Julie+Reinheimer



Hi, I am a senior in the TE program. I decided to be a history major because I love learning about history and teaching is a way to share my passion with others. I belong to the Circle K International club, where we do community with various organizations around East Lansing. I am excited to be in my senior year, and cannot wait to be in a classroom teaching students.I have traveled some, and have been in Bonaire and Israel.

Differentiated Lesson Plan, by Julie Reinheimer and Alex Lehky is on a google doc. I will send an invite so you can see the google doc.

TOPIC FOR LESSON: Identity a national issue Date: 3/11/12 Grade Level/Course: 8th Grade Social Studies Unit: Learning about Public Policy

Standards- P4.2 Citizen involvement Lesson Objectives (information, disposition, and skill objectives):

1) Students will be able to use information to create an argument 2) Students will engage in activities intended to contribute to solving a national or international problem 3) Students will participate in projects to help or inform others

Assessment Tools: Students will create a report that they will present to the class on what their national problem is, and what solution they have come up with to solve it. This report will include the sources they have used and why they have chosen the solution they did.

Activities: The teacher would have the class list off different national problems, like Global warming, terrorism, economic crisis, etc. and then have the students come up with a brief explanation for each problem. Students will create a question tree on the topic they chose to come up with questions about the topic. They then will go to the computer lab to research the topic. || Students’ Activities The students will come up with different national problems and give explanations for each problem//. Asking//: The students would each pick one of the problems and make a question tree about the problem. //Investigating//: They then would use their question tree to research in the computer lab on their topic and possible solutions. //Interpreting//: The students will write a report on what their topic was, and how they think it could be fixed. || Time 2 class periods || Students will present their topics to the class with their solutions. All students doing the same topics will go together and then the class will discuss what options were doable and why the others were not effective. The students would be graded on how well they explain their topic and what kind of solution they give and the explanation as to why they picked that particular solution. || // Reporting // : Students would present their reports to the class, and after a group goes on the same topic, the class would discuss which options are more reasonable and why. || Time 1 day ||
 * Initiation/Opening/Hook || Students will watch five minutes of a debate between Obama and Bush where they each lay out what they would do to solve America’s problems. The teacher then would tell the students that there are many problems facing America, and what politicians and other do is try to work together to fix them. || Time 7 minutes ||
 * Teacher’s Activities
 * Closure

**Women’s Suffrage Introduction **

TOPIC FOR LESSON: What’s right is not always legal Date: 2/20/12 Grade Level/Course: 10th grade US history Unit: Women’s Suffrage

Lesson Objectives (information, disposition, and skill objectives):

1) Students will learn how to listen to opposing viewpoints and debate with them 2) Students will understand that what is right is not always legal

Assessment Tools: Students will go to one of four corners and say why they are in the corner as a group, and write a reflection telling if they changed their mind or not

Activities: Four Corners
 * Initiation/Opening/Hook: || Teacher will write down Agree, Strongly Agree, and Disagree or Strongly disagree on four corners in the room. Students will be told they have to stand in one the four corners based on their opinion, and that they should not go to where their friends go simply because they are their friends. || Time 2 min ||
 * Teacher’s Activities-Teacher will read aloud different statements and students will move to one of the four corners. Statements would be like: You should never break the law. The government is always correct. It is ok to limit the rights of some citizens.

After writing a one page reflection, the teacher will start to tell students a little about the women’s suffrage movement. I would tell that women were not given the right to vote, or own property. They had limited rights. What the women were doing with the suffrage movement was sometimes illegal. I would then ask the same questions as before and have the students again moved to their four corners. || Students’ Activities- While in the corner the students will discuss what their argument is and the teacher will call on a student at random to give each argument. At the end of the four speakers, students will be asked to move if they changed their mind through the speeches. Students who move will need to explain why they moved.

