Kris+Thompson



Hello. My name is ** Kris ** and I am a senior studying Interdisciplinary studies of social science. I work a lot, but in my free time I like to play hockey, golf, and swim. I also have recently learned to snowboard. __

**Differentiated Instruction Lesson Plan **
 * TOPIC FOR LESSON: ** US advantages/Disadvantages during WWII **Date:** 4-1-12
 * Grade Level/Course: **High School US History
 * Unit: **World War II


 * Essential Question: **

1) What are some of the greatest advantages and disadvantages the United States had during World War II?


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

 1) Students must understand the role of economy and industry during the Second World War.  2) Students should understand that the United State’s large economy, population, late entry and alliances played a major role in the success of the United States and the Allies.  3) Students may understand the role that World War II played in ending the Great Depression.


 * Michigan High School Social Studies U.S. History and Geography Standards: **

1) 7.1 Growing Crises of Industrial Capitalism and Responses-including 7.1.1,7.1.2,7.1.3 2) 7.2 World War II-including 7.2.1,7.2.2,7.2.3

<span style="font-family: Arial,sans-serif;">1) One page paper one the increase of Industry and its role in WWII <span style="font-family: Arial,sans-serif;">-This may be a fictional/creative representation or a fact based argument paper <span style="font-family: Arial,sans-serif;"> *Relative information is required either way <span style="font-family: Arial,sans-serif;"> 2) Unit quiz and exam will be given with questions regarding this lesson
 * <span style="font-family: Arial,sans-serif;">Assessment Tools: **

<span style="font-family: Arial,sans-serif;">This Day in History ||  || **<span style="font-family: Arial,sans-serif;">Time: ** <span style="font-family: Arial,sans-serif;">5 min || <span style="font-family: Arial,sans-serif;">Introduce day’s agenda || **<span style="font-family: Arial,sans-serif;">Students’ Activities: ** || <span style="font-family: Arial,sans-serif;">2 min || <span style="font-family: Arial,sans-serif;">Assign Paper || <span style="font-family: Arial,sans-serif;">Begin thought process for paper || <span style="font-family: Arial,sans-serif;">Remaining Time ||
 * <span style="font-family: Arial,sans-serif;">Activities: **
 * **<span style="font-family: Arial,sans-serif;">Initiation: **
 * **<span style="font-family: Arial,sans-serif;">Teacher’s Activities: **
 * <span style="font-family: Arial,sans-serif;">Teacher led PowerPoint with intermittent questioning sessions || <span style="font-family: Arial,sans-serif;">Take notes and participate in questioning sessions || <span style="font-family: Arial,sans-serif;">15-20 min ||
 * <span style="font-family: Arial,sans-serif;">Show National Geographic video clip on expansion prior to and during WWII || <span style="font-family: Arial,sans-serif;">Watch Attentively || <span style="font-family: Arial,sans-serif;">5 min ||
 * <span style="font-family: Arial,sans-serif;">Assemble class into table groups to discuss video clip || <span style="font-family: Arial,sans-serif;">Discuss video clip in small group || <span style="font-family: Arial,sans-serif;">5 min ||
 * <span style="font-family: Arial,sans-serif;">Lead whole class report out of what was discussed in small group || <span style="font-family: Arial,sans-serif;">Report out to class || <span style="font-family: Arial,sans-serif;">5 min ||
 * <span style="font-family: Arial,sans-serif;">Questioning session on increase of industry, role of women, and other changing social roles in the US || <span style="font-family: Arial,sans-serif;">Participate in questioning session || <span style="font-family: Arial,sans-serif;">10 min ||
 * **<span style="font-family: Arial,sans-serif;">Closure: **

<span style="font-family: Arial,sans-serif;">Power Point access-Use of pictures for visualizations <span style="font-family: Arial,sans-serif;">National Geographic Video/YouTube <span style="font-family: Arial,sans-serif;">Auditory Amplification device <span style="font-family: Arial,sans-serif;">Paraprofessional <span style="font-family: Arial,sans-serif;">Guided Notes
 * <span style="font-family: Arial,sans-serif;">Materials Needed: **


 * <span style="font-family: Arial,sans-serif;">Annotations for how focus student’s needs are met: **

<span style="font-family: Arial,sans-serif;">Jessica: Will have a paraprofessional on-hand to help answer any questions during lecture. Jessica will also be provided with an auditory amplification device to aid with her hearing impairment. Jessica will also be presented with guided notes to aid her during note taking. The structure of the lesson being broke up into several relatively short sections will hopefully aid in combating her ADHD.

<span style="font-family: Arial,sans-serif;">Jasmine: Jasmine will be provided with guided notes to aid her during note taking. The goal is that during lecture she will follow the notes and be able to recognize when important information is being conveyed. The choice to show a short movie clip and a PowerPoint with many pictures should also help Jasmine understand the information due to her affinity for visual and artistic media. The small table group discussion is another attempt to help Jasmine socially as well as academically. Jasmine is known as a loner so hopefully forced interactions within a small group will be helpful. The structure of the lesson being broke up into several relatively short sections will hopefully aid in combating her ADHD.

