could lead to conflict or the lack of going in depth but this also can create conflict depending on the topic and how certain student could possible react. The conflict of political bias can also being a factor and where teachers are so one sided on their beliefs that they won't go into topics but this could also mean a bias in the curriculum and what is found to be important. According to Werner, he believes controversy is worth addressing and list reason on why it should be. One reason it can allow for students to go in-depth more intellectual and engage a given topic. Most of the reason Werner believes it so be worthwhile is because if taught and handled the right way he finds that it can't hurt students to be engaged in controversial topics because as they grow up they will have to face these topics out in real world and by addressing them in school we are only preparing them. Also students are able to expand their reasoning schools along with being able to responsible handle controversial situations with maturity and by doing this we are allowing them to create an image of who they are in category of reasoning. Also Werner believe that when teaching controversy subject in school it help to keep students engaged and interested in the material because these are important and interesting issues to learn about. How do i envision my future practice as a teacher and relating to controversy in my classroom? I find this to be a good question because i believe topics of controversy to be a good way to students on their toes because you are asking them to analyze and reflect on issues that could deeply effect them or now open their eyes to a topic that deeply effect a majority of people. I believe depending on the age group I would use controversy more with older students then with younger (middle school age students) because I find even high school students who are preparing to go to college or even enter the working world after school should be able to intellectual create an opinion but also be able to analyze the situation from both side of a topic. This is how i would relate to controversy in my classroom by having students be able to look at both sides but also be able to have a mature ability to take a specific stand on a given topic.
 * A. What obstacles and excuses exist to teaching about controversial topics?**
 * B. According to Werner, is controversy worth addressing? Why or why not?**
 * C. Interact with the text: how do you envision your future practice as a teacher relating to controversy?**

<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">a. What is your temperament type, what are the specific letters associated with it, e.g. INTP? <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">NF - Idealist and the four types are Champion (ENFP) Healer (INFP) Teacher (ENFJ) and Counselor (INFJ) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> b. In your own words, summarize the personality type in a paragraph or so.

I am an Idealist so I look for the best in all situations but I also enjoy friends and good relationships and I want the best for people and prefer people to be happy. I also believe in helping people and and that i am a pretty emotionally sound person. Also Idealist are rare making up no more that 15 to 20 percent of the population but our ability to enthuse and inspire gives us power greater then our numbers.

<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> c. Give some famous examples of your personality type according to the test ... how do you relate? <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Oprah Winfrey, John Wooden, Upton Sinclair, Mohandas Gandhi, Nelson Mandela, Alexander Hamilton, Plato. These people are all pretty outstanding people and to be compared to these people is weird because they aer all wonderful individuals and i hope that i can be a tenth of who they are. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> d. Searching the page, locate where the Keirsey site suggests ideal jobs for you; how well does education match these suggestions - if not at all, what job(s) fit best? <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Well it says i should be a teacher or counselor or an educational consultant so i believe i hit it right on the head.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Economic Left/Right: -2.50 **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;"> Social Libertarian/Authoritarian: -4.36 **

__**//Unit Plan://**__
<span style="font-family: 'Times New Roman','serif';">Day 1: <span style="font-family: 'Times New Roman','serif';">Topic: Introduction. <span style="font-family: 'Times New Roman','serif';">Event: Gain an understanding of what knowledge students have of Christopher Columbus and the discovery of the new world, find out perceptions and misperceptions as well. Can use K-W-L Chart or have a class members generated list on what their knowledge is on this subject. <span style="font-family: 'Times New Roman','serif';">After this have a lecture with a power point expressing the main points in which the class will be going over. <span style="font-family: 'Times New Roman','serif';">Assessment: Gaining an understanding of prior knowledge and being able to record this.

<span style="font-family: 'Times New Roman','serif';"> Day 2: <span style="font-family: 'Times New Roman','serif';">Topic: Process of Discovery <span style="font-family: 'Times New Roman','serif';">Event: Have a power point lecture, which highlights the Process of what took place in order for Columbus to discover the “New World” and also what occurred after he discovered the New World. Have Student groups break up into groups (Europe, Explorers & Natives) and highlight specific interest and ideas each group would have about the other. <span style="font-family: 'Times New Roman','serif';">After this highlight what might of came from this interaction and what Columbus and what the Natives might have thought of each other. <span style="font-family: 'Times New Roman','serif';">Assessment: Have students choose who was unjust and unfairly treated and why.

