Carter+Mauter

Hello my name is Carter Mauter, I am a senior history major with an english minor. I was born in Aniston, AL but I mostly grew up in Mt Morris MI, which is a small town just north of Flint. I am the middle of three boys, my older brother Cody is in the Marine Corps and is currently serving in Afganistan, while my younger brother Cal just started college. Some of my more active hobbies include tennis, camping, and paintball. I also enjoy reading, video games, and my favorite things on tv are Food Network, Scrubs, and How I Met Your Mother.

9/11 Lesson Plan Since it was such a terrible and world altering act, 9/11 is a very emotional and politically charged issue, especially the result of the War on Terror. This means that any teaching of the subject should be done carefully, since it has the potential to get out of hand. If I was teaching 9/11 in an 11th grade history class I would try and keep it as emotionless as possible at first. That means I would summarize what took place that day, maybe in a timeline format. Then I would talk about some of the major repercussions, such as the wars in Iraq and Afghanistan, while being as unbiased as possible. Once all the larger issues were out of the way I would open it up to more of a class discussion, with the goal of getting students to talk about how the attacks changed society in America. For example, the patriotism and national pride that many Americans felt, as well as the support military, even if one is opposed to the war. One major point that must be emphasized is that Islam as a whole is not responsible for the attacks, just a few extremists, so that students do not harbor resentment. Finally, if there is time we could talk about what we remember from 9/11 personally. It is a very difficult topic to teach, and it will be the teachers’ job to make the class stays on topic and is civil.

War of 1812: 8th Grade U.S. History

__Day 1: Intro __

First major test of U.S. as a country

Topics covered in the unit- events leading up to the war: U.S. expansionism, British Imperialism,

Major Battles of the War

Major Events of the War

End of the War

Repercussions

Activity- Multiple choice pretest to see what students know.

__Day 2: Reasons for War __

U.S. expansionist ideas- Seeking more territory

British Imperialism- Impressing American sailors into British Navy

Continuation of Revolutionary War

Activity- Class discussion on the reasons for the War of 1812. Was the U.S. right in declaring war? Historical bias- does the textbook paint a fair picture?

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 3: Major Battles and Events __

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Battles- U.S. invasions of Canada, British Invasions of U.S., War at Sea

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Events- Burning of White House and Toronto, Star-Spangled Banner

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework-Begin working on questions for jeopardy

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 4: End of the War __

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

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Aftermath- U.S. international relations

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Andrew Jackson as national hero

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activity- Star-Spangled Banner as a primary source

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework-Finish jeopardy questions

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 5: Review __

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

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activity- War of 1812 Review Game

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

<span style="font-family: 'times new roman','serif'; font-size: 16px;">I. Lesson Planning


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Objectives- goals that your class should complete each day
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessments- determine what the student has learned/reinforce objective
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher Activities- everything the teacher does in the lesson
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student Activities- what the students do during teacher activities
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Closure- the end of the lesson
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials and resources- the things you will need for a lesson
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reflection- review how the lesson went and figure out what needs to be improved(reflection-on-action), do this during the class (reflection-in-action) and how you will teach it again (reflection-for-action)

<span style="font-family: 'times new roman','serif'; font-size: 16px;">II. Motivation


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extrinsic Motivation- external things that make people learn. Ex- rewards and punishment
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Intrinsic Motivation- internal things that make people want to learn. Ex- interest in the subject
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Flow- finding the right balance in a lesson, it must be interesting, accessible, and adequately challenging

<span style="font-family: 'times new roman','serif'; font-size: 16px;">III. Management vs. Discipline


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Management- planning, oversight, and positive student relationship. Set expectations, move around the classroom, be positive, encourage participation.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discipline- reacting to students actions. Follow through, make consequences clear, usually only needed when management breaks down

<span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">Mythology as a Study of Western Cultures

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Three groups, the ancient Greeks, ancient Romans, and Anglo-Saxons had major effects on the development of western civilization, mainly through architecture and ancient writings. Knowledge and ideas uncovered from the past have been vital to the development of the west, in such as education, philosophy, government, and many other areas. Myths passed down by these groups are some of the best preserved portions of their society, and they have become classic works in modern times.

<span style="font-family: 'times new roman','serif'; font-size: 16px;">By exploring a cultures mythology one can learn much of that society. For instance, these stories provide information on a people’s religion, practices, and beliefs. Once this is done students will then be able to see how these societies have influenced the development of the west, particularly the United States.

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


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The ancient Greeks are the earliest of the three civilizations, and have arguably had the largest impact on western society. A look at their most prominent myths can show the values and practices of the Greeks. This can include their emphasis on heroes, their ideas on government and community, as well as their knowledge of science and math. The Greeks also provided a basis for the Romans and Anglo-Saxons, in terms of myths and ideals.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The study of early Rome and its myths will be similar to that of the Greeks, but with a larger emphasis on the state. This section will examine how the Greek culture was assimilated by Rome, then applied and expanded.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Anglo-Saxon’s were a dominate group in early British history. Therefore, their ideas and beliefs have filtered through the British Empire and into the U.S. Anglo-Saxon culture focused on a warrior lifestyle, as well as a loyalty to a lord. While some of this group’s ideology did not translate into overall western culture, it did have a large effect on British development.

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

<span style="font-family: 'times new roman','serif'; font-size: 16px;">One text used in the text would be the Iliad, which is one of the most important sources for ancient Greek myths. It probably would not be possible to read the entire story, but excerpts could be used for different lessons. Other shorter Greek myths would also be used for the lessons they pertained to. Another text for the course would be Beowulf, which would be used in a similar fashion to the Iliad.

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

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Some of these texts are difficult to understand, so one activity will be group and individual translations. Students can work in groups to figure out what certain sections of the text mean, and then present what they have learned, likely in a jigsaw activity. Another assignment could be a paper explaining a close reading of a certain section. This would be a more individual version of the previous activity. A possible project could be writing a new myth that reflects current society. It could be done with a story, comic, poem, or even song that shows the values and ideas of the U.S. Comparing and contrasting Greek and Roman myths would be a good exercise on assimilation, how a culture takes ideas and expands on them. Another assignment would be a list or paper on what names, themes, and styles are commonly used from myths, for example, the planets being named after Roman gods.

<span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">Halloween Lecture

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hook- Show clip about Halloweens origins from the episode “It’s the Great Pumpkin, Sam Winchester” from the T.V. show Supernatural.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Celtic Origins- Winter is coming, celebrates last day of the harvest, veil thin between life and death, Samhain, appease spirits with food. How is this like Halloween today?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Roman Influences- Roman Empire conquers Celts, Pomona- Goddess of Harvest celebrated November 1st, and two holidays of harvest merge.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Christian Influences- Demonic views of Halloween, All Saints Day and All Hallows Eve. How is Halloween viewed today by religious organizations?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Halloween today- How it is celebrated, decorations, costumes, trick or treating. How are these customs drawn from past influences?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Show Supernatural clip again, discuss what aspects of Halloween are correct in the clip.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lecture Outline- Lecture includes drawing and labeling a tennis court on the back of the outline.

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tennis Rules and Terms __

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

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

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

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

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The steps for a point:

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

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

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

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

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How many games to win a set?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How many sets to win a match?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">III. Other Terms:

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

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

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

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

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

What is the first thing you notice about the cartoon? Is the location or the people relevent? How does the painting represent redistricting? What are the positives and negatives of redistricting?