TE-407+Reflections

Week 13

1. a. http://www.probertencyclopaedia.com/photolib/maps/Map%20of%20The%20World%201950.htm

b. This map is British in origin, drawn in 1950 during the Cold War.

c. The map is distorted for several reasons. First, it is a Cold War map. In draswing out this map, the member states of the soon to be signed Warsaw Pact were grouped as one Soviet Union, when in reality countries such as Poland, East Germany, and Yugoslavia maintained a facade of independence. Specifically, Yugoslavia under Tito maintained Independence and neutrality from the Soviet Union, despite being a Socialist country in Eastern Europe.

2. a. I believe that the Mollewiede Map is the most accurate. The Mollewiede Masp shows the true cylindrical nature of the Earth, rather than a flat construction that distorts size and distance.

b. The lessons can be utilized to show how countries borders were drawn up following the first and second world wars. The country borders depicted in the lesson are fictitious designs of European statesmen. Comparing the maps in the activity with maps of the demographics of the region can enforce this idea.

Week 11

1. a. Intrinsic motivation is motivation that comes from personal interest or enjoyment in the subject matter. Intrinsic motivation comes from inside. Extrinsic motivation comes from an outside activity or source.

b. In Mr. Pineda's class, extrinsic motivation was most pronounced. Mr. Pineda motivated his students through the art of storytelling. Mr. Pineda got the students interested in the stories and used this interest to drive students towards questioning to know the outcome. This interest came from Mr. Pineda, so it is therefore extrinsic.http://thefacultylounge.wikispaces.com/Chris+Rivard

2. a. Multicultural Education refers to advocating for a curriculum that goes beyond simple rote learning of the names and times of diverse holidays, but rather teaching a profound knowledge of the full story of the holidays.

b. The way I plan to teach a multicultural education is to teach the culture behind major holidays that span all faiths and beliefs.

3. A. Differentiated instruction refers to tailoring lessons towards the individual needs of your students, versus a straight up one size fits all lesson. This is very important because each student learns differently. While you can not spend too much time catering to individual needs, it is important for students to attempt to fit all students into their curriculum through a diverse use of teaching techniques.

B. The most important aspect for me is assessment of content. Content needs to be assessed towards the individual needs of each student before differentiated instruction can occur.

4. A. Interpersonal intelligence is very pronounced in me. I have the ability to understand intentions and actions of others. There are very few people I can not form a sense of understanding with, historically these have been sociopaths. I am also proficient in linguistic/verbal intelligence. I am very gifted in speech, and even more I am a gifted writer.

B. Interpersonal intelligence is under-represented in education. Teachers with strong interpersonal intelligence can prevent behavior issues and find ways to relate to students in order to better understand their needs and teach them accordingly with differentiated instruction.

Week 9

1. My temperament is an idealist, ENFJ.

2. The idealist is essentially a teacher. They are naturals at personal growth and development and can be great aids to others in the process of discovering themselves. Idealists have strong ethical concerns and are not afraid to stand against the wrongs in the world.

3. The test did not give any examples. I am slightly perplexed by this.

4. Funny enough, an ideal job for me would be a teacher. I guess that is rather fitting considering what class this is.

Political

1. Economic Left/Right: -1.62 Social Libertarian/Authoritarian: -4.36

2. I would have been closest to Barack Obama. This is not surprising to me.

3. According to the Analysis I align best with Gandhi.

4. This test does not really emphasize the full diversity of belief in my opinion. Specifically, the lack of an apathetic option forces people to choose. In doing so, people may choose things they would not normally do for lack of a choice. As for our two party system, it will have a very hard time functioning in today's world. Look at the stalling and delays in Congress over the last year. To fully portray the multitude of beliefs in America, the two party system must be replaced by a multi-party system.

Week 8

C. L. Rivard

 Mr. Detmers

 TE 407-007

 19th October 2011

Columbus Unit Plan


 * Overview and Rationale: ** One of the most controversial figures in early American History is Christopher Columbus. Hailed as both a hero and a genocidal maniac, Columbus remains a polarizing figure hundreds of years after his voyage to Haiti. This unit plan will serve to teach Junior level high school students both sides of the Columbus debate. While not downplaying the importance of Columbus, the unit will show that the controversy generated by the actions of Columbus is justified while also showing what would have happened with or without Columbus.


 * Goals: **This unit will teach early American History in the age of exploration as dictated by state curriculum guides.