<span style="font-family: Arial,sans-serif;">Jack: Jack will have a paraprofessional on-hand to assist in answering any questions during lecture. Outlining the day’s agenda at the outset of class should assist helping Jack’s difficulty with schedule changes and preference for consistency. Additionally the lecture on industry, economy, and the small table group interactions will aid Jack in understanding and working as a team in the professional world he aspires to join.

<span style="font-family: Arial,sans-serif;">Carmen: The main lesson adjustment for Carmen is aimed at building her language literacy, both in verbal communication and writing. This will be done during whole class and small table group discussions as well as the essay assessment.

<span style="font-family: Arial,sans-serif;">Arian: Similarly to Carmen the main lesson adjustment for Arian is aimed at building his language literacy, both in verbal communication and writing. This will be done during whole class and small table group discussions as well as the essay assessment. The use of pictures during the PowerPoint will also be useful for his understanding.

<span style="font-family: Arial,sans-serif;">All: The essay assessment will very critical for the entire class. This will provide an opportunity for the students to arrange their thoughts and form defendable arguments on the issue. The essay also provides an opportunity to gain language and writing literacy/proficiency. Once all of the essays are graded and feedback is given the students will be presented with an opportunity to re-submit their essay for a higher grade. The higher grade is just an incentive for the students to view the feedback given and make constructive changes to their work. This will hopefully be particularly helpful for Carmen and Arian in their quest to better understand the English language.

<span style="font-family: Arial,sans-serif;">High School B: <span style="font-family: Arial,sans-serif;">Jessica- 15 years old. 10th grader. Hearing Impaired. She requires a hearing aid amplifier. She has ADHD. She has been diagnosed with a Cognitive Impairment. Jessica has a great work ethic. Her parents are very helpful to her and her teachers. Jessica needs pre-made notes for most of her general education classes. She also needs extra time for tests. Jessica has a Paraprofessional to assist her in her general education classes.
 * <span style="font-family: Arial,sans-serif;">Focus Student Bio’s: **

<span style="font-family: Arial,sans-serif;">Jasmine- 17 years old 11th Grade. Parents have high expectations. Little focus in classes. Poor grades and daydreaming. Average overall cognitive ability. Diagnosed by ADHD: her parents elected to not use medication for her issue. Attendance is an issue. Visual and artistic skills. Withdrawn “loner”. Often does not turn in homework.

<span style="font-family: Arial,sans-serif;">Jack- 19 years old. Part time in school and part time vocational program. One general education art class. Fragile X Syndrome (number one cause of Autism and Autism Spectrum Disorder. Maintains a job outside of school. Has difficulty with schedule changes and prefers consistency. Mr. Russo is his paraprofessional. Expresses desire to live alone and hold a job eventually. His parents believe this is a realistic goal.

<span style="font-family: Arial,sans-serif;">Carmen- From Uruguay. Been in the U.S.A 2 years. Good verbal skills. Her higher order reading and writing skills have still need development. She loves to read. Language at home: Spanish with parents, speaks both with little brother (little home support for English development. She often speaks and thinks in both languages automatically. Overall there is very little need to adjust curriculum because of her skills and desire to challenge herself.

<span style="font-family: Arial,sans-serif;">Arian- From Albania. Been in U.S.A for 8 months. Speaks to his parents in Albanian and speaks English with his sister. Father works in a restaurant. Does not participate in school sports because he wants to learn better English first. Less developed sentence structure. Math is his favorite subject. Uses newspaper to help himself learn more English. Use of sequential pictures help him understand better sentence structure.

<span style="font-family: 'Times New Roman',serif;">Student Investigation Lesson
<span style="font-family: 'Times New Roman',serif;">Kristopher Thompson <span style="font-family: 'Times New Roman',serif;">11th grade Sociology <span style="font-family: 'Times New Roman',serif;">Unit: Education in America <span style="font-family: 'Times New Roman',serif;">Lesson: Economic Disparities in School Systems

<span style="color: #231f20; font-family: 'Times New Roman',serif;">P2.2- Read and interpret data in tables and graphs. <span style="color: #231f20; font-family: 'Times New Roman',serif;">P2.3- Know how to find and organize information from a variety of sources; analyze, interpret, support interpretations with <span style="color: #231f20; font-family: 'Times New Roman',serif;">evidence, critically evaluate, and present the information orally and in writing; report investigation results effectively. <span style="color: #231f20; font-family: 'Times New Roman',serif;">P3.1- Clearly state an issue as a question of public policy, trace the origins of an issue, analyze various perspectives, and <span style="color: #231f20; font-family: 'Times New Roman',serif;">generate and evaluate possible alternative resolutions.
 * __<span style="font-family: 'Times New Roman',serif;">Standard: __**

<span style="font-family: 'Times New Roman',serif;">How do the educational and fiscal systems within American government interact with one another, and how might either of these systems cause a problem for the other?
 * __<span style="font-family: 'Times New Roman',serif;">Essential Question: __**

<span style="font-family: 'Times New Roman',serif;">Students must be able to comprehend how the fiscal system currently in place has had lasting damage on the education system.
 * __<span style="font-family: 'Times New Roman',serif;">Essential Understanding __**<span style="font-family: 'Times New Roman',serif;">:

