David+Said+Page

Hey everyone! I am David Said a senior history major and a political science minor at MSU. My home town is Sterling Heights Michigan and I have lived in Michigan for over 10 years. I have lived in the Midwest my entire life residing in states such as Kansas and Iowa. My favorite hobby is playing tennis. This summer I stayed at MSU and worked as a student assistant at the Academic Orientation Program. I enjoyed my job greatly and was able to help students not only enroll for classes but in some cases to mentor them as well. Its great experiences like these that I want to replicate this year in my placement. I look forward to meeting and working with you all this semester! Links: [|Fun Geography Game] 3-19-12 **The Family History: Student Directed Investigation Lesson Plan - David Said** Few can disagree that America has had a rich history when it comes to the diverse number of immigrants that have arrived on its' shores. For instance, Irish immigrants came to the U.S. in large numbers because of the economic opportunities located here due to the Industrial Revolution and not to mention the devastation caused by the Irish potato famine. Italians, Chinese, and countless other groups of people have came here for varying reasons throughout history. Immigrants are a key part of U.S. history because the foundations and values they have brought have been synthesized and assimilated into a core yet diverse American culture we know today. I believe it is fitting that students research into their own family history to find their own origins. Almost none of us would be in this country today if it wasn't for immigration. In searching their personal family histories I want students to gain information they might have not otherwise known. I also want students to see if that past history fits into the same historical contexts we are studying in social studies e.g. Irish Potato Famine, Chinese Exclusion Act, Wars, etc. These deeply personal and relevant stories will help students connect their lives to the greater history of the U.S. Like any student directed investigation the ability of my lesson to promote student engagement and understanding is essential.
 * Rationale:**


 * Objectives / Benchmarks:**
 * Create a cohesive family history story
 * Analysis (skill based) of primary sources & navigating information archives
 * Evaluate the quality of biographical information

__GLCES__ 8 – U4.2.1 Comparing Northeast and the South – Compare and contrast the social and economic systems of the Northeast and the South with respect to geography and climate and the development of • the labor force including labor incentives and changes in labor forces (E1.2) • transportation including changes in transportation (steamboats and canal barges) and impact on economic markets and prices (E1.2,1.3) (National Geography Standard 3, p. 148) • immigration and the growth of nativism (National Geography Standard 9, p. 160) • race relations • class relations

8 – U6.1.1 America at Century’s End – Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in • territory, including the size of the United States and land use (National Geography Standards 1and 16, pp. 144 and 196) • population, including immigration, reactions to immigrants, and the changing demographic structure of rural and urban America

This lesson is designed for an 8th grade integrated history classroom. This lesson should take place during a unit on the American Industrial Revolution or a likewise relevant topic from the time era 1840 to 1900 when immigration was booming.
 * Audience:**

Due to the difficulty in finding information or contact proper family members this project could take up to 2-3 weeks in completing. Class time can be used in the library to navigate resources for a couple class periods during this duration. A majority of the assignment will most likely have to be completed at home where there might be more important resources and documents.
 * Timeframe:**

I will provide some important resources to help students start a thoughtful search into their pasts. The following sites are very important to get students acquainted with:
 * Materials:**
 * ancestory.com
 * familytree.org

These sites are the most basic, easy to use, and prominent family history websites. It will be important that I show students a quick tutorial in how to use and or register for these sites in order for them to do their work correctly. Another great website is our own governmental record systems as well.
 * http://www.usa.gov/Citizen/Topics/History-Family.shtml

Lastly, the most important source students should can access are personal family documents at home. This topic or project will most likely require parental approval but I do not for see any major conflicts in that regard. These primary sources are the most authentic and vital part in constructing an accurate representation of family histories.

__Additional Materials__: Written Instruction / Assessment Sheet & Rubric

1. Show students a very great intro hook video from the NBC show "Who Do You Think You Are?". In this video famous NFL player Jerome Betis investigates his own history and finds surprising results. This video should get the attention of my students and get them excited for the upcoming project
 * Procedure:**
 * http://espn.go.com/espn/page2/index?id=7665562

2. Handout written instructions for the assignment. 3. I will show students a tutorial of how to research properly on the given websites. 4. Utilize upcoming class periods in the computer lab and make sure students are on task and fully understanding the project task. 5. Students will construct a project e.g. essay, poster, etc of their research findings. 6. Students will present their finished works in front of the class.