 * Objectives: **


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able demonstrate a working knowledge of Christopher Columbus and his voyage to America.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to analyze historical significance of the first voyage to America.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to understand how perceptions change throughout history.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will learn how Columbus is both a positive and a negative figure to differing groups of people and why.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content: **


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Early American History
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">History of Europe on an Age of Exploration
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Cultural Impacts of Exploration


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials and Resources: **


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Worksheet: Who was Columbus/ Who finance Columbus?
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Video: //1492:Conquest of Paradise//
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handout: Haiti today
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Worksheet: What is Haiti like today?
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Quiz: Columbus and his times


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Calender: **


 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Day 1 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Day 2 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Day 3 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Day 4 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Day 5 ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Topic: Introduction to Unit, Europe in the age of Exploration || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Topic: Who was Christopher Columbus? A Biographical Introduction || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Topic: Preparing to sail: How Chris Columbus prepared for his exploration || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Topic: The Voyage of Chris Columbus || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Topic: Columbus Makes Landfall ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Activity: Lecture,

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Discussion || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Activity: Lecture, Discussion || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Activity: Lecture, discussion || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Activity: Lecture, Video: //1492// || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Activity: Video: //1492// ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Objective: 2 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Objective: 1 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Objectives: 1,2 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Objective: 1 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Objectives: 1,2 ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Assessment: Discussion after lecture, why was it important? || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Assessment: Discussion after lecture, who was Columbus? || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Assessment:

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Worksheet with key information covered in the last three days || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Assessment: Discussion after video on Friday || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Assessment: Discussion after video ||


 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Day 6 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Day 7 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Day 8 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Day 9 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Day 10 ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Topic: Haiti before Columbus || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Topic: The Indigenous People of Haiti and Christopher Columbus || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Topic: Haiti after Columbus || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Topic: Historical Perspectives from Yesteryear and Today || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Topic: Columbus Wrap-Up ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Activity: Lecture, group work || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Activity: Lecture || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Activity: Lecture, Discussion || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Activity: Class discussion, lecture || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Activity: Lecture, quiz ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Objective: 2 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Objectives: 1,2 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Objectives: 1, 2 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Objectives: 3, 4 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Objectives: 1,2,3,4 ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Assessment: Group worksheet, what did Columbus introduce to Haiti? || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Assessment: Class Discussion – What are the main effects of Columbus in Haiti? || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Assessment: Worksheet: What is Haiti like today? || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Assessment: Class Discussion: Why is Columbus a Hero and a Villain? || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Assessment:

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Quiz ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week 7 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> With the recent surge in revisionist history it has often been debated whether or not to celebrate Columbus Day in the 21st century. For a little background, Christopher Columbus first came to the new world in 1492 AD. On the one hand, this makes Columbus the first successful European explorer to reach America. Without Columbus, none of what is here today could follow. On the other hand, Columbus brought with him a legacy of genocide and pillaging. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> In all honesty and fairness, Columbus Day should not be celebrated. When Columbus came ashore in Haiti he set about the destruction and murder of the indigenous society. In his log about first contact, Columbus theorized that fifty of his men could enslave the entire indigenous people of Haiti. Columbus killed scores of indigenous people and sent scores more to work in horrific conditions in mines. This is not a legacy that should be celebrated. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> It is important to note than many Italian-Americans see Christopher Columbus as an idol for voyage to America. It is not uncommon to see large Columbus Day celebrations in Italian-American neighborhoods. It is understandable to want to celebrate Italian-American heritage by celebrating the life of the first Italian-American. However, perhaps it would be better spent celebrating the acclaims of other famous Italian Americans such as Francesca Cabrini, or Enrico Fermi. By celebrating the good traits of these and other Italian Americans, people can celebrate their heritage without inadvertently celebrating a day of genocide.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week #6 **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formal Curriculum: This is written curriculum which sets standards and guidelines for any unit you may want to teach. Examples of this include state guidelines, and syllabi. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Delivered Curriculum: This is the way that knowledge is relayed to the students. Instructional strategies are an example of this type of curriculum <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learned Curriculum: This is what the student actually learns. For instance, a teacher may plan a lesson on the Presidential line of succession, and a student may take away from the lesson that Presidents appear to die in office every twenty years up through Ronald Reagan. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hidden Curriculum: This is curriculum that is learned by the students but is not necessarily planned. For instance, a biased teacher on issues such as the Iraq War can let their bias effect their teaching and therefore teach their views to the students. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Null Curriculum: This is what’s not covered. For instance, a textbook may spend several weeks on civil rights in the 20th, but may fail to mention anything about the Native American civil rights issues in the 19th century. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Figure 1.2 shows me that teachers are not the movers and shakers when it comes to creating curriculum. Curriculum is written in political circles by interest groups and the elected representatives of our government. Moving past the political circles, districts and school boards further refine policy to suit their area. Teachers only get real input when the curriculum policies make their way down from Washington and into the actual school. At this point the curriculum has been planned out to such an extent that the teachers’ only real direct control is over Delivered Curriculum.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Eins: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Zwei: **