<span style="font-family: 'Times New Roman',serif;">The main goal for this lesson is to teach students how the tax/budgetary system within government effects how much money schools make. It is important for students to see where money (and how much) comes from, and where it might go.
 * __<span style="font-family: 'Times New Roman',serif;">Goal: __**


 * __<span style="font-family: 'Times New Roman',serif;">Overview: __**
 * § <span style="font-family: 'Times New Roman',serif;">The students will be placed in groups of 4-5
 * § <span style="font-family: 'Times New Roman',serif;">Each of these groups will decide what question they want to answer about the education/fiscal policies of the U.S.
 * § <span style="font-family: 'Times New Roman',serif;">With inspiration from Inquiry Learning techniques, students will develop a hypothesis for their group concerning their question
 * § <span style="font-family: 'Times New Roman',serif;">Time will be set aside for library and computer lab use
 * § <span style="font-family: 'Times New Roman',serif;">Students will be expected to develop arguments either for or against their hypothesis through their research
 * o <span style="font-family: 'Times New Roman',serif;">Groups are expected to use no less than 3 internet sources and 1 print source
 * § <span style="font-family: 'Times New Roman',serif;">Students will write a 1-2 page argument paper concerning the things they have learned and whether or not their hypothesis was correct
 * § <span style="font-family: 'Times New Roman',serif;">The next class meeting will consist of a class discussion with all of the groups
 * o <span style="font-family: 'Times New Roman',serif;">Students from the groups will give their argument, their findings, and their sources
 * § <span style="font-family: 'Times New Roman',serif;">The paper will be due following the class discussion

<span style="font-family: 'Times New Roman',serif;">Students must understand how the fiscal policies concerning schools is formatted <span style="font-family: 'Times New Roman',serif;">Students should understand some major discrepancies with various school districts <span style="font-family: 'Times New Roman',serif;">Students may understand how to better develop a system in order to avoid these discrepancies
 * __<span style="font-family: 'Times New Roman',serif;">Lesson Objectives: __**

<span style="font-family: 'Times New Roman',serif;">Previous lessons will provide some background information <span style="font-family: 'Times New Roman',serif;">Computer Lab time <span style="font-family: 'Times New Roman',serif;">Library time <span style="font-family: 'Times New Roman',serif;">Ample time is needed for lesson to have strong impact
 * __<span style="font-family: 'Times New Roman',serif;">Assessment Tools: __**


 * <span style="font-family: 'Times New Roman',serif;">Initiation/Opening/Hook || <span style="font-family: 'Times New Roman',serif;">Intro to library/computer lab || <span style="font-family: 'Times New Roman',serif;">5:00min ||
 * <span style="font-family: 'Times New Roman',serif;">Teacher’s Activities

<span style="font-family: 'Times New Roman',serif;">Class Activity || <span style="font-family: 'Times New Roman',serif;">Discuss the details of the assignment <span style="font-family: 'Times New Roman',serif;">Answer any questions from students

<span style="font-family: 'Times New Roman',serif;">Finding sources and developing argument || <span style="font-family: 'Times New Roman',serif;">10:00 min

<span style="font-family: 'Times New Roman',serif;">45:00min || <span style="font-family: 'Times New Roman',serif;">Class discussion (next class) || <span style="font-family: 'Times New Roman',serif;">30:00min ||
 * <span style="font-family: 'Times New Roman',serif;">Check for Understanding || <span style="font-family: 'Times New Roman',serif;">Paper assignment

Discussion/ Lesson Plan
<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kristopher Thompson CLASSROOM DISCUSSION/DEBATE <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade: 8TH Grade U.S. History <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson Topic: Slave Sate vs. Free State <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Unit: Civil War

<span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 12pt;">• changing political boundaries of the United States //(National Geography Standard 13, p. 210)// <span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 12pt;">• Regional economic differences and similarities, including goods produced and the nature of <span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 12pt;">the labor force //(National Geography Standard 11, p. 206)// <span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 12pt;">• changes in the size, location, and composition of the population //(National Geography// //<span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 9, p. 201) // <span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 12pt;">• patterns of immigration and migration //(National Geography Standard 9, p. 201)//
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: __**
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">F2.1: __**<span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 12pt;">Describe the major trends and transformations in American life prior to 1877 including