<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">At the end of the questions, students will need to write down a one page response saying why they moved where they moved and what the other side said. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The students would have to once again give their rationale for why they moved and write down another response about why their opinions were different from the original activity. || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Time-25 min ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Closure- Teacher would lead a group discussion on why everyone’s opinion changed or stayed the same when they learned about the suffrage movement. || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The class would discuss the risks and what was being fought for and why women did not have rights before the 19th amendment. The class would turn in their reflections to leave the class || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Time-10 min ||

Simulation/ Role-play Unit Plan

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Retrospective of the 1967 Detroit Riot __ __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale for Lesson __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This unit plan is for a 10th grade US history class studying the Civil Rights movement. Students will do a role play pretending they are the editors of different national newspapers and magazines that had far dates of production (the New York Times, Life, Newsweek, Chicago Defender, Philadelphia Courier, US News and World Report) and are doing a retrospective anniversary edition of the 1967 riots. 3 or 4 students will be assigned to the different papers so they each have a different paper to be the editors of. This means the students will have to write stories that would fit into those newspapers. Students will use past articles, Commission reports, video footage and teacher lectures to write two articles individually and some articles as a group. Students will write one article giving what they feel are the 2 or 3 major long term causes of the riots. They will have to give examples and use quotes to back up this argument. They each will write an editorial where they explain their reasoning behind picking their 2 or 3 main arguments. As a group the students will need to write the rest of the magazine, creating a timeline which shows the local issues related to civil rights and the national events. This is so I can see what students determine are the most important events. It also makes the students work together to problem solve and learn people skills. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This activity will force students to think critically about history and create their own questions which will make the learning experience richer as they are more involved in the lesson. This activity also will help students understand the national and local events of the civil rights movement. I want to use a simulation to teach this lesson because it will allow students to use from the time period in a first hand way. The students will also have to learn interpersonal skills through pretending to be editors of newspapers. The unit will take 4 weeks. One week of explanation and introduction to the unit. I also during this week will teach the students how to research for this project. The next two weeks will be spent researching for the project. The final week will be spent writing the individual articles and the group articles. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Goals-Enduring Understandings and Essential Questions __ __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Enduring Understandings __
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand the problems protested during the Civil Rights movement and causing the 1967 riots were ongoing and escalating from around 1900 to 1970.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will have the ability to write persuasive papers and work together in groups for a common goal.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand the Civil Rights movement was a national movement as the problems were national issues.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">These understandings all go to the state standards 8.3.1 and 8.3.5 __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Essential Questions __
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What were the major long term causes of the 1967 riots?
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How did the local events that led to the riots reflect the national events in the Civil Rights Movement?

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Objectives __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Students will understand the long term problems that caused the 1967 riot.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to explain the major issues being protested during the Civil Rights movement- housing and job discrimination and school segregation and police brutality
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be using critical thinking to pick out the three biggest issues that they feel were the most important causes of the riots in a newspaper article
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to examine primary sources and think critically about potential biases in the sources.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2.Students will be able to explain that the Civil Rights movement was a national movement and not in only the south or north or in remote cities. That events around the country fed each other.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use Kerner Commission report as example and as a starting place so students can understand the questions they will need to answer. |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic: Watch Eyes on the Prize video on Detroit riot, and have students take notes on it to use for their assignment || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students start working on project-they discuss in groups questions they have about riot and what types of articles they need to find to answer their questions ||||  ||
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will see the interlocking of national and local issues during the Civil rights movement through writing in groups articles for different newspapers showing the national and local Civil Rights events pertaining to their riot cities.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 1 |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 2 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 3 |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 4 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 5 ||||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic: Introduction to Unit, Show pictures of Detroit riot, explain about why Civil Rights movement |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic: Introduction to project-Hand out description and go over expectations, put students into editor groups || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic: Explain how to research and take notes on research
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activity: Discussion about pictures and lecture about Civil Rights |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activity: Lecture on project, with questions about important info || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Show students different places to find old editions of their newspaper articles |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activity: Students use video as source for project || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activity: Students discuss in groups what they need to do for the project ||||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment: Analyze through discussion how much students know || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">AssA Assessment: through questions do students understand project |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment- students need to have found one article from their respective newspapers related to civil rights and wrote notes about why the event is important to Civil rights || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">AAs Assessment Students take notes from video. They use video to start writing down questions they need answered to complete assignment |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">AssA Assessment: Students report what they need to look for, and they report what they have found so far. ||  ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For Week two and three the students will continue to research. They will show me for an assessment their notes on what they have found and what they feel are the important events thus far. They also will have Friday where they share what they found out to the larger group and place their events on a timeline so all the students can see how all of their events fit together. On week three the students will write/ finish their individual articles and work together to finish the remainder of their projects, with Friday being spent presenting their newspapers.

