Chris+Foldesi

How's it going? My name is Chris Foldesi, I'm from Parchment, Michigan. Parchment is roughly five minutes outside of Kalamazoo. Originally transferring from Kalamazoo Valley Community College and this will be my last academic year at MSU with student teaching next year. History is my concentration but I will be receiving a RX endorsement with a minor in Sociology.

I really enjoy watching and playing soccer and basketball. I always try to catch International and club soccer matches when they are on TV. My favorite soccer clubs include Manchester United and F.C. Köln. My favorite professional soccer player is Ruud Van Nistelrooy. Where ever I end up teaching, I would like to be involved in the school's soccer and basketball teams.





Besides sports, another large hobby of mine is doing genealogical research. Some parts of my family are easier than others but I have got as far back as 1582 and earliest part of my family to settle in America was between 1606 and 1660. Another passion of mine is traveling. I have been all over America, in the deep south like Alabama, as far northwest as Montana and southwest as Arizona, haven't really been out east but it is on the list to do. My traveling is not just limited domestically, I've been to Finland on a student exchange in high school and I've also been to Austria and all over Germany. Eventually throughout my life, I would like to travel to all the continents. I really enjoy giving back to the community and society, when I was younger I was largely involved with Boy Scouts, eventually becoming an Eagle Scout, the highest rank attainable. One way that I can give back to future generations is through teaching. A memory of a good teacher lasts a life time, that's what I am striving for. Most of us in this program have had teachers that have made such a large impact on our live that we have decided to follow in their foot steps. I want to make Social Studies fun and interesting for students. Look forward to meeting and working with all of you throughout this semester and possible the whole year! -Chris

Lesson Plan Ideas for 9/11: -Class discussion: What is a "terrorists"? -Information on the History of Terrorism -Students break into groups with descriptions of made up social situations, discuss in group -Discussion, read social situation and how it makes you feel? What can you do to change situation? -Social characteristics of terrorists -Discussion on American Media perceives terrorists and terrorist acts -American relations to terrorist groups, Past and Present; Blurring the line between terrorist and freedom fighter


 * War of 1812**: **Five day lesson plan**

First day: **Background** Discussing background including New France, Fur Trade, Native Relations. How these variables are interconnected to set the stage for the war. Assessment: Students write down questions raised or left over from days lesson, on scrap paper and submit to teacher.
 * What is the War of 1812?
 * Where did it take place?
 * Using Map of U.S. of the time
 * Understanding history of Native American alliances and difference between relations of British, French and American to Native Americans.

Second day: **Build-up** Activity: Students write on the board, ideas of what the students would do in the situation of America given the context and information, then discuss. Assessment: Question sheet is given to students, over the course of the class and homework, questions should be answered and handed in before the start of tomorrows class.
 * Investigating direct information on the war
 * American view- Wanting part of Canada and worry about British arming Native Americans
 * Contention on trade
 * Importance of Fort Michilimackinac
 * What started the war?

Third day: **War** Activity: Split up students into groups, giving difference primary sources and accounts. Students discuss sources Video of War of 1812 Assessment: Discussion on different perspectives
 * Discuss significant battles
 * Key individuals
 * Variables that make a difference in the war
 * Technology, ships, tactics

Fourth day: **Result** Activity and Assessment: Students write on the board what they would have done hindsight. Explaining what they wrote to the class.
 * Who were winners and losers?
 * Why?
 * Rethinking causes of the war

Fifth day: **Overview/ Culmination** Assessment: How does the War of 1812 have an impact on Michigan? Two pages hand written, homework, handed in next monday.
 * Explore International response
 * Local connection to war
 * Names and places
 * How does this effect me (student)

Study Guide
 * **Lesson Plan**- daily plan
 * Objectives, assessments, activities, materials
 * **Reflection-in-action**- monitoring students’ work and progress during class.
 * “-on-action- reflecting on ones on work, asking questions
 * **Action research**- structured approach to review
 * **Motivation**
 * Extrinsic- material drive
 * Intrinsic- internal drive
 * **Perceived Challenge chart**
 * Anxiety
 * Apathy
 * Flow
 * Boredom
 * **Self Efficacy**- belief of one’s own ability
 * **Management vs. discipline**
 * **Management models**
 * Behavioralism
 * Assertive discipline
 * Democratic
 * Situational Communication
 * Teacher led
 * Teacher action orientation
 * Engaging students
 * **Classroom management guidelines**
 * General
 * Guidelines
 * Expectations
 * Consequences