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What are some of the major influential factors in deciding a new states status as either free or slave during the era of the Missouri Compromise/ Kansas Nebraska Act?
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Question: __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students must understand the major historical factors behind the decisions in the Missouri Compromise/ Kansas Nebraska Act and the years in which they occur. Students should be able to understand some of the underlying political issues that may have factored into these decisions.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Understanding: __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The major goal for this lesson is to explain the development of the borders of newly developed settlements into statehood and how these factors may have residual effects over time.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Goals: __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson has been developed for 8th graders learning about the precursor events to the Civil War. Specifically students must understand what factors played a role in the Missouri Compromise/ Kansas Nebraska Act decisions.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Overview: __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be divided into 2 positions for Debate
 * o <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Free state advocates & Slave state advocates
 * § <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">These two groups will then be divided into two groups each (total of four groups…this may be subject to change depending on class size)
 * o <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">For each position, one group will gather electronic resources about more specific events; the second group will gather information from printed sources with more broad information about the situation. Students are expected to develop an argument with knowledgeable opinions of both positions within the argument.
 * o <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The two groups within each position will come together to develop 1. Their argument in favor of their position, and 2. The potential arguments that may face them within the debate.
 * o <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">These activities will take up the time of one full class period
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Debate day: 2 days later
 * o <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be expected to take time outside of class to detail and finish their argument points for the day of the debate, hence the extra day before the debate for the groups that need it.
 * o <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The debate will be structured very differently from an ordinary debate: this is because of the extra structure the students may need in contrast to a high school class. To begin the discussion
 * § <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Group 1: Gives 2 main arguments to begin the debate
 * § <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Group 1X (opposing position): Gives 2 main points and any potential rebuttal to opposing points.
 * § <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This process will continue in rotation until every group has given at least 3 main arguments and 3 rebuttals.
 * § <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">It is my hope and intention is to allow the discussion to continue once each of these groups has expressed their arguments and allow a more free-range discussion on the topic.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment Tools: __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Library/ Computer lab: one class period for research purposes and argument development
 * o <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will research their position as stated above and collaborate in their groups and positions
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Debate/Discussion time
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be expected to write a one page paper
 * o <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The student should focus on his/her experience in this assignment and their understanding of the information they have gathered. They should have a sharp focus on the reasoning behind each of the decisions made, rather than the quantitative details of the event.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explain assignment and express expectations || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: 10:00- 15:00 ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Initiation/Opening/Hook || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Video clip: How the States Got Their Shape: Kansas Nebraska || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: 10:00 ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher’s Activities || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Divide Students into their groups:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Class Activities || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Library/ Computer Lab time: Students divide into their groups and begin developing their arguments

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Debate || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: 40:00

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: 40:00 ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Check for Understanding || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">One page paper and discussion questions ||  ||

Simulation/Role Play Lesson Plan

 * <span style="font-family: 'Times New Roman',serif;">Date: 2-11-12 **
 * <span style="font-family: 'Times New Roman',serif;">Grade Level/Course: 11th-12th Sociology **
 * <span style="font-family: 'Times New Roman',serif;">Unit: Financial Discrepancies in Education **


 * __<span style="font-family: 'Times New Roman',serif;">Standard: __**
 * <span style="font-family: 'Times New Roman',serif;">P2 Inquiry, Research, and Analysis – critically examine evidence, thoughtfully consider conﬂicting claims, and carefully weigh facts and hypotheses. **
 * <span style="font-family: 'Times New Roman',serif;">P2.1 Understand the scientiﬁc method of inquiry to investigate social scientiﬁc and historical problems. **
 * <span style="font-family: 'Times New Roman',serif;">P2.2 Read and interpret data in tables and graphs. **
 * <span style="font-family: 'Times New Roman',serif;">P2.4 Use multiple perspectives and resources to identify and analyze issues appropriate to the social studies discipline being studied. **


 * __<span style="font-family: 'Times New Roman',serif;">Essential Question: __<span style="font-family: 'Times New Roman',serif;"> In what ways can different issues within schools, along with financial discrepancies within certain regions, effect the functioning of a school? **


 * __<span style="font-family: 'Times New Roman',serif;">Goal: __<span style="font-family: 'Times New Roman',serif;"> To have students understand the importance of how given situations within school districts can make it difficult for schools to make fast improvements. **


 * __<span style="font-family: 'Times New Roman',serif;">Overview: __<span style="font-family: 'Times New Roman',serif;"> This lesson is meant for students to understand the vast differences amongst school districts throughout the United States and how these differences can complicate progress. This lesson will be instructed in a way to ensure that students can translate the issues of school districts to other institutions. **


 * __<span style="font-family: 'Times New Roman',serif;">Lesson Objectives: __**


 * <span style="font-family: 'Times New Roman',serif;">1) Understand the funding systems of schools **
 * <span style="font-family: 'Times New Roman',serif;">2) Evaluate the challenges of “their” school district **
 * <span style="font-family: 'Times New Roman',serif;">3) Decide for themselves what they would do to improve their schools **
 * <span style="font-family: 'Times New Roman',serif;">4) Understand the basic functioning of fiscal policy within a school district **


 * __<span style="font-family: 'Times New Roman',serif;">Assessment Tools: __**
 * **<span style="font-family: 'Times New Roman',serif;">Group Learning Simulation **
 * **<span style="font-family: 'Times New Roman',serif;">1 page paper: What were some of the decisions your group had to make, and how do you think decisions like these effect school districts or other institutions? **