Week #5

I am very fortunate in that I have an excellent background in Middle Eastern History. I come from Dearborn Heights, MI in an area known as "Little Lebanon." The vast majority of my neighbors are Middle Eastern immigrants to the United States. Walking down the streets of my neighborhood the predominant language is Arabic rather than English. Coming from such a culturally diverse neighborhood, I have learned much about the history of the Middle East from my neighbors. In college, I supplemented that knowledge by taking History of the Middle East with Dr. Evered for two semesters. What i still would like to learn is more about the African region of the Middle East. My neighbors predominantly come from the Western Asia region of the Middle East and the classes I took focused on that area also. I would like to learn more about Libya and Algeria.

In the course of my studies, I have come to the conclusion that Modern refers to the post-industrial revolution era. The Industrial Revolution which began in the 18th century changed the world and essentially "modernized" it to the world we know now. The Middle East refers to the regions of Northern Africa and Western Asia which are responsible for some of the world's most important mathematical and technological breakthroughs.

It is important for citizens of the United States to understand the cultures and histories of all the world's regions in order to better eliminate stereotypes and to understand the course of the future. Especially in today's age where the Middle East is at the forefront of international politics, it is important for all citizens to understand there is far more to middle eastern culture and history than the few extremists seen on the news every single day.

Week #4

Scope and sequence are two very important tools when planning out a course. Scope refers to the broadness of the material presented, while sequence refers to the order it is presented in. Scope and sequence determine the course of the year, how long time is spent on material, and what historical events will be covered.

Working in a district with predetermined scope and sequence can be very advantageous to new teachers. New teachers will in their first year struggle to plan their lessons for the first time. With scope and sequence predetermined, time that would have been spent trying to plan for the whole year will be freed up. This allows new teachers more time to work on what their techniques for relaying the lesson to the students. In other words, without having to worry about what or when they will teach, teachers can spend more time on how they will teach.

Working in this type of district can have many disadvantages too. A set scope and sequence can cause undue stress on a teacher to keep up with the other classes in the district. In this attempt to keep up, some students may be left behind. A set scope and sequence can also be used as a tool for standardized testing. If teachers are too pressured to get students to pass standardized testing, then the lessons may not be fully absorbed and students will forget as soon as the test is over.

An advantage of working in a district with no set scope and sequence is that a teacher can be free to design their own class. Without a set scope or sequence, the teacher can be creative in lesson plans, and spend more time focusing on specialized areas, versus giving a blanket description of history. However this can also be disadvantageous for several reasons. First, a new teacher may struggle attempting to outline the entire course of the year for the first time. A set sequence and scope can add structure, but a lack of one could make a first year teacher very stressed. Second, Students need to prepare for important standardized tests such as the ACT and the SAT. If a teacher designs their own course to their own scope and sequence, the teacher may not cover all the material students need to know for these two tests.

Week #2

A lesson plan is a road map for knowledge. You start at the beginning, you traverse many miles, and you arrive at the destination. In this case, the destination is the enrichment of a student's knowledge.

Lesson plans are necessary to effectively teach. Every teacher needs a road map. If you go into a class and just start talking without any plan of where you are or where you need to go, you will find that you lose your class. Road maps insure that you always have a destination and a sense of location.

Of course, just like traveling, road maps are nice but are not completely indispensable. Sometimes life throws up some construction barrels and detours are necessary. For instance there may come a time when a lesson is introduced but the students just don't get it. In this case, it is a necessity to abandon the planned course of action and make a detour to make sure they do understand the material by using alternate methods of teaching or even just taking a extra day on the road trip to knowledge.

Reflection #1:

My favorite moment from a social studies class comes from my American Civil War class in High School. The teacher, Mr. Lesnau, was a very creative teacher who utilized many different and unique ways to teach his subject material. In American Civil War, we learned about the issues that led to the civil war by having "mock congressional debates" among the class, which had been divided into the North, the South, and the Border States. Some of my favorite moments from school come from myself portraying Daniel Webster and getting into heated debates with John C. Calhoun.

