Bernard+Charles

Hey future educators! http://photopeach.com/album/18pwdnp

I am Bernard Charles or simply addressing me as Bernie will also do the job. I have spent my time at MSU studying Social Studies courses to better prepare myself to provide the most in-depth content base to my students. I am excited to be a member of the glorious class of 2012 Michigan State University graduates. I am especially happy to be a member of the College of Education at MSU. Social Studies teacher are the best. It has become to common though for some of these teacher to incorporate current times in their historical context and a partner in teaching our subject matter. I believe that it is time for new social studies teachers to realize this must be done to benefit students and fuel the fire within students to want to understand our subject matter because of its importance to everyday life in this era.

I really enjoy playing sporting, laughing, eating (especially spicy food), and traveling. Ontario, Canada has congratulated me for entering the world of education. When I was there over the summer they named a street after me. (Joking!)

However, I do indeed intend on bringing everything that I have learned to the forefront for my students. I am anxious to step into the classroom and give it my all to better every student that I come in contact with.

I am from one of the greatest cities in the world, Detroit, MI. As I look to the future I see bright things for the city that will help it rebound from its current turmoil.

This summer I took a trip to London, England. It was one of the best experiences of my life. It brought the me closer to countless artifacts from early wars within British Museums. It allowed me to intake information that would be unattainable by other means.

__**Lesson Plan**__


 * Topic**: September 11th, 2001


 * Questions to consider:** What are the historical roots of the aggression felt toward the United States by those who caused the attacks? Were the attacks on the United States warranted or could these attacks have been prevented? How did the event change the state of societal affairs in the United States and the world? Do you feel that these actions have made society/you safer than prior to these events?


 * Keywords:** jihad, Al-Qaeda, economic, terrorist, Osama bin Laden, George Bush, Patriot Act, Transportation Safety Authority, Iraq War, Afghanistan,Iraq, United States, liberty, unity. racial profiling


 * Activity:** This lesson is intended to provide students with an understanding of the cause and effect relationship of September 11th. It is also designed to create a forum that allows students to express their feelings about the event and its aftermath.


 * Time Lay-out:**


 * 15 minute discussion of students knowledge.** It should be if possible, guided by questions such as: where were you when the event happened? Was anyone that you know directly effected by the event? How has the event transformed the U.S. way of life?


 * 20 minute research session by students to support or reject their beliefs/knowledge of the event.** It can be guided by providing students with viable sources that have information on the subject. It can also be an attempt to allow students to find sources of their own and at a later date address how to find credible sources for research.


 * 10 minute discussion of findings by students.** This segment should allow students to provide sources to support or confirm their beliefs about the event





Response # 5

Upon talking with my colleague correspondent I learned that her unit planning process is thorough and inclusive. First, see looks at the standards provided by the district social studies department. After that, she turns to the state and federal standards that she intends to address with whatever the unit may be. Next, she looks to personal experiences or relevant current issues that can be infused to gain the interest of the students. Upon planning the unit she is cognizant to the fact that the unit must be time appropriate as well. Once my correspondent told me this I was interested in her process for unit development. The referring to standards part is probably common among all teachers when drafting unit plans. However, referencing personal experiences and current issues segment of unit planning was something that I feel most teachers do not acknowledge. It becomes too common to simply refer to standards as the only means to create a unit. This leads to ignoring current issues that may be relevant or make the content more engaging for students.

Overall, after my adventures in unit planning this past week, I feel confident in my ability to construct a unit plan. I have had experience in constructing unit plans prior to our in-class demos. It did allow me to take into account the difficulty of the task. It has made me realize that to create an at the least adequate unit plan you have to take into account standards and other means to ensure the unit addresses an issue in a beneficial way and it allows students to be able to understand the materials that are presented instead of simply taking in facts about an event, person, etc.

**__ Lesson Plan __** **United States History Grade 8**

**Unit 6, Chapter 19: Reconstruction and the New South 1865-1905**


 * Overarching Question:** How and why did the meaning of freedom and equality in the United States change as a result of reconstruction?


 * Objective:** Analyze the reasoning that led to the need for reconstruction and investigate the changes that resulted from reconstructing the Southern United States.


 * Cross Curricular Connections:** Writing, Presentation


 * Technology Integration:** History.com-keyword: Reconstruction, Ku Klux Klan website


 * Michigan GLCE’s: U5.3.1, U5.3.3, U5.3.4, P4.2.2, G1.1.2**


 * Week: 1**


 * Key Vocabulary: Scalawags, Freedman’s Bureau, Carpetbaggers, Fifteenth Amendment, Ku Klux Klan, Corruption, Compromise of 1877**


 * CDV:** common good


 * Teacher Resources:**

Textbook: **__Why We Remember History: United States Through Reconstruction,__ Viola, 1998.** Chpt. 19: Reconstruction: 1865-1905, pp. 522-544


 * Do Now:**


 * Write two paragraphs on the conditions of the Civil War as you remember them from the lessons we had last week. This can include fighting family members, reasons for the war, disease, etc.**

Day 1
 * Student Learning Activities:**
 * Students should read and discuss pp. 532-538. Students should note the importance of voting in the South under reconstruction. Along with the characteristics of those that are voting in the new system.
 * Students will hold a class election for president to see the difficulty of the process when they are being harassed or bribed to influence their vote.
 * Students will be placed into groups to discuss a proposal that would solve the problems that were created with the formation of the Ku Klux Klan. This proposal will be presented to the class to devise a plan and then it will be compared to the action that was taken by the United States government to handle the Ku Klux Klan.