 * __<span style="font-family: 'Times New Roman',serif;">Activities: __**
 * **<span style="font-family: 'Times New Roman',serif;">Students will be given an introduction to the general system of educational funding in the United States **
 * **<span style="font-family: 'Times New Roman',serif;">Students will be placed in groups of 4-5 **
 * **<span style="font-family: 'Times New Roman',serif;">Students will be given a scenario in which they (as a group) will be given a certain school district in which they will control the funding **
 * o <span style="font-family: 'Times New Roman',serif;">Each district will have its own difficulties, needs, and financial issues
 * <span style="font-family: 'Times New Roman',serif;">The students will then be given a given amount of money to control and delegate
 * <span style="font-family: 'Times New Roman',serif;">We will discuss as a class what each group had decided to do with their money and what kind of problems they might encounter or what shortcomings they see
 * **<span style="font-family: 'Times New Roman',serif;">Initiation/Opening/Hook ** || **<span style="font-family: 'Times New Roman',serif;">Intro to educational funding (direct instruction) ** || **<span style="font-family: 'Times New Roman',serif;">Time: 5:00- 10:00 ** ||
 * **<span style="font-family: 'Times New Roman',serif;">Student Simulation ** || **<span style="font-family: 'Times New Roman',serif;">Students simulate running a school district. **


 * <span style="font-family: 'Times New Roman',serif;">Come together as a class to discuss issues they see (teacher guided discussion…student driven) ** || **<span style="font-family: 'Times New Roman',serif;">Time: 25:00- 35:00 ** ||
 * **<span style="font-family: 'Times New Roman',serif;">Closure ** || **<span style="font-family: 'Times New Roman',serif;">Closing discussion consisting of teacher led instruction. Allow questions ** || **<span style="font-family: 'Times New Roman',serif;">Time: 5:00- 10:00 ** ||


 * <span style="font-family: 'Times New Roman',serif;">Assessment: 1 page paper: What were some of the decisions your group had to make, and how do you think decisions like these effect school districts or other institutions? **

Cooperative Learning Lesson Plan-

 * <span style="font-family: 'Times New Roman',serif;">Kristopher Thompson **
 * <span style="font-family: 'Times New Roman',serif;">LESSON TOPIC: Slavery in the New World **
 * <span style="font-family: 'Times New Roman',serif;">Grade Level/Course: 11th graders **
 * <span style="font-family: 'Times New Roman',serif;">Unit: Atlantic Slave Trade **


 * __<span style="font-family: 'Times New Roman',serif;">Standard: __**
 * <span style="font-family: 'Times New Roman',serif;">World History and Geography Era 5 – The Emergence of the First Global Age, 15th to 18th Centuries **
 * <span style="font-family: 'Times New Roman',serif;">5.1 Emerging Global System and World Religions **
 * <span style="font-family: 'Times New Roman',serif;">5.2 European Exploration/Conquest and Columbian Exchange, Trans-African and Trans-Atlantic Slave Systems **


 * __<span style="font-family: 'Times New Roman',serif;">Essential Question: __<span style="font-family: 'Times New Roman',serif;"> In what ways did slavery and the slave trade effect Europe’s connections with the rest of the world (especially the New World)? **


 * __<span style="font-family: 'Times New Roman',serif;">Essential Understanding: __<span style="font-family: 'Times New Roman',serif;">Students must understand how capitalism effected the changes implemented to the new form of slavery. Students must also be able to describe how the international slave trade effected globalization. **


 * __<span style="font-family: 'Times New Roman',serif;">Goal: __<span style="font-family: 'Times New Roman',serif;"> To have students understand the importance of the how capitalism effected slavery, and how slavery effected a globalizing world. **


 * __<span style="font-family: 'Times New Roman',serif;">Overview: __<span style="font-family: 'Times New Roman',serif;"> This lesson is meant for 11th Grade students. We are trying to educate our students on the development and ideology of slavery during this time period in comparison to the ideology of slavery of the past and how it affects us today. **


 * __<span style="font-family: 'Times New Roman',serif;">Lesson Objectives: __<span style="font-family: 'Times New Roman',serif;"> Students must: **
 * <span style="font-family: 'Times New Roman',serif;">1) Know the major countries involved **
 * <span style="font-family: 'Times New Roman',serif;">2) Knowing what was traded to which parts of the globe **
 * <span style="font-family: 'Times New Roman',serif;">3) Understanding the ideology behind slavery at the time and its contribution to its perpetuation **


 * __<span style="font-family: 'Times New Roman',serif;">Assessment Tools: __**
 * **<span style="font-family: 'Times New Roman',serif;">Powerpoint **
 * **<span style="font-family: 'Times New Roman',serif;">Class activity **
 * o <span style="font-family: 'Times New Roman',serif;">Class divides into groups of 3 (or 4 if needed)
 * ** § <span style="font-family: 'Times New Roman',serif;">1 person acting as an African slave trader **
 * o Why <span style="font-family: 'Times New Roman',serif;"> are you trading Africans to these Europeans? Justify your position in this situation.
 * ** § <span style="font-family: 'Times New Roman',serif;">1 person acting as a European slave trader **
 * o What <span style="font-family: 'Times New Roman',serif;"> would you give for a slave?...how many slaves do you need/why?
 * ** § <span style="font-family: 'Times New Roman',serif;">1 person acting as a settler in the New World in need of slaves **
 * o Explain <span style="font-family: 'Times New Roman',serif;"> why you need slaves…Why is it okay to have slaves? what you will give up for them
 * ** § <span style="font-family: 'Times New Roman',serif;">1 person acting as an African Slave entering the new world **
 * o What <span style="font-family: 'Times New Roman',serif;"> was their experience on the Atlantic and in the New World?
 * o How <span style="font-family: 'Times New Roman',serif;"> many individuals were involved in this?