The ability for students to present their information is a key part of their assessment. Additionally, in abiding by differentiated instruction I will allow students to pick from doing a poster, essay, portfolio, and other teacher approved presentation styles. In accessing what students have learned it is essential to provide a rubric that students can follow. An example of a adequate rubric for both presentation and project is on page 250 of the instructional strategies book.
 * Assessment:**

2-19-12 **Current Events Electronic Threaded Discussion / Debate - David Said**

It is pertinent that my students are able to critically analyze current events happening not only domestically but around the world. Insight into social, cultural, and economic unrest can show students the interdependent connections between their lives and the lives of fellow global citizens. I want students to be able to not only learn about these subjects but to engage in fruitful discussion about them as well. Additionally, my rationale is to help students become informed citizens so that they will be able to bridge this new information with more events they might be interested in. I will design a lesson which is interactive and helps students engage with current events in a productive and social manner. Specifically, students will be utilizing internet based discussion via Google groups and Google documents.
 * Rationale:**


 * Objectives:**
 * Create an interactive presentation over a current event of their interest
 * Engage in dialogue and questioning of each others topic and position on it
 * Analyze complex global and interdependent relationships

//Benchmarks / Standards//

__HCSE:__ 4.2.3 Analyze the impact of political, economic, technological, and cultural developments around the world on the United States (e.g., terrorism, emergence of regional organizations like the European Union, multinational corporations, and interdependent world economy).(See USHG 6.1.1; 9.1.1; 9.2.1)

__GLSE:__ 6 – C1.1.1 Analyze competing ideas about the purposes government should serve in a democracy and in a dictatorship (e.g., protecting individual rights, promoting the common good, providing economic security, molding the character of citizens, or promoting a particular religion).

__NOTE:__ Due to the broad nature of potential subjects to be covered the standards could be applied very liberally

This type of lesson and content that follows can be easily applied to any middle school or high school social studies curriculum.
 * Audience:**

Students will be given the whole hour to prepare a presentation on Google documents and posting them Google groups message boards, more details to follow. Extra time can be allotted at home or school to finish presentations and discussion replies. 10-15 minutes will be used for informal debrief once assignment is finished.
 * Time Frame:**

- Written instruction sheet on lesson goals i.e. select a relevant current event and create a presentation, you must take a position / opinion in this subject and respond to your fellow classmates presentations. Additionally, I will provide instructions on how to register with Google and how to use groups & docs applications. - docs.google.com - groups.google.com - I will also provide a rubric so my students know how exactly they will be assessed / evaluated over their lesson assignment. This will be covered in more detail in assessment section - Students can consult reliable online resources as well e.g. cnn.com, bbc.uk , etc.
 * Materials:**

1. Students will be supplied with written instruction sheets about this assignment. I will attempt to answer any questions especially in relation on how to use online resources via message board and presentations. Lastly, I will also suggest / write down topics for students who are having a hard time thinking of one. - Syrian Uprising - Greek Debt Crisis - Russian Election Protests - Arab Spring - U.S. Presidential Primary - War in Afghanistan - Japanese Tsunami / Nuclear Crisis - AND MANY more options possible 2. Students will be supplied a rubric, I will be explicit as possible with rules and assessment expectations. 3. Students will go to the school computer lab and begin researching and taking position on topics via previously described relevant sites. 4. Students will begin using Google documents to make a presentation over their topic. This will then be posted as a link in the Google groups forum. 5. Students will have to reply to at least 3 submissions of their fellow classmates. 6. Once assignment is complete the class will have an informal debrief 10-15 minutes where we discuss what we learned and found interesting / dis-interesting.
 * Procedure:**

Assessment will be based upon completion of my instructions for student presentations and group replies. Yet, it is also pertinent that I assess the quality of student presentations and replies to make sure they have sound comprehension over the content. These qualities can be described in a rubric I supply to the class. My draft rubric would look as such: __Presentation Content Points Rubric__ (5) Student has supreme command of content, is able to thoughtfully analyze topic with position well stated. (4) Student has above average command of content, makes connections between topics (3) Student has average command of content, is able to convey some important information and position points (2) Student has below average command of content, is not able to adequately analyze topic or give position (1) Student does not attempt assignment or follow directions in a adequate manner
 * Assessment / Evaluation:**

__Presentation Discussion / Reply Rubric__ (5) Student is able to ask thoughtful and relevant questions of their classmates presentation, student clearly read presentation. (4) Student asked great questions and clearly engaged in analysis of student presentations. (3) Student did an adequate job of discussing and analyzing classmates presentations. (2) Student did a below average job of analyzing and presenting view, most likely did not read presentations in full (1) Student did not attempt to read presentations or replied with very brief answers

Lastly, our class will have a short 10-15 debrief once assignment is complete. I want students to say what they found interesting and or dis-interesting.