This class would investigate how and why American society works. This would mostly consist of a sociological perspective but incorporating some history. Looking at different topics including, migration, work, schooling, materialism, gender and Ameritocracy. (Not limited to these topics, just some ideas) Students need to understand the society that they are growing up in, understanding why something happen for a deeper meaning. Historical events have long lasting effects and still have a large impact on how contemporary U.S. society works. Students will use different media sources to gather a deeper understanding of some topics. Understanding how America provides the belief of equality when in reality there is institutional racism and other factors preventing equality. Students will examine how true "American values" are to what they stand for. Sociology is "the study of the development, structure, and functioning of human society" (google), but this course is to show the students the problems and underlying meaning of certain areas of AMERICAN society. Units: Institutions- This course is to show student how their lives are shaped by institutions, created by the society in which they live. Students are going to look in depth at American schools, religion and government and students will get a better understanding how these institutions are representations of American Society. Understanding the values that America holds dear and then how is that represented through action, internal workings and rules within these institutions. Students will assess these institutions through their own observations, research and information given to them. Is school perpetuating hyper-patriotism? How does patriotism affect America? Students should understand that what these institutions are teaching are meaningful and make a significant impact on society.
 * Designing my own elective class: **
 * Understanding Contemporary American Society**

Migration: Migration plays a role in every country around the globe. Migration has had an especially significant impact on America. The majority of Americans have had some ancestors coming from other places and resettled in the U.S. Students will investigate and understand why migration takes place, what makes or entices people to move to the U.S. What has caused people to move to the U.S.? Looking at political, economic, geographical, social and cultural variables. Students will investigate how migration has effected their lives. How are immigrants viewed in the U.S.? How has this changed overtime? What variables lead to this change? How have governmental policy changed towards policy? Also this unit will look at internal migration, understanding patterns within the U.S. and why certain regions are seeing a decrease or increase in population. What parts of America are exploding in population? What are the effects of mass migration to certain parts of the U.S.?

Cultural beliefs: Each country has certain beliefs that are established through their culture. What do Americans hold dear? How do these beliefs become part of a culture? Students will use a vast amount of sources to analyze some of these cultural beliefs. One source that could be utilized would be the song Courtesy of Red White and Blue by Toby Keith to examine patriotism. What does America hold ideal for body size, looks and fashion? What is the American dream? Why is the American dream important to America? What is Ameritocracy? Where does racism still have a hold in America? Students will understand how institutional racism is still currently happening. Is Ameritocracy real?

**Conversation with my colleague correspondent:** Some background knowledge, my colleague correspondent is a 6th or 7th Social Studies teacher. She was my host for my TE302 internship, teaching at Waverly East Intermediate. Mrs. Breen, I wanted to thank you for helping me. In my teaching class we have been discussing and coordinating lesson plans. We've looked at several forms of unit planning models like Understanding by Design and one that a text book suggested. What does Waverly East Intermediate require? Can you just give an overview of what you do when planning a unit, what are the steps that you follow? Do you develop essential questions for each lesson? Do you set goals for your students? Does your unit planning involve some of your colleagues? Do you pick specific state standards to go along with your lessons? Thank you again for taking the time to answer these questions, I really appreciate. Chris

"Chris: Most of our unit planning does involve coordinating with colleagues. District wide, we spent some time in the past few years creating a syllabus for each of our subject areas which gives a general overview of what will be taught. The content of the syllabus is dictated by state standards. Here @ East, teachers have some flexibility about when they will teach the unit due to availability of materials. There are big ideas that I use for units, I guess you could call those the "essential questions". Typcially, I get those big ideas from the text or the curriculum resource that I'm using. The goals that I have for students throughout the unit would be to show understanding of those big ideas in the independent practice and assessments being used for that particular unit (ie. test, project, extended contructed response, etc.)."

Interesting points I pulled out:
 * Waverly School District has district wide syllabuses for subjects
 * There is wiggle room within the syllabus but still the syllabus is developed from state standards
 * Big ideas are developed for her lesson plans not essential questions

Lesson plan for 7th Grade Social Studies: (work in progress, just my ideas so far) 2) SSU how early human societies function and develop. 3) SSU the complexity of the logic that historians and geographers use. 4) SSU why some societies have success and why others do not. || 2) || 1) W1 2) W2  3) W3 ||
 * ** CLASS: 7th Grade Social Studies ** || ** DATE: 10/17/11 ** || ** UNIT: Beginning of Human Society ** ||
 * ** ENDURING UNDERSTANDING: ** What will my students be able to do or understand by the end of class? ||
 * 1) SSU what is and the effects of the agricultural revolution.
 * ** ESSENTIAL QUESTION: ** What 1-2 major themes/ideas do I want to explore with students in this unit? ||
 * 1) How has human society developed overtime?
 * ** MICHIGAN GLCES: ** Which three state standards does my plan address?