 * **<span style="font-family: 'Times New Roman',serif;">Initiation/Opening/Hook ** || **<span style="font-family: 'Times New Roman',serif;">“What do we know about slavery?” ** || **<span style="font-family: 'Times New Roman',serif;">Time: 3:00 ** ||
 * **<span style="font-family: 'Times New Roman',serif;">Teacher’s Activities **


 * <span style="font-family: 'Times New Roman',serif;">Class Activity ** || **<span style="font-family: 'Times New Roman',serif;">PowerPoint based on EQ and goal. **


 * <span style="font-family: 'Times New Roman',serif;">Groups discuss the questions/scenarios above. ** || **<span style="font-family: 'Times New Roman',serif;">Time:25:00 **


 * <span style="font-family: 'Times New Roman',serif;">Time:10:00 ** ||
 * **<span style="font-family: 'Times New Roman',serif;">Check for Understanding ** || **<span style="font-family: 'Times New Roman',serif;">After group work, each group shares some of their discussion. Teacher checks for understanding. ** || **<span style="font-family: 'Times New Roman',serif;">Time: 15:00 ** ||

__---__ __---__ __---__

11-29-11

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">My top categories were MOVEMENT, INTERPERSONAL, and SELF. I suppose this is pretty accurate. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;"> I prefer moving around the class and engaging from lots of angles. I also prefer to have a teacher or professor that is willing to move out beyond their podium. I don’t think classrooms should be stuffy and boring and movement is a big help in avoiding it. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">As far as interpersonal traits go, I would also agree. I don’t feel like I can effectively teach people without knowing about them. Their lives and their experiences will undoubtedly shape their learning techniques and I think knowing these things will help. Of course it impossible to know a ton about all of your students, but I feel like marginalized and poor performing students lives should be focused on more than excelling students, It is odd to say, but as an average student in high school, I can appreciate why a teacher would prefer to have more personal time with a good performing student, but the people that struggle the most could use the attention a little more. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;"> As for self, I would also agree with this. I think that learning through trial and error exercises has defined my life. I have done a lot of stupid things (in the name of research) and each and every one of these things has allowed me to see the good and the bad sides of situations. I think this lifestyle will directly effect how I teach my students. I am far more interested in having hands on assignments and papers over useless worksheets and mindless busy work. Although worksheets have their place in school, many of the worksheets I remember from school were pretty stupid. I think students would be better served with project type assignments.

11-16-11

<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">My favorite teacher from back in the day has got to be Mr. Cameron. His classes were always laid back but still very well organized. There was a pretty steady routine in his class, given which day of the week it was, He always mixed activities into his class that would be a little more interactive than normal busy work. He was an older guy that was close to retirement so he didn’t worry about some of the administrative issues some teachers might worry about; this let him be a little more honest with his classes about certain social issues.

<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">I had him twice, but senior year Michigan History was my favorite class. A lot was going on for our class at the time because of a multiple deaths in short periods of people from our grade: Mr. Cameron was one of the few educators that really talked to the students in a way that didn’t seem like it was what some sort of instruction manual told them to say. He was just an honest dude when it came to a lot of things.

<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">His style of classroom management, combined with the things that were going on in the school at the time, really affected the dynamic of the class. His style of interactive learning led us to have a lot of discussions about what was happening in our school/ our lives, and take away from some of the lesser important lessons of Michigan History (at least it seemed that way).

11-7-11 Going to see Ben was a great time. I appreciated having a short discussion with the principal of the school before we started talking with Ben. I think he cleared up some misconceptions that some of us have been wondering about and it was nice to talk to someone in administration for those answers. Ben seemed like a great teacher. His personality just fits into this type of career. I think his enthusiasm probably has a huge impact on the way students view his class. Enthusiasm probably goes a longer way in this teaching than content knowledge just because of how engaged a student can get. I liked some of the suggestions that he made in regard to having students grade their own work. I dont necessarily think this should be done for everything, but for some quizzes and stuff, i think this is a good idea.

11-1-11

===<span style="background-color: white; color: #008000; font-family: Arial,sans-serif; font-size: 10pt;">I remember experiencing the idea that only students with good grades will succeed. Teachers would emphasize the importance of grades and encouraged a competitive attitude. Competition in my school was pretty fiercely encouraged in the social construct of cliques and this competitive nature spilled over into educational performance. I think in the long run, this type of hidden curriculum can be helpful or hurtful to the function of a school. In the case of my school, being a very affluent school, this type of competition drove the success of many students. In schools with marginalized students or a large number of failing students this type of competition may spark inspiration, or more likely, drive students to quit because of continuous failures. ===

10-26-11

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">(A)What surprised you most about this reading?

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> The racism within the Jones’ school of social science education was overwhelmingly prevalent. Placing people on a three tier evolutionary assessment is ridiculous. Even though the system seems ridiculous now it is clear that the dominant culture’s racism allowed this system to dominate the nation’s education systems. Belief that white people were innately better was widely accepted at the time, and it reflects in their education institutions.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">(B) What would you argue were the strongest influences on how social studies began?