<span style="font-family: 'Times New Roman','serif';">Day 3: <span style="font-family: 'Times New Roman','serif';">Topic: Columbian Exchange. <span style="font-family: 'Times New Roman','serif';">Event: Students will start class of with a class opener that will have them start gaining a concept of how goods end up from their original location. <span style="font-family: 'Times New Roman','serif';">Then go into a discussion about the Exchange and discuss what was passing from New to Old World and what the effects of this were. <span style="font-family: 'Times New Roman','serif';"> Assessment: Student must hand in a sheet saying who were the winners and losers of the Colombian Exchange and why?

<span style="font-family: 'Times New Roman','serif';">Day 4: <span style="font-family: 'Times New Roman','serif';">Topic: Understanding Columbus <span style="font-family: 'Times New Roman','serif';">Event: This will be a lectured base class. Students will receive guided notes about Christopher Columbus, students will take notes on Columbus life as well as his accomplishments but also information that they might not have known. <span style="font-family: 'Times New Roman','serif';">Students will use these guided notes for later class periods. Primary Sources and editorials will be used here and are highlighted in this specific lesson plan. <span style="font-family: 'Times New Roman','serif';"> Assessment: Students to list a few facts they have learned so far in this new unit plan.

<span style="font-family: 'Times New Roman','serif';">Day 5: <span style="font-family: 'Times New Roman','serif';">Topic: Understanding Columbus cont. <span style="font-family: 'Times New Roman','serif';">Event: This class will be used for student to understand the procedure of debates. The format of debates which includes rules and formalities will be learned in this class. We will practice debate procedure by using controversial topics the students can practice with. Purpose of lesson is become comfortable with debating.

<span style="font-family: 'Times New Roman','serif';"> Assessment: Have students formulate good debate questions about Christopher Columbus.

<span style="font-family: 'Times New Roman','serif';"> Day 6: <span style="font-family: 'Times New Roman','serif';">Topic: Understanding Columbus cont. <span style="font-family: 'Times New Roman','serif';">Event: This class we will have a formal debate on question generated by the class and the teacher. The class will debate on various reasons that are highlighted in this specific lesson plan. The class will be able to use their personal and guided notes they have over this lesson to be used in their debates. <span style="font-family: 'Times New Roman','serif';">Assessment: the effectiveness of the groups to use actual facts to help support their positions in the debates.

<span style="font-family: 'Times New Roman','serif';"> Day 7: <span style="font-family: 'Times New Roman','serif';">Topic: Analyzing documents and information <span style="font-family: 'Times New Roman','serif';">Event: As a class we will analyze information dealing with Columbus and the Columbian Exchange. Have students try to find educational sources online that have information on Columbus and his interactions with the New World. <span style="font-family: 'Times New Roman','serif';">This class will teach student how to effectively find proper information on the internet. ( Make sure to reserve the computer lab) <span style="font-family: 'Times New Roman','serif';">Assessment: Have students fill out online worksheets that will be submitted to the professor.

<span style="font-family: 'Times New Roman','serif';"> Day 8: <span style="font-family: 'Times New Roman','serif';">Topic: The effects on Native Americans. <span style="font-family: 'Times New Roman','serif';">Event: Students will get information about what occurred to the Native American when they began to interact with people from Europe. <span style="font-family: 'Times New Roman','serif';">Students will break into 5 or 6 groups and will act out a skit on a specific topic. <span style="font-family: 'Times New Roman','serif';">Students will also have note sheets given to them with information need to deliver skits. <span style="font-family: 'Times New Roman','serif';">Assessment: The ability to properly act on their skit as well as convey the information to their fellow students. (Hand out topics for end of Unit in Class Essays)

<span style="font-family: 'Times New Roman','serif';"> Day 9: <span style="font-family: 'Times New Roman','serif';">Topic: Revisit Key Topics. <span style="font-family: 'Times New Roman','serif';">Event: This class will be a day of review for students. We will hit on all major topics gone over in this unit. The class will have the ability to take their own notes as to better themselves for the essay question that are coming up the next class day. <span style="font-family: 'Times New Roman','serif';">Assessment: This assessment will be more on how the class enjoy this unit and what they took away from it.

<span style="font-family: 'Times New Roman','serif';"> Day 10: <span style="font-family: 'Times New Roman','serif';">Topic: Evaluation and conclusion of unit. <span style="font-family: 'Times New Roman','serif';">Event: The class will have a few question that have been handed out on a earlier day. The class will then have the class period to finish the essay.

<span style="font-family: 'Times New Roman','serif';"> Assessment: this is the last major assessment for the entire unit this is to see what the students were able to take away from the unit and what knowledge they are able to articulate.