__Lecture __ Origins of Halloween Costumes 10th Grade U.S. History


 * Objective: **Students should recognize that the wearing a Halloween costume is a recent phenomenon to the historical holiday. Students should also recognize that the wearing of costumes has been economically beneficial to America.
 * Introduction **: The introduction this topic will be based on students’ participation in this event. Students will be required to answer the following questions: “what //is your favorite Halloween costume or memory?”// In the case that Halloween is foreign to students, I will present a memory of my favorite Halloween event and address questions about it. (5 minutes)

1) Costumes Beginning-1900 to 1930  A) First costumes and their meanings  B) Paganism and Gothic nature
 * History of Halloween costumes **(15 minutes)

2) Costumes under change-1930 to 1950  A) Input of popular culture

3) Costumes Transformed-1950 to Present  A) Adults join the fun

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) Economics of Halloween costumes <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> A) Costumes as big business


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activity: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Think/Pair/Share: In what ways has the wearing of Halloween costumes in America changed over time and how has it benefitted the economy? Students will be placed in groups to present their ideas with a partner. (5 Minutes)

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**__<span style="font-family: 'Times New Roman','serif'; font-size: 21.3333px;">Lecture __** <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 21.3333px; text-align: center;">11/2/2011 <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 18.6667px; text-align: center;">(Loans and the Individual)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Objective: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should understand that accepting a loan generally requires a repayment of an amount higher than the given principle. Students should recognize that the interest rate and loan term has a significant impact on balance owed.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Introduction: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be asked to consider something that they have borrowed and if it had stipulations attached to it. (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) What is a loan?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Interest and Loans **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) What is the principle?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) What is interest?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) Does time have a role in a loan agreement?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5) Bringing it all together. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Repayment Equation:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Example: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Principle: Interest rate: Time: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is the repayment amount based on the principle of this loan? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is the amount of interest?


 * Reflection: Explaining a Concept in Geography.**


 * __What is Stewardship and Why should I care?__**

As a teacher in a geography class, the importance of stewardship cannot be ignored. As humans, we all must take into account that our everyday activities impact the earth in various ways. I will explain to my students what stewardship entails and examples such as the Environmental Protection Agency which works to ensure that Americans are working to protect and support the health of our planet. My students and I will have a discussion about population growth and the role it has in transforming the world environment. This will provide a background to the importance of stewardship. Students will be asked to think about the actions that activities that are a part of their everyday lives. Students will then be required to analyze the possible impacts that these actions could have on their local environment. Students will be guided to think in terms of externalities. Students will then be asked to think how their actions relate to those of the average person. This comparative will allow students to recognize the generally norms of certain actions that can be detrimental to the well-being of the environment. Students will be given the opportunity to discuss the greater impact of their actions in small groups before presenting to the entire class.

Upon finishing the discussion students will be asked to consider ways that they could change their everyday activities that would make them less detrimental to the environment. This is contingent on the fact that I explain to students what a policy is and the role it plays in human actions. Students will be asked to provide examples that represent ways that human try to promote stewardship or positive means of interacting with the environment. Students will be given government policies that both support stewardship and those that do not and will be expected to recognize the differences in the policies. After examining these documents the class will hold a discussion to examine why stewardship is important, yet human actions are not always in support and the concept. As a means to check students’ understanding of stewardship, they will be required to create a policy that would promote stewardship based upon a change that they could make in their everyday life to better support stewardship.



**__<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Lesson Plan __**

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Current Events Grade 10 ** **<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Week: 1 ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 1 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 2 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 3 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 4 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 5
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Overarching Question: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Why do employees decide to live outside of the city in which they work and what impact does it have on those that use their product?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Objective: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Analyze and evaluate the reasoning behind living outside of the city in which one works and it impacts the life of the employee.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Cross Curricular Connections: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Writing, Presentation, Economic, Geography
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology Integration: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Google Maps
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Michigan GLCE’s: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">G2.0.1, G5.0.1, E1.0.2, P3.1.1
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher Activities: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Divide students into groups of 4/5 with an emphasis being placed on linking talkative students with shier students.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provide students with the instructions for the assignment. Assist students with developing good questions that foster their research proposal.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assign each student a role to play within the group (reporter, recorder, data collector, supervisor, liaison, etc.)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student Learning Activities: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Develop a hypothesis as to why employees at times live outside of their city of employment.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Establish a time in which students can meet to compare notes and create the best report
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Determine which types of workers students will study in their research project.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will begin conducting their research for their hypothesis.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Continuation of research for assignment
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will meet to discuss the information collected
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentation of information collected to the class and the determination of whether the hypothesis was proven valid or invalid.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher will recap the assignment and discuss reasons as to why some hypothesis were true while others were inconclusive.