Development of societies, Hunting and Gathering -> Pastoralism-> Horticulturalists -> Intensive Agriculturalists Have map and explain where classic civilizations have form. Lecture on civilizations (Greece, Egypt, Mound Builders, Mesopotamia), showing lots of pictures and diagrams that follow along with certain civilizations.
 * ** HOOK/INITIATION: ** What will you do to get the students invested in the lesson? ||
 * Question on the Board: How and why have Humans come together to create societies? Is a country a society?
 * Listen to students’ answers
 * Explain what a society is.
 * Discuss what the differences between countries and societies. ||
 * ** TEACHER ACTIVITIES: ** How will I convey the knowledge/skills of the lesson to help my students understand? ||
 * Give Lecture on common characteristics of how civilizations form.
 * Defining and describing major characteristics that go along with each.
 * By looking at a topographical map, students will analyze reasons for civilizations starting in these locations.
 * Resources these civilizations had available, differences too.
 * Worksheet for students to fill out as we go along. ||
 * ** STUDENT ACTIVITIES ** What will the students do to demonstrate their understanding? ||
 * Break down students into groups (students will remain in the same group for several days), each student has a role and over the course of the unit each student’s role will develop as in situations and the type of society being discussed in the lessons.
 * Each group has same instructions and same roles.
 * Students need what other students have or have situations that require the students to cooperate with one another.

Students will be given a map of the globe and required to color in where certain civilizations are located. ||
 * ** CLOSURE/SHARE BACK: ** How will the students share/interpret knowledge for others in the class? ||


 * ** BELLRINGER: **
 * Left over questions from previous lessons or homework. **

__ Reaction Card __ - Questions left over from today’s lesson, one new thing the student learned. || ** ANNOUNCEMENTS: ** ||
 * TICKET OUT THE DOOR: **

[|Te407.Halloweenppt.pdf] **Halloween Worksheet**

Who started Halloween and where are they from?

What was the purpose of the original Halloween?

Halloween was originally called.

Why might one think that winter is a time of death?

Why was it the Irish that brought Halloween to the U.S.?

What was the logic of “Trick-or-Treating” for the Celts?

Where do pumpkins originate?

Americans spend on Halloween each year.

**Critical Thinking Questions**

(3-4 sentences a piece)
 * 1) What holiday occurs after directly after Halloween? (Nov. 1st) Why might this be significant?
 * 2) Can you think of any other holidays around the world that are celebrated similarly to Halloween?
 * 3) Why might some people view Halloween negatively?

**Opinion- What do you think?**

(Two Paragraphs)

Explain what Halloween is to you.

Has Halloween become a consumer holiday?


 * Extra Credit:** How much of this information did you know before this presentation?






 * 11/02/11 Micro-Teaching #4**
 * [|TE407.Religioussubculturenotes.pdf]**
 * [|TE407.LectureWorksheet.pdf]**

11/14/11 Micro-Teaching #5 My conceptual lesson plan is migration, I followed the theme of migration. I took my grandpa's immigration papers and brought them in as a primary source to share. (Seen below)


 * Questions to go along with documents:**
 * 1) What are these forms?
 * 2) Who is this for?
 * 3) Why might the names be different?
 * 4) Where is he from?
 * 5) Why might the place be different?
 * 6) What was going on after the arrival?
 * 7) Being from Eastern Europe, what can you infer for reasons for immigrating?
 * 8) Is there anything that interests you about the document?


 * 11/16/11 Examples of concepts**

With the Segall article, this would be a great chance to explain the concept of a map. As the teacher, familiarize yourself with different types of maps and what they are used for. Maps are fascinating and they provide information on many different topics. Some topics include topographical maps, ethnicity maps and political maps (i.e. nation-states). These different examples would also include maps of the same thing but from different time periods. Maps are used in many different disciplines as well, sociology, geography, archeology, forestry and meteorology. I would explain some of the these different maps and explain why certain professions need maps. For instance, a civil engineers needs to have a understand the elevations of area to be able to build a drainage line. Maps are important for reading how to get some where or to find directions. With giving several examples and listing several different maps I would make a table on the white board or overhead listing out maps that the __students wanted__ to analyze. By having the students pick which maps they want to analyze, they are distinguishing examples of the concept and correcting the ones that are not examples. Listing the similarities and differences as a discussion for the class. If two maps are compared of the same topic and there are vast differences, what does that mean about the creator or thinking of the time period? After listing out the similarities and differences, then I would pose questions that the students could start combing or synthesizing information about maps. What purpose do maps serve? Why are maps important? Maps are an important tool that will be used throughout a person's life. Being able to read different maps can help someone in a multitude of different ways.