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> The argument of nature vs. nurture had a real impact on the formation of a social studies curriculum. Dubois having a strong urge toward the nurture argument wanted people to understand that social environments can shape people’s ways of thinking; obviously is this is true, then it would have a great impact in and educational setting. Dubois’ argument was largely overlooked because of Jones’ argument favoring nature’s impact on the ability of various social groups to succeed.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">(C)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)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">I think the assumptions made by the Jones way of education are obviously despicable and if nothing else, I hope to eradicate the fabric of those kinds of prejudices. I believe the new age of social studies education is a step far away from the original ideals within the system. We have come very far from these times clearly. I think that the focus of social studies programs on social inequality and injustice have a direct impact on how we view education; we should see these inequalities and hoe to avoid them in a classroom setting.

10-19-11 <span style="color: #336228; font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching about Columbus is a rough subject. I think the most valuable approach to teaching about Columbus is a balanced approach. There are a lot of dynamics at work when teaching about colonialism in general. To properly evaluate colonialism and Columbus one must recognize the positive extremes as well as the negative extremes. I think emphasis on the positive outcomes of these types of events is vital for students to understand why the negative aspects of these events have been downplayed. <span style="color: #336228; font-family: 'Times New Roman',serif; font-size: 12pt;">I think it is important to impress the role that Christianity had on these events more so than the effect of Columbus himself. Columbus, along with the King and Queen of Spain ultimately served the Pope; in fact it was the Pope that "gave" the Western world to the Spanish. The forced conversion of the indigenous people is just one of the many violent acts carried out in the name of the church. Columbus was a large part of the violence, but he was just a pawn in a more evil game. Although the world would not be the same without Columbus and his discoveries, the corrupt and forceful ways in which his missions were carried out must be taught.

10-11-11

=== <span style="font-family: Arial,sans-serif; font-size: 10pt;">A) <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Originally, the idea of a professional growth plan seemed awkward somehow; I find grading myself very conflicting I guess. Essentially I wanted to develop my growth plan around how I act in class now, hoping that it may have some long term effects for how I act in class in the future. One goal I set for myself involved giving less verbal feedback during class as to ensure I can listen and evaluate peer analysis properly. === === <span style="font-family: Arial,sans-serif; font-size: 10pt;">B) <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">I think being able to reflect on our own abilities and shortcomings is always useful. This is a concrete example of self-evaluation. In this exercise we don’t just recognize the good things about our efforts, but we also see where improvements need to be made. I also think that evaluating how each of our goals will affect our efforts both long and short term is a good way to format the assignment. The format in which we laid out our goal, weaknesses, and the effect of meeting the goal is a great way to set up the assignment to make it more applicable. === === <span style="font-family: Arial,sans-serif; font-size: 10pt;">C) <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">This exercise could be useful in a middle/high school setting. This is probably best suited for high school students. Events like graduation would be one example of an appropriate time to use an exercise like this; as students go into their final year it would be a great idea to have them develop and PGP. ===

10-4-11 <span style="color: #336228; font-family: 'Times New Roman',serif; font-size: 12pt;">I don’t know if was the British accent, but this guy sounded like a genius to me. His explanation of education hindering creativity definitely made me think a lot about my days in middle/high school when I came to the realization that I should never take classes unless they would help me in some sort of mainstream job….I can’t even remember considering anything outside of a government job (I hate to admit it). ====<span style="color: #336228; font-family: 'Times New Roman',serif; font-size: 12pt;"> I would ultimately agree that schools do hinder creativity in many ways. I also agree that the core subjects that schools strive to achieve most of all, such as math and social studies, are the driving force behind progress; **I see arts as a derivative to the core elements of education. Although the arts are important in a well rounded education, the innovation of industry must come with concrete knowledge of industry as it is. Cognitive diversity (strong knowledge bases in numerous subjects) would serve to a student’s creativity more so than and complete focus on either core classes, or the arts.** ====

9/26/11
 * <span style="color: green; font-family: Arial,sans-serif; font-size: 10pt;">Write about some things that have been bothering you/ inspired you about teaching. **

<span style="color: green; font-family: Arial,sans-serif; font-size: 10pt;"> I have had some doubts about the internship year. I am most concerned lately that I will essentially be paying to work full time. Obviously this class is so far removed from this situation but as the time approaches I am growing increasingly concerned. On the positive side of things, I am feeling increasingly confident in my ability to teach. As the classes go on ideas continue to come and I really feel like when my time here is complete I will be very well prepared to teach. I believe the micro teaches are going to be a huge help in developing our skills as it pertains to unit and lesson planning. (I'll add some information that I receive from my college consultant when I hear back from him)

