Esme+Hancke

Hello, my name is Esmé Hancke, I am a senior at MSU and I am majoring in Interdisciplinary Studies with a minor in history and teacher education. I am currently working at the Department of Community health as a student assistant and I also work at Olive Garden. I am from South Africa, I moved to Okemos when I was eight and grew up around this area. I graduated from Haslett High school in 2008. I have an older sister and a younger brother. Since I can remember my parents have been taking us to museums and historical places, I believe that is what really sparked my interest in history and social studies in general.

This summer I went on a study abroad to London, it was an absolutely amazing experience. I saw things that I never imagined I would see, it was so awesome to be there. I also visited Ireland, I really loved it there it was beautiful; I hope to do a lot more traveling in the future. One of my favorite things to do it play volleyball, I try to play whenever I get a chance. I wish I had more time to get out and play.



I am really looking forward to this year and getting to know you all and learning more about being a teacher!


 * Lesson Plan: Teaching about 9/11**

(Homework prior to this class would be to interview someone who remembers 9/11, talk about how they felt when it happened, where they were and what was going on, etc.)

0-3 minutes: Introduce the topic, talk about why 9/11 is so important, show footage from the morining.

4-5 minutes: Instrucions-will go around and share somethings that the students learned from the person they interviewed, and who they interviewed (1 minutes per student, 20 students)

6-30 Time for students to share what they learned from their interview.

30-42 Class discussion on why learning about 9/11 is important, what they gained from this excersice (interiewing someone) and how it is important to history.

43-45 Wrap up, everyone write down one thing they learned today, and one thing they are still confused about and turn it in.



Elective course description

Course title: **World Wars I and II through the eyes of Europeans**

This course will examine what the Europeans experience during World War I and World War II and the aftermath of both. What the countries in Europe went through in the early 20th century was much different than what Americans went through during this same time period. It is important to understand how other people viewed and experienced the same events and try to see the reasons behind this.

Unit One: Europe and the lead up to WWI

This unit will focus on what was happening in Europe before WWI broke out. We will start looking at what lead to the war and all the factors involved, and the major players. After that we will spend time on the war itself and the alliances that were formed. Who was fighting on what side? This unit will spend a little bit of time on the U.S. involvement and what that meant for the War, again through the Europeans eyes.


 * Unit Two: Europe between WWI and WWII**

Unit two will discuss on what happened after the war was done and the fighting had stops. It will look at the treaties that were drawn up, and what powers drew up those treaties. Also, this unit will examine how the boundaries of Europe were changes after the war. Also, what lead to the outbreak of WWII.


 * Unit Three: Europe and WWII**

How the war affected the whole continent and its people. Look at how much the war tore the different countries apart. Look at the blitz; study the new technologies that were used and the different fighting techniques that were employed.


 * Unit Four: Europe in the rubble of WWII**

This unit will focus on the aftermath of the war and how Europe had to re build and how that was done. Also, look at the lasting effects of the wars on today’s society. Compare this to how the U.S. views the wars and how the U.S. remembers it. This unit will be heavy on compare and contrast between different counties with in Europe and the U.S. and how they were after WWII. What the treaties meant and focus on the formation of the EU and talk about the UN.


 * Texts:**

The European Union: A Very Short Introduction, John Pinder and Simon Usherwood (Oxford University Press, 2007)

Allies In War, Mark A. Stoler (Oxford university Press, 2005)

[]


 * Assessments:**

There will be short writing assignments throughout the semester, the final will be an in class essay exam with a lot of comparing and contrasting, between the two wars and then also between different countries and how they experienced the wars.

Sample study guide

Guided Reading: Chapter 3 pg. 66-87 Interdisciplinary Unit Plans: What do these unit plans integrate? Making it work in your classroom: The Lesson Plan: Components of a Lesson plan (name and give a brief description)- 1. 2. 3. 4. 5. 6. 7. 8. The Importance of Reflection When Planning: Reflection-in-Action- Reflection-on-Action- Reflection-for-Action- Action Research Motivating Students to Learn and its Relation to Planning Extrinsic motivation- Intrinsic motivation- “Flow” Experiences and Motivation: Theory of intrinsic motivation- Boredom- Anxiety- Apathy- Flow- Self-Efficacy and Locus of Control: Self-efficacy- Making it Work in Your Classroom: Guiding Principles for Classroom Management and Discipline: Differences Between Management and Discipline: Classroom management- Discipline- Relational Teaching Ten Current Truths about Effective Schools 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Approaches to Classroom Management: Behaviorism- Canter’s Assertive Discipline Model- The Dreikurs/Albert Model- Ginott’s Model- Glasser’s Model- Jones’s Model- Kounin’s Model- Managing the Leaning Environment: Making it Work in Your Classroom: Chapter Review (write a paragraph to summarize the chapter):