2-13-12 **Constitutional Convention Simulation Lesson Plan - David Said**

After the United States gained its independence in the Revolutionary War the 13 colonies were governed and united by the Articles of Confederation. The articles left each state significant powers including the ability to raise an army and the ability to levy most taxes among others. Conversely, this left the powers of the federal government considerably weak compared to the states. It is important that students are able to analyze the governmental structures during this time period. The debate between allocating powers between state and federal governments is not new one and its origins helped create the values and foundations of today's U.S. government. The various issues and conflicts behind the Articles of Confederation spurred forth the creation of a Constitutional Convention. This conventions original job was to reform the weaknesses of the articles but actually ended up with the writing of a brand new constitution. Before the formal introduction of the Constitutional Convention I will have my students compare and contrast the various strengths and weaknesses of the Articles. Students will then come together and attempt to find common ground on what they think would create a good constitution. This lesson will help students analyze the foundations of American government and help students realize the possible difficulties in creating a brand new government. Students will be forced to work together in compromising on common but divisive ideological and philosophical political issues. These are the very same problems the founding fathers faced as well.
 * Rationale:**


 * Objectives / Benchmarks:**
 * Analyze the various strengths & weaknesses of the Articles
 * Understand & comprehend the composition of early U.S. government(s)

//__GLCE__//

5-U3.3.1 Describe the powers of the national government and state governments under the Articles of Confederation

5-U3.3.2 Give examples of problems the country faced under the Articles of Confederation

5-U3.3.3 Explain why the Constitutional Convention was convened and why the Constitution was written

This lesson is designed for an integrated 8th grade social studies classroom. GLCE's are applicable toward that time era but reflect grade 5 content standards.
 * Audience:**

Students will have individual sheets where they write down what they think is good or bad in a constitution. This sheet could be designed as a compare & contrast sheet or as a KWL chart too. Student groups will also have one sheet per person to use in creating a template constitution. Students are free to use resources including textbooks, primary documents, etc in choosing what are good and or bad factors. I will be using a board of some type in recording student ideas.
 * Materials:**

Students will need to have background knowledge of what the Articles of Confederation are in order for this lesson to work correctly. Students should also have basic knowledge of post-revolutionary American society.
 * Background:**

This lesson will serve as an introduction to the Constitutional Convention. The students will attempt to freely __simulate__ the ideas and rationale behind that reform process. I will begin with a small 1-3 minute introduction of the lesson details. Students will have 10 minutes to individually write down things they believe are good and bad for the future constitution based on their preexisting knowledge of the Articles of Confederation. 5 minutes will be spent sharing out those materials and I will list on the main board (smart board also applicable) various strengths and weaknesses students come up with. This will serve as a visual and all encompassing spreadsheet of ideas for students to work on in groups. Students will then have 15 minutes to come together in groups of 4-5 of my choosing and write their own template for a future constitution. Students will be instructed that they must focus on factors such as governmental power versus the states, taxes, and representation. Students will then have 10 minutes to share out their findings with each other. This should take up the entire time class period. Evaluations will likely take place next class meeting under this structure.
 * Time Frame:**

1. I take 1-3 minutes and introduce my lesson subject. I will use questioning if necessary to remind students of where the class is in the scope of the unit. This should help trigger more responses behind the ideals of the Articles. 2. Students will begin lesson by writing what they individual believe are the best and worst parts of the Articles of Confederation 3. After the conclusion of individual writing students will share their ideas out to me and I will publish / recite them onto a board of some type. Students will thus have a visual representation of what their peers believe 4. I will form student groups of 4-5 in which they will have to come together and reach a consensus on a template constitution model. This is important because various political differences will have to be brought together. Among others are the ability of the federal government to raise taxes and the impact of limited government and or strong government on the ideals of a nation. I expect students to already have some sort of internalized political ideology that will play into this discourse. Given this, I need to instruct students to reach consensus to the best of their ability since they will be turning in their final product. 5. There will be a short share out among students on their templates. I will use questioning to facilitate further discussion / debate if necessary. 6. If there is time I will give a quiz or a reflection assignment over the lesson knowledge. 7. Students will turn in individual & group sheets to make sure they completed the assignment according to procedure.
 * Procedure:**

I will use multiple approaches in assessing student achievement. The first would be a short answer quiz in which I would ask students to explain again the various strengths and weaknesses that are historically associated with the Articles. I will want students to know in better detail how taxes, raising an army, and power representation among others are important for the U.S. governmental structure. In order to access the group work portion of the lesson I will have students write a reflection on what they learned from the assignment, what group members were respectful and or not, and what could be improved in future assignments of this type. Lastly, students will turn in individual and group work sheets to make sure they followed procedure correctly. I will also make sure content knowledge is adequately illustrated by my students on those sheets.
 * Evaluation / Assessment:**