**<span style="color: #008000; font-family: Arial,sans-serif; font-size: 10pt;">A) What has been most difficult in planning this unit so far? **
====**<span style="color: #008000; font-family: Arial,sans-serif; font-size: 10pt;">B) Do you think units should be planned chronologically? around a theme? through enduring understandings? a combination? Why? **====
 * 1) ====<span style="color: #008000; font-family: Arial,sans-serif; font-size: 10pt;">a. I think deciding what key focuses for each lesson is the hardest. There is a lot of pressure in deciding what an entire class of students should take away from for the lessons. ====
 * 1) ====<span style="color: #008000; font-family: Arial,sans-serif; font-size: 10pt;">a. I believe that a combination of themed and chronological units would best serve the students, especially when the focus is history. It would be reasonable to theme each unit while maintaining a chronological order; an example for U.S. history might be 1.) First settlers 2.) Revolutionary Era 3.) Pre-Civil War 4.) Civil War Era 5.) Reconstruction Era, etc. I believe the highlighting of major events surrounding these times will allow students to understand the era in terms of those events. ====

**9/ 11 **

 * **<span style="background-color: #ffffff; color: #fa2e2e; font-family: Arial,sans-serif; font-size: 11.5pt;">(A) Keeping in mind that there are many models of good teaching, describe some attributes or characteristics that good teachers possess. **
 * ** o <span style="font-family: Arial,sans-serif; font-size: 10pt;">Some of the most important attributes a teacher can posses often have little to do with subject knowledge. I believe characteristics such as patience can lead to successful teaching and successful learning. Often times teachers are quick to judge students based on weak evidence: a student not turning in one assignment on time can change the teacher’s opinion of the student when it is undeserved. Also, a teacher’s ability to empathize with students can help develop good relationships with students.  **
 * **<span style="background-color: #fdf7f7; color: #fc1d1d; font-family: Arial,sans-serif; font-size: 11.5pt;">(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? **
 * ** o <span style="font-family: Arial,sans-serif; font-size: 10pt;">I find it easy to connect with some of the more marginalized students within a classroom. Whether they are marginalized by grades or more general societal confinements I find myself more drawn to help them and/or try to understand them. I do fear that my desire to help marginalized students may impact my attention for other students. I do not want to focus on a child so much for negative behavior as to ignore a student that is succeeding and likely to need more challenging work.  **
 * **<span style="background-color: #fcf3f3; color: #ff1414; font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">C) What are some things you need to learn or skills you need to practice to improve your teaching? **
 * ** o <span style="font-family: Arial,sans-serif; font-size: 10pt;">I would really like to get a better understanding of building a good student-teacher relationship. I want to be engaging and interesting to my students while maintaining a position of responsibility. I don’t want students to view me as a friend or a peer, but still be comfortable enough to express themselves in my class.  **
 * ** o <span style="font-family: Arial,sans-serif; font-size: 10pt;">I would really like to get a better understanding of building a good student-teacher relationship. I want to be engaging and interesting to my students while maintaining a position of responsibility. I don’t want students to view me as a friend or a peer, but still be comfortable enough to express themselves in my class.  **

Sept 7, 2011

 * ==== <span style="font-family: Arial,sans-serif; font-size: 10pt;">(A) D <span style="font-family: Arial,sans-serif;">escribe and post your favorite memory from a social studies class from middle/junior/senior high school; ====
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">I had an awesome teacher named Mr. Cameron at my high school. I took his class for freshman year world history and I liked his class so much I wanted to be put in his senior level U.S. history class. My senior year was pretty rough because a good friend of mine died in a car accident. After the experience I was finding it really hard to care about anything to do with school, and most teachers were either acting weird about it or just letting it go without any question; Mr. Cameron was not one of those teachers. To make a really long story short, Mr. Cameron and I had a chat after class one day (totally unrelated to social studies of any sort) and it was the first time a teacher seemed to speak to me honestly and without any sort of fear of punishment from administration. He was direct about his feelings and he told me exactly what I needed to hear at the time. Even though this had nothing to do with the actual study of social sciences, it was one of the most positive learning experiences I have ever had.


 * ====<span style="color: #008000; font-family: Arial,sans-serif;"> (B) Describe and post your worst memory or experience from a social studies class from middle/junior/senior high school; ====
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">My worst experience in social studies comes from my junior year sociology class. This class generally led to some controversial conversations about politics, race, and gender. I generally like these discussions and would find myself pretty involved. One day on the subject of racial representation (or lack thereof) I gave a statistic about the population of African Americans. My teacher disagreed with my statistics (which I was pretty confident about). He told me I was incorrect and that I needed to check my facts; so I did. I gave him a printout the next day of the census bureau’s statistics regarding the population of African Americans. The census’s statistics were directly in line with what I had said, and very far from what my teacher said. He basically called me and the census bureau liars and asked me to go out in the hall for the remainder of the class. (I’ve never been happier to prove someone wrong).


 * ====<span style="color: #008000; font-family: Arial,sans-serif;">(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. ====
 * o <span style="font-family: Arial,sans-serif;">I believe that Social Studies are one of the most important subjects in terms of social and national progress. It is cliché to say but, “those that do not learn from history are doomed to repeat it.” I think students today generally see history or civics as pointless classes. Like the age old question, “when will I ever need to know this in the real world?” The fact is apparent to me that social studies are vital in the real world. It is important for kids to understand where they are from (in terms of the situation they are in) in order for them to understand where they might go…or how to change the pattern in order to improve their chances of succeeding.