My worst memory from a social studies class comes from fifth grade. The teacher that year was a very strict and mean teacher. Despite having never done bad in social studies before, I did poorly that year. Much of it had to do with the fact that she was constantly berating me in front of the class and was not very understanding of anything whatsoever.

I want to be a history teacher for one main reason. I am following in the footsteps of my father, who taught history for 40 years in the Metro Detroit area before his retirement this past June. My father instilled in me a love of history and showed my why it is an important subject ti learn. As for why students should learn social studies, I defer to a quote from George Santayana: "Those who cannot remember the past are condemned to repeat it." I firmly believe that in order to prepare students for the future, they must be able to look at the mistakes of the past and learn from them in order to prevent the problems of the past from reoccurring.

<span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; top: -25px; width: 1px;">C. L. Rivard <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; top: -25px; width: 1px;">Mr. Detmers <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; top: -25px; width: 1px;">TE 407-007 <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; top: -25px; width: 1px;">19th October 2011

Columbus Unit Plan <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; top: -25px; width: 1px;">**Overview and Rationale:** One of the most controversial figures in early American History is Christopher Columbus. Hailed as both a hero and a genocidal maniac, Columbus remains a polarizing figure hundreds of years after his voyage to Haiti. This unit plan will serve to teach Junior level high school students both sides of the Columbus debate. While not downplaying the importance of Columbus, the unit will show that the controversy generated by the actions of Columbus is justified while also showing what would have happened with or without Columbus. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; top: -25px; width: 1px;">**Goals:** This unit will teach early American History in the age of exploration as dictated by state curriculum guides. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; top: -25px; width: 1px;">**Objectives:** <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">1. **Students will be able demonstrate a working knowledge of Christopher Columbus and his voyage to America. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">2. **Students will be able to analyze historical significance of the first voyage to America. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">3. **Students will be able to understand how perceptions change throughout history. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">4. **Students will learn how Columbus is both a positive and a negative figure to differing groups of people and why. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; top: -25px; width: 1px;">**Content:** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">1. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">Early American History <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">2. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">History of Europe on an Age of Exploration <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">3. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">Cultural Impacts of Exploration <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; top: -25px; width: 1px;">**Materials and Resources:** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">1. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">Worksheet: Who was Columbus/ Who finance Columbus? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">2. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">Video: //1492:Conquest of Paradise// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">3. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">Handout: Haiti today <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">4. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">Worksheet: What is Haiti like today? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">5. <span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">Quiz: Columbus and his times

<span style="display: block; height: 1px; left: -40px; line-height: 200%; overflow: hidden; position: absolute; top: -25px; width: 1px;">**Calender:**
 * Day 1 || Day 2 || Day 3 || Day 4 || Day 5 ||
 * Topic: Introduction to Unit, Europe in the age of Exploration || Topic: Who was Christopher Columbus? A Biographical Introduction || Topic: Preparing to sail: How Chris Columbus prepared for his exploration || Topic: The Voyage of Chris Columbus || Topic: Columbus Makes Landfall ||
 * Activity: Lecture,

Discussion || Activity: Lecture, Discussion || Activity: Lecture, discussion || Activity: Lecture, Video: //1492// || Activity: Video: //1492// ||
 * Objective: 2 || Objective: 1 || Objectives: 1,2 || Objective: 1 || Objectives: 1,2 ||
 * Assessment: Discussion after lecture, why was it important? || Assessment: Discussion after lecture, who was Columbus? || Assessment:

Worksheet with key information covered in the last three days || Assessment: Discussion after video on Friday || Assessment: Discussion after video ||


 * Day 6 || Day 7 || Day 8 || Day 9 || Day 10 ||
 * Topic: Haiti before Columbus || Topic: The Indigenous People of Haiti and Christopher Columbus || Topic: Haiti after Columbus || Topic: Historical Perspectives from Yesteryear and Today || Topic: Columbus Wrap-Up ||
 * Activity: Lecture, group work || Activity: Lecture || Activity: Lecture, Discussion || Activity: Class discussion, lecture || Activity: Lecture, quiz ||
 * Objective: 2 || Objectives: 1,2 || Objectives: 1, 2 || Objectives: 3, 4 || Objectives: 1,2,3,4 ||
 * Assessment: Group worksheet, what did Columbus introduce to Haiti? || Assessment: Class Discussion – What are the main effects of Columbus in Haiti? || Assessment: Worksheet: What is Haiti like today? || Assessment: Class Discussion: Why is Columbus a Hero and a Villain? || Assessment:

Quiz ||