Instructor: Mr. Foldesi Class: Civics 12 th  Grade Lesson Title: Investigating Contemporary Governmental Proposals/Regulations/Decisions (PRDs) Lesson Length: 3-4 days

__Lesson Objectives__ :
 * Students will understand (SWU) how different contemporary governmental regulations could and are affecting American lives.
 * Students will be intensively researching information on a topic and formulating arguments with the information that each group member gathers.
 * SWU the process of working within a group of their peers.

__Essential Question:__  How are contemporary governmental proposals, regulations and decisions (PRDs) changing peoples lives for better or worse?

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">__Lesson Standards__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Common Core Reading Standards: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;"> 1-3,6,8 and 9. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Civics: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">1.1.3-4 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">2.2.3 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">2.2.5 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">3.5

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">__Lesson Rationale__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">The logic behind this lesson is to have student continue fine-tuning their research and persuasion skills through the understanding of contemporary governmental proposals, regulations and decisions (PRDs). I will provide students with a list of options of PRDs, some include SOPA, Super-Pact ruling, Healthcare, Cuts in Education, Ruling not to shut down the Chicago port to Lake Michigan due to Asian Carp and Proposal to Tax unhealthy foods. These topics will be researched by a group of students. Students will choose which topic interests them the most. Each student in the group has their own task; student one will have to gather background information, student two will have to draw out important points, student three will have to make a list of pros and cons for the topic and student four will be in charge of summing up the group’s overall feelings for or against the topic. I will provide information in the form of news articles, opinion columns and academic journals for the students to analyze. The students will have to gather the information and points in these sources to first get a sense of the topic but also do their own research, which I will give them time in class to do. As the students are looking for information, I want them to pay particular attention to how and why government agencies implement PDRs. Why might these PDRs be important to the government or to the people that PDRs effect? Who is indirectly affected by the PDRs? What’s unfair about some of the PDRs? After all the information is gathered, students will review each other’s work and then eventually present their findings to the class. Presentations can be in any format that the group chooses, if a group uses visual representations for part of their argument the class needs to be able to see them. Presentations should last five to eight minutes long. Students that are not in the presenting group are encouraged to ask questions to the presenters.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">__Lesson Resources__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">:
 * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">I will provide different sources (i.e. political cartoons, reports, court rulings and various news articles) discussing the topics.
 * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">General worksheets to help guide the students through the process of gathering information.
 * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Internet and computers to search for more information about their topic.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">__Lesson Assessment__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Throughout the information gathering process, I will be going around the classroom asking questions to the groups and individuals in the group about the topic. Also answering questions that the students have on the sources. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">As the second day of information gathering is wrapping up, I will as the groups for an update on their project and then quickly going over the information that they have gathered; making sure they are not off track. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Finally, the overall assessment is going to come with the presentation in front of the class and the delivery of information that each member of the group is responsible for their own information, how cohesive the group’s presentation is and does the information all together make sense with the argument made by the group. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">__Lesson procedure__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">:


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Activity Element & Time || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Procedure and Management || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Day One: Introduce project and topics || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Introduce unitWhat will we be covering over the next three to four days. || * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Groups are made by the topic preference of the students.
 * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students get their assignments within the group ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Introduce Sources || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Hand out guiding questions worksheet.Remind students of basic research information (bias, quotations, and citing) || * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Individual research begins
 * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Taking notes
 * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Report back to fellow students before class is over ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Day Two: Finish worksheet Research and start internet research || * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Library Day
 * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Constant check-in with students
 * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Answering questions || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">More research and gathering more information ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Day Three: Finish internet research and begin to collaborate with fellow students on the presentation. || * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Partial library day
 * <span style="background-color: transparent; color: #000000; font-family: Verdana; font-size: 13px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Look over work of the groups and ask critical questions. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students finish research, if not completed then HW.Organization of Presentation and layout of argument. ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Day Four: Wrap up presentation collaboration and present || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Each group presents their argument and views ||  ||