Cooperative Learning Lesson Plan <span style="font-family: 'Arial','sans-serif';">TOPIC FOR LESSON: Be a history detective Date: 1/15/12 <span style="font-family: 'Arial','sans-serif';">Grade Level/Course: 10th grade US history <span style="font-family: 'Arial','sans-serif';">Unit:

<span style="font-family: 'Arial','sans-serif';">Lesson Objectives (information, disposition, and skill objectives):

<span style="font-family: 'Arial','sans-serif';"> 1) Distinguish value judgments in historical and geographical information, weigh evidence, synthesize information, apply knowledge, make judgments, formulate generalizations and draw conclusions <span style="font-family: 'Arial','sans-serif';"> 2) Examine and analyze the civil rights movement using key events, people and organizations

<span style="font-family: 'Arial','sans-serif';">Assessment Tools: Students will work together to answer a question using expert testimony and they will present their question and solution to the class. They will be graded on how they work together and if they come up with an answer to their question

<span style="font-family: 'Arial','sans-serif';">Activities: <span style="font-family: 'Arial','sans-serif';">The students will make their own decoded episode with a question about the Civil Rights movement. Students will be broken into groups of 3 or four. Each group would be given a different topic, for example one group would be asked Which movement was more significant, the northern or southern civil rights movement? Another would be asked was the nonviolent approach or the militant one better at enacting change? Questions like these are open ended and allow the students to research multiple avenues and come together to discuss their opinions. The students will discuss their different avenues of research and then be released to the computer lab to have research time in class. The next day students will share their new knowledge with their groups and discuss in their groups what they think the answer to their question is. They then will start to plan out their presentation to the class because their goal is to teach their classmates about their controversy and how they came up with their solution. || <span style="font-family: 'Arial','sans-serif';">Students’ Activities <span style="font-family: 'Arial','sans-serif';">Students would get in their groups and with me write down a question. Students using their general knowledge from previous classes on the Civil Rights movement would sit down in their groups and give each person a different avenue to research so they each become experts on a different aspect of their question. This fosters //positive independence// because the students need each other because they all have different knowledge banks. Students will be working in the computer lab on their research. <span style="font-family: 'Arial','sans-serif';">The next day students will meet up and have //face to face interactions// where they discuss the information they have learned and start to come to a possible answer. Students will need to analyze their evidence and compare it to the evidence gathered by other members in their group. <span style="font-family: 'Arial','sans-serif';">The //Groups goals// for the second day are to plan a presentation that they can present to the class and show their controversy and route to answer it. Each student will need to present what they learned so they are //individually accountable// for presenting what they learned and for being on track and contributing to the group. Students //interpersonal and small group skills// will be shown in the discussion and planning period for their presentation. The students will need to work together to come up with the presentation and to come up with an answer to their question. || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">3 class periods || <span style="font-family: 'Arial','sans-serif';">Students will be graded on how they worked together in class by observation, as well as from self assessments submitted by the students. A grade will also be determined by the presentation. || <span style="font-family: 'Arial','sans-serif';">Students will present their projects and explain their reasoning. For //group processing// they then will write a reflection of how the project went, saying how it felt to work with a group and what grade they felt they received. As a class we would discuss how the civil rights movement was vast and different and many different leaders and organizations were involved. || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">1 day ||
 * <span style="font-family: 'Arial','sans-serif';">Initiation/Opening/Hook || <span style="font-family: 'Arial','sans-serif';">Students will be shown an episode of the history show Decoded. After showing the episode I would talk with students about how the team worked together to come up with a solution, with each member going to a different expert and comparing their results. I would also point out that at no time did members insult other people’s ideas. || <span style="font-family: 'Arial','sans-serif';">Time 40 min ||
 * <span style="font-family: 'Arial','sans-serif';">Teacher’s Activities
 * <span style="font-family: 'Arial','sans-serif';">Closure