__**//Fifth Response://**__
1.Give an example of each type of curriculum discussed in the reading. You can just give a heading and a written example, don't worry about paragraphs. e.g. Learned Curriculum: an example would be such and such... (you can use this grid on the wiki to help you be creative:. http://thefacultylounge.wikispaces.com/Types+of+Curriculum)


 * 2)** Answer this question in paragraph form: What does figure 1.2 (Curriculum and the Stake Holder diagram) tell you about a teacher's position in the "Hierarchy of Curriculum Influence?" - what role does the teacher really play with curriculum?

__**//Delivered Curriculum -//**__ This can be the elements of a map when teaching a geography class such as the the map key, compass rose, title and anything else you would add to a map. __**//Hidden Curriculum -//**__ Students know that it is important to document your own paper with your name and the date. Also that being on time is an important aspect to being successful in school and life (i'm still trying to learn that) __**//Null Curriculum -//**__ That maybe in this geography class the state doesn't find an importance to teach that much about Africa or South America, so students could take away that these places are not as important as the Western World is
 * //__1. Formal Curriculum__//** - A Book such as an American History Book or a Geography Book
 * //__Learned Curriculum-__//** I am just going to stick with the geography theme, as a teacher you can give a test to see what the students took away from a given lesson or units but from a student perspective a student could have learned that the United Kingdom is not physically attached to Europe or that Asia and Europe actually connected.

__**//2.//**__ What does the figure tell me about teacher's position in Hierarchy of Curriculum Influence is that we really don't have an influence and that we are basically suppose to be distributors of knowledge to the students. Teachers are metaphorically suppose to take the sponge which is the students' brain and soak up as much of the material as possible. It shows you that money also has aspect in this because textbook companies have a great influnece over what the curriculum is than teachers. These diagram makes it seem that teachers are mostly there to control the masses and make sure that some knowledge is taken away from the specific curriculum that the major stakeholder have created. Its quite sad that teachers are not able to contribute more to the curriculum base but until we change the education system and start listening to the people who are down in the trenches fighting the fight then we will really never get the best curriculum base we can.

__**//Fourth Response://**__
REFLECTION PROMPT - For class on MONDAY - Post on a) what you know & want to know about the 'Modern Middle East' (e.g. Histories, worldviews, economies, geography & etc.) b) what do the terms, "Modern" & "Middle East" mean? c) Why is this subject important for citizens of the United States to study? __**//What I know://**__ What i want to learn: I would like to learn more about the economy of the middle east and more on the constantly changing governments. Also as American i would like to get a better understanding of the many cultures of the Middle East because i feel like we don't allow our self to understand people of the world and especially the non-western world.
 * The Modern Middle East is a major area of conflict in today's world.
 * It has been an area of major issue through out history. After agriculture began to grow and people began to move into larger cities the middle east has been an area of conflict and turmoil.
 * Many of the borders created in the Modern Middle East were not created by people from the middle east but rather countries that colonized areas of the middle east to their own needs.
 * The Modern Middle East has countries of great wealth but also has countries that are very poor.
 * The Middle East is mostly an arid region but had several major river systems that help to supply water for irrigation and human use.
 * The term Middle East is a westerner term for these countries: Bahrain, Cyprus, Egypt, Iran, Israel, Jordan, Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Syria, Turkey, United Arab Emirates and Yemen. But there is also countries of northern Africa that are sometime included in the middle east and well as countries to the east of these countries sometimes called the "'stanzs".

B. What do the terms Modern and Middle East mean. I believe the term Modern in context of talking of the Middle East is post world war era after many western societies that had colonized the middle east had left and allowed for these countries to govern themselves. The term Middle East is a westerner term for these countries: Bahrain, Cyprus, Egypt, Iran, Israel, Jordan, Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Syria, Turkey, United Arab Emirates and Yemen. But there is also countries of northern Africa that are sometime included in the middle east and well as countries to the east of these countries sometimes called the "'stanzs".

C. Why is this subject important for citizens of the United States to study? I believe this subject to be important for us to study as citizens of the U.S. just because of our interaction with the middle east in many different spectrum. We as a country have immigrants that call America home that are from the middle east and they have brought their culture aspect into our country. Economically we have interest in the region because of its Oil supplies. The human interaction we have is with people going over they to help people in need but also many believe for our countries personal gain in certain fields.

__**//Third Response//**__
//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A. Planning, Managing, and Motivating //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> asserts that “Without planned units, daily lessons lack focus.” According this text, what should units be developed around? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B. Use the answer to the question A. to explain why a teacher’s practice must be theorized – why do educators have to think long and hard about teaching units? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">C. What practical benefits does a thoughtfully planned unit have for teachers and students? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">D. How can unit planning compliment a well-developed teaching philosophy?