1-30-12

**Underground Railroad Cooperative Learning Lesson - David Said** The underground railroad was an important system helping slaves gain their freedom during the 19th century. Getting slaves from the south all the way to the north involved a series of multiple safe houses and networks designed to avoid capture by bounty hunters and other police forces. Thus, the way north was dangerous and there was always the chance of capture and possibly even death. People who were weak many times had to be left behind and the way forward was many times unknown. These groups of slaves had to endure insurmountable odds to gain their freedoms. I want my students to understand and comprehend the fear and adversity the slaves went through. Many students might think the underground railroad is an actual railroad, this lesson will help finally dispel this notion. Thus, I will focus my lesson on cooperative learning and recreate the underground railroad for different groups of my students to directly engage in. This engagement will attempt to put the students in the shoes of those slaves escaping from slavery.
 * Rationale:**

Students will be able to:
 * Objectives:**
 * Understand how the underground railroad works in an intimate manner
 * Utilize group team work strategies to find the correct path to safety
 * Follow specified directions on how to navigate the railroad
 * Exhibit leadership and fulfillment of individual and group roles.

__Benchmarks / Standards:__ //U5.1 The Coming of the Civil War// 8-U5.1.1 Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free white sand enslaved peoples

This lesson is designed for an 8th grade integrated US History classroom on a Unit of pre-civil war history. This can be applied to other grade levels easily as well.
 * Audience:**

Students will spend 20 minutes navigating the school. I will need 10 minutes to introduce lesson and instructions for students at start of class. Each classroom will have a teacher that will either be a helper that will give you a mark for passage or a bounty hunter aide that will return you to slavery e.g. fake detention. More details on this will be explained during the procedure section. Thus, lesson will take the whole hour.
 * Time Frame:**

Each group of students (around 4-5) will given one slip of paper. The paper will have three check marks on it. Students will need the check mark of three helpers in order to be granted freedom. Student groups who succeed in this regard will be sent to the school cafeteria for snacks. Those who do not succeed go to detention. As part of an assessment I will give students a reflection page to complete for next class after the conclusion of the lesson.
 * Materials:**

Before this lesson it is vital that students have knowledge about the issue of slavery in 19th century America. Why was slavery so important to the economic vitality of the American south? Issues of American values such as freedom and liberty should be debated within the moral context of slavery. Students preferably should know these terms and that of the underground railroad before starting the lesson.
 * Background:**

1. I will introduce the lesson and explain to students how they will attempt to simulate the underground railroad in the halls of their own school. - I will separate students into groups of 4-5. This can vary depending on classroom size, but it would be in good conscious to place students together in groups who have different learning styles in order to create a diverse group. This will make group participation more challenging but hopefully more rewarding too. 2. I will need to describe and give written instruction to students as to the rules of the activity. - Firstly, there will be no interaction between the groups. There will be virtual silence between all groups and the station masters (teachers) they attempt to communicate too. - All rooms in the school will be open but student groups will not know what teachers are friendly and which ones will turn them in. Students should act accordingly and use extreme caution in their interactions. It will only take 1 teacher to turn them in but it will take 3 consecutive marks from a friendly to finally make it to freedom (in this case school cafeteria). 3. A student in each group will volunteer to be a "conductor" or leader of their group. Their job will be to guide their fellow group of students to freedom. There is no guarantee the conductor will do a better job than any other student in this role. This role is given to convey how some conductors will make it to freedom out of sheer luck but others will not share that same fate. It is up to the students to choose which rooms to venture into and not. The rest of the students will be composed of "regulars" their job will be keep their fellow members silent. 4. I will give students remainder of 10 minutes to meet in their groups and discuss their mission together 5. Students will be sent out: students groups who receive a "stamp" and or mark will go to any other destination until they receive 3 stamps. They will proceed to the school cafeteria for snacks and those who do not succeed will be sent to detention.
 * Procedure:**

I will give credit on this assignment based on how well I think the group worked together but also followed by instructions. For instance, if groups talked or ran during the exercise they would be deducted credit and most likely sent to fake detention anyways. I will also give individual grades as well within the context of group cooperation and involvement. It will also be important to ask students in private if all members were cooperative or free riding off of the work / role of another student. As an exit slip I will have students write a reflection on how they felt during the activity. What did they like / dislike about the activity? What were similarities and differences to their personal experiences to that of a runaway slave? These are among the questions I will ask. Students will be encouraged to go beyond main questions and seek further introspection.
 * Evaluation / Assessment:**