Reflections Assignment 1 (A) d<span style="background-color: transparent; color: #000000; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">escribe and post your favorite memory from a social studies class from middle/junior/senior high school <span style="background-color: transparent; color: #000000; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">My favorite memory is from American West class in high school. One student complained about the grade he received on his picture because the picture was well drawn, just in pencil, so the teacher had the class vote on whether to raise or lower his grade. The class unity was entertaining. Points were also deducted because of historical accuracy, as in there were no Weber grills in the 1800s.

(B) describe and post your worst memory or experience from a social studies class from middle/junior/senior high school The worst memory I can think of is when the teacher had a lot of notes on the board, and the whole class was spent copying them from the board to the notebook. The class was really boring and I did not gain anything but cramps in my hand.

(C) describe and post your rationale for why you want to teach social studies and what particular reasons you find compelling for having students study and learn social studies in schools. <span style="background-color: transparent; color: #000000; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">I want to teach social studies because I find the subject very interesting. I enjoy learning about history and political science and teaching social studies combines both. I think students need to learn social studies because social studies teaches basic knowledge American citizens need to know to be informed. Social studies allows students to learn both their country's history and the history of the world in general, knowledge which is important given today's global problems. Social studies also gives students the tools to succeed, by teaching them through economics about business and citizenship through political science.

Reflections Assignment 2 A) Keeping in mind that there are many models of good teaching, describe some attributes or characteristics that good teachers possess. Good teachers are patient and willing to work with the students until they understand a lesson. They are creative in lesson planning and able to teach without relying solely on worksheets. Good teachers are organized and are able to maintain control of a classroom and make the classroom a safe environment.

(B) Reflect on your own strengths and weaknesses as a teacher at this point, what are some areas you are strong in? Where do you have room for improvement? I am able to come up with fun activities to do with lessons, at least so far in the TE program. However, I am not as good at conveying the instructions to the students. I am also need to gain more confidence when standing in front of students. I also need to work on helping students gain information without lecturing them before handing them the activity.

(C) What are some things you need to learn or skills you need to practice to improve your teaching? I need to learn how to control a classroom and how to structure lessons. I need to learn how to change my lessons to help special needs students and how to work with students who need help. I need to learn how to pace myself when I am teaching. I feel the most important thing I need is more experience.

Reflections Assignment 3 A ) What has been most difficult in planning this unit so far? The most difficult thing in planning the unit so far has been choosing what to include in the unit and what to exclude. Once I know what to teach, then I can plan how to teach. For the modern middle east, I have to decide how modern is modern, and what countries count as the middle east. (B) Do you think units should be planned chronologically? Around a theme? Through enduring understandings? A combination? Why? I think units should be planned as a combination of chronologically and through themes. Using a chronological system makes it easier for students to take past units and see how they affect the current unit, for example if we have a unit on WWI then WWII, the understanding students take away about WWI they can apply to the new unit. But, when we teach chronologically many different things were occurring at one time, so choosing themes to teach makes it easier to decide what is relevant for the class to learn.

Reflection Assignment 4 My teacher teaches AP World, world history and world religions.For AP world he follows the pacing guide as they already have a good one laid out. The assessment if the AP test itself. As for world religions and world history, there is a curriculum, but for the pacing and assessment the teachers meet in Professional Learning Teams to decide the breadth, depth and mastery of curriculum objects.