A. According to the text units should be develop because they help students learn specific knowledge or skills identified in the unit. These units should have a central theme in which the entire unit is base around. These units will also have essential questions that should be answered by the end of the that particular unit. B. Educators have to think long and hard about teaching units because they must make sure that these units are effective in getting the ideas and concepts that the the teacher, the district and the state find important for students to learn. This practice must be theorized because they will need to come up with their own effective methods that allow for students to gain knowledge on the specific lesson and also gain the concepts and effective methods that are also being taught through the lesson. C. The practical benefits a thoughtfully planned unit has for teacher is that it gives the teacher guidelines in which they can begin to base specific lesson plans off of. As the reading said each unit should answer key question that were formulated with the help of the teacher and student and this thoughtfully planned out lesson allows for teacher help students effectively find the answer to these essential questions. Also students can benefit from a well planned unit students are able to have organization from the teacher. They are also able to effectively answer these essential questions and gain understanding of methods and concepts that are being taught through the lessons. D. Unit planning allows for teacher to have point of interest in which they will help students understand through daily lessons. These lessons are where teachers can begin to express their teaching philosophy with their types of daily lesson. A teacher could find it more effective to teach certain lessons with simple note taking while other lesson could be enhanced through projects or role playing. Also unit planning that is well developed could allow for teacher in a school that believes in interdisciplinary unit plans to be more effective in the way they get their message across.

__**//Second Response//**__
REFLECTION PROMPT - What is a lesson plan? Why do teachers need lesson plans? Are lesson plans always useful?

A lesson plan is a way for teachers to construct a so called game plan on how they effectively want to get specific points across to their class. A lesson plan allows for teachers to construct specific points and concepts into class day. Teachers create lesson plans so they are not completely going from scratch every single lesson they try to teach. Also lesson plans allow for teachers to continuously build upon adding ideas and new concepts they find to be more effective then their previous ideas. I don't know if lesson plans are always useful because you could find the way your class is approaching a specific topic is more effective then your written out lesson plan. This type of class is what teachers want when their class can have stimulating talks about every lesson but this is not realistic and this is where lesson plans come in to play. Lesson plans allow for teacher to help students start to learn and understand concepts and also having hidden agenda to help students also.

__**First Response.**__ A) My favorite social studies class was my World Geography class I took during my senior year of high school. The reasons that I enjoyed this class so much first start off with the way in which my teacher Mr. Schultz taught the class. He did not only look at Geography just as countries, states, and capitals but connected them with why some countries where formed their way through historical events or through major landmasses. Also, throughout each section he connected current events with the regions we were learning which gave us as class a perspective of where this specific current event was taking place. This class also had a debate tournament which was called "My Country Debate" where two classmates would pick a country and debate against another team of two on who had the better country. The debate allowed for us to look at many different parts of our countries and to learn things about countries we would have never had known. The twist was that our teacher wanted us to pick less favorable countries such as Yemen (which was mine) instead of world powers. These reasons are why I found this to be my favorite memory of social studies.

The main reason for the My Country Debate was get students to understand the important aspects you can find in every country. Students were able to go in depth into countries they would never put time into understand this country and its values, strengths and weakness. I found this to be a great indicator on what students themselves would find to be important and how it would appeal to the class for their debate.

(B) My worst memory of a social studies class took place during my junior year of high school in which I had my Economics class. The first reason I have for these terrible memories are how my teacher presented the class. Each day started off with us handing in our work we had done from the previous day. Our teacher would then proceed to have gone over a specific point from the last section we went over and then he would have us read the next section and after about 15 minutes of class reading our teacher would allow for us to start our work sheets. The teacher would the make sure no students were talking even if work was done. I understand at some points you need this type of classroom to make a point but the fact that as a student I knew this was going to occur every single day made me dread this class. I found this class did not help to raise my interest economics at all. It was too plain for me and did not spark an interest for me in economics.

(C) The reasons I want to teach social studies stems from the enjoyment I have from most subcategories of social studies. I have always enjoyed history and geography but really have never found enjoyment from economics as I stated previously in section B of this post. I recently have found enjoyment and curiosity in the government not only U.S. government but other types of government also. The reason I want to teach social studies is because I have found that I comfortable in the roll of teacher as having been in some type of teacher roles at sports camps, summer camps and as a tutor. I also could never see myself in an office setting working in a cubicle and I have found enjoyment in leading a classroom which I was able to do in high school as a senior (though for short periods of a half hour or less) when helping my student council adviser in her history class. I find teaching to be gratifying though I know as a teacher on an everyday basis I will find struggles and rough patches. F