The conversation that I had with my colleague correspondent was very useful and informative. He told me what he did to prepare for a unit and how he went about outlining his units. To him unit plans are very important and he feels that they are useful. I would have to agree with him on this because this way as a teacher I will always be prepared. And with outlining the unit it will give me an idea of how much time I have to teach a unit. It is important to time units well so towards the end you are not rushing to cover the last units because you are running out of time. To my colleague correspondent his first step is to look at the standards, everything that the state and district wants him to teach and require him to teach. This is a very important step that we also talked about in class; it is really nice to see that what we are learning is really applicable to being a real teacher. My correspondent told me that he does not do some of the smaller steps anymore because he has been a teacher for so long and has some things memorized and is able to remember what he needs to do. But when he was still a new teacher he followed all of the steps to forming a unit plan and suggest that I stick with that as long as I can until I feel comfortable with a more relaxed plan.


 * ** CLASS: ** 8th Grade Social Studies || ** DATE: ** October 12-15 (4 day lesson) || ** UNIT: ** South And Southeast Asia ||
 * ** ENDURING UNDERSTANDING: ** What will my students be able to do or understand by the end of class? ||
 * 1) SSU Gandhi affected more than just India

2) SSU the different strategies of resistance ||
 * ** ESSENTIAL QUESTION: ** What 1-2 major themes/ideas do I want to explore with students in this unit? ||
 * 1. In what lasting ways did Gandhi help change the world?

2. Who else has used the techniques of Gandhi? || 1) G 6.1 ||
 * ** MICHIGAN **** HSCE: ** Which three state standards does my plan address?

Show this video Power of One media type="youtube" key="_QzjqOl2N9c" width="425" height="350" Discuss what this means to them, and how they feel about it || Divide class into two groups. Give each group readings on their types of resistance that they stand for, take home and find out more about both sides of the topic. Give directions on how the debate will work || Class will have to do a bit of research on both sides of the topic in order to make a meaningful debate. ||
 * ** HOOK/INITIATION: ** What will you do to get the students invested in the lesson? ||
 * Have quotes from Gandhi all over the room, ask students what they think about them and if they knew who said them and why.
 * ** TEACHER ACTIVITIES: ** How will I convey the knowledge/skills of the lesson to help my students understand? ||
 * Gandhi (video with Ben King) Spend a day on this movie (have a video guide for students to follow along with the film)
 * ** STUDENT ACTIVITIES ** What will the students do to demonstrate their understanding? ||
 * The class will debate which forms of resistance are more useful and why. Examine civil disobedience e.g. Gandhi, Martin Luther King Jr.
 * ** CLOSURE/SHARE BACK: ** How will the students share/interpret knowledge for others in the class? ||
 * Come back as a group and debrief on the debate. Ask students which forms of resistance they would use and why. How has Gandhi inspired the world and why? ||


 * ** BELLRINGER: **

(On overhead) Where did Gandhi start his work towards equality?

Study for text. ||
 * TICKET OUT THE DOOR: ** Before leaving please write down one thing you learned today and one thing that you are still confused about. || ** ANNOUNCEMENTS: ** ||
 * ^  || Test in three days ||
 * ^  || ** HOMEWORK: ** ||
 * ^  || Prepare for debate tomorrow

The History of Halloween Outline

The Roman church soon enacted a holiday to detour the worship of spirits, and so proclaimed November 1st as All Saints Day to honor the saints and martyrs of the church. This day was also known as All Hallows Eve.
 * Where did Halloween Originate?**
 * Celtics- New Years Eve (October 31st) The celebration honoring the end of summer and harvest time, and marking a period of cold, darkness, and death of winter. The Celts believed that this time of the year marked the time in which the barrier between the living and the dead became very thin. On October 31st the spirits would come back from the dead and create havoc by damaging the crops with frost and causing a multitude of other troubles.
 * Roman Catholic Church- All Saints Day (November 1st)
 * As the two religions began to mix much of the traditions of the Celts, such as dressing up in costumes and dancing around the fire, became one with All Hallows Eve, this was the start of Halloween.
 * Trick-or-Treat**
 * Trick or Treating came from the All Souls Day parades in early England. The poor citizens of England would line up on the sides of the street as the richer members of the community paraded by and threw them pastries, which were called soul cakes. The poor starving citizens would accept these cakes in exchange for praying for the richer classs dead family members.
 * Costumes**
 * This is another tradition that started in early England where people, knowing that Hallows Eve was a time for the spirits of their ancestors to come back and taunt them, would dress up in masks and costumes to keep the spirits from recognizing them.

Lecture Out line:



Political cartoon and questioning strategies