Reflection 5 I really liked the video. I agree that schools are causing a loss of creativity.By always focusing on math and ignoring art and music students are missing the chance to stretch their creativity. Students who are better at or who like better the arts are missing their chance to learn what they want to at school. I also thought it interesting that the dancer Jillian would have never gotten to where she is had she been put on drugs. She is a master at dance and had she been drugged to stop her need for movement her creativity would be stifled to.

Reflection Assignment 6 How do you feel about the process of creating a professional growth and development plan? Do you think this is a useful task? Would it have usability in a middle school or high school classroom?

I felt the process of creating a growth plan was helpful because I got to think critically about what I want to get better at and how to achieve my goal with a measurable solution. I think it is useful to know what you are good at and what you need improvement on because without knowing that you will never improve. I think it depends on the type of classroom on whether a PGP can be useful. It might be useful for students to self assess themselves on whether they reach their goals, so they can decide what they want to improve on, but not have it be a graded assignment, because one teacher cannot see if 30 plus students are doing their PGPs.

Reflection Assignment 7 How will you teach about Columbus after our discussion the other day? Why? I will teach Columbus as an explorer who did discover the Americas, but who also treated the native peoples just as harshly as the other explorers did. I will do this because while students need to know that Columbus discovered the Americas, they also need to be aware that he was human and engaged in the same atrocities as other explorers of the era. They need to know the historical context for his actions, but they need to know those actions nonetheless. While the rhyme about Columbus is great it does not encompass his entire history and that is important for students to learn.

Reflection 8: What surprised you most about this reading?I was surprised to discover the beginnings of social studies had such a racist bent to them. I did not realize that it was initially made to teach African Americans how to be part of the work force. (B) What would you argue were the strongest influences on how social studies began? (C) I would say Thomas Jesse Jones was the strongest influence because he created the curriculum and pioneered the idea of what social studies was. He was the founder so he was the influence on its creation. In what ways might the foundations of social studies impact what we do or don’t do today? (reference the last full paragraph on pg 91 as well as the one that follows it) Some things might be referenced more then others, and some ethnic groups history is not taught as completely as it could be. Depending on the location of the schools, some teachers have different standards for their students, and those standards affect what they teach and how they teach it. In some urban areas teachers are easier on their students, believing they cannot do the same work as teachers in other areas would hold them accountable to. This mindset is similar to the origins of social studies who believed that the African American students were not as capable as the other students. Both of these mindsets are wrong.

Reflection 9: Describe crucial (memorable) aspects of the hidden and null curricula that you experienced in secondary school. (ie what did you learn from school that was not academic, or what did you understand to be important or not important based on what you were taught or were not taught). In high school we only read books written by white authors in the required English courses. There was a designated African American literature course, but if you did not take that class then you never read a book written by anyone other then a white author. All of our history courses were taught with America being the center of what we were learning. My school did not go into Asian or African history. In college, once I started to take more history courses I learned that large chunks of the world had been left out of my education.

Reflection Assignment 10: I liked how Ben modeled using concept formation by having students come up with examples for reform. He also was very energetic and that made the students energetic. However, I did not like how he glossed over the Articles of Confederation, and made it seem like the Constitution was made during the Revolutionary war, it was written afterwards. I also felt that Ben's style would not work for me in a classroom, as I do not have as many personal stories to tell. It was interesting however, to see how a teacher would approach a lesson.

Reflections Assignment 11: I was close with a social studies teacher. He would lead the class in serious discussions and made sure everyone's opinion was equally respected. He made everyone feel valued, and have important contributions to the class discussion. I want to model my teacher-student relationships from him because he was a favorite teacher, and could always joke around with the students and have fun, but he still always maintained authority as well. While he could joke with us, he never became one of us and lost the authority a teacher should have.

Reflection Assignment 12: The website said my highest intelligences were language, nature and social. I agree with what it said, I have an easier time learning new words and I enjoy reading. I like to learn about nature and I like to talk with other people. Knowing this, if a teacher wanted to engage me in a lesson, using group work or readings would engage my intelligences the most. As a teacher I will attempt to use many different methods to make sure kids who use different intelligences all have a lesson that caters to them.