Jessica+Maiers

Lesson Plan


 * Name: Jessica R. Maiers **
 * Grade Level: 7th/8th grade **
 * Date of Lesson: 3/21 **
 * Length of Lesson: one hour **
 * Lesson Title: Emmitt Till **
 * I. ****Enduring Understanding: ** Media can spur public opinion and that can start a revolution.

** II. ****Essential Question: ** Why did Emmett Till's murder spur the civil rights movement when there were several murders that preceded his? How did media effect the civil rights movement? How did popular opinion effect the civil rights movement?

** III. ****Objectives/Standards: **

Students will.. · Know when and why Emmett Till was murdered as well as reactions to this. · Learn that history is written from a point of view. · Increase their listening and communication skills. · Analyze the murder of Emmett Till and the backlash it created (HSCE 8.3.1) · Identify aspects of a text that reveal an author's point of view or purpose (CC 6) · <span style="color: black; font-family: 'Helvetica','sans-serif';">Analyze the relationship between a primary and secondary source on the same topic (CC 9)

· **<span style="color: black; font-family: 'Helvetica','sans-serif';">Rationale: **<span style="color: black; font-family: 'Helvetica','sans-serif';">Through the unit students will <span style="color: black; font-family: 'Cambria','serif'; font-size: 16px;">learn that through amalgamation, even marginalized people can create change in the face of both the repressive state assimilation and indoctrinated state assimilation that kept them down for so long. It is important for students to understand that through active participation they can create change and stand up to injustice. The reaction to Emmett Till's murder was a major step in the Civil Rights Movement and even though the US is a large country we're all connected.

** V. ****<span style="color: black; font-family: 'Helvetica','sans-serif';">Resources: **


 * Computer []
 * Map
 * Graphic Organizer

VII. **<span style="color: black; font-family: 'Helvetica','sans-serif';">Procedure: **<span style="color: black; font-family: 'Helvetica','sans-serif';"> //Outline the following components of your lesson. You do not need four activities, but you should have more than one.//

<span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">3 min || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Ask the students what they know about Emmett Till. Build on what they know. If they don't know about him specifically, ask what they know about lynching (define for those who don't know). || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Discuss what they know, listen, answer and ask questions. || * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">This will draw on previous knowledge which will encourage Jordan || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">vocab: 5min <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">clip: 9.5min || * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">If they know nothing then tell them that they'll learn a lot with the upcoming clip, but first we need to go over some vocabulary. <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">15-18min || * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">think/pair/share (Write the questions and instructions on the board.) <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">20 min. || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Ask (if they start debating, let it go. Just keep it on topic): <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">What's the diff between primary & secondary sources? <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Give an examples of a primary/secondary sources. <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">What is the clip? Did it use primary? When? <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Who's point of view is the clip from? How do you know (what's said/shown)? Why is this important? What do the authors what us to gain from this clip? How do they think that Emmett felt when he was going to visit his family/when he was talking to Carolyn Bryant/was taken out of his Uncle Moss' house? <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Show the before & after pictures of Emmett: How do the photos make you feel? Why do you think the mom had an open casket? What was she trying to convey? What point of view were the photos from? How do you think this effected the US/what do they think happened next? <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Have the students give examples of what the different people could have done instead and how that would have effected the individuals and society. <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">It's important to know the source & point of view. Tell them that they should note the perspective of sources as they continue to research. || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Answer. || * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Revisiting the meaning and use of primary & secondary sources helps ELLs and the student with Aspergers. || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">3 min || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">While going over the story hand out the map and have them circle where he was from and where he died. (This will be added to their binders and used later to document other incidences during the Movement) || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">-Circle the locations on their map. || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">-This will give them a geographical view that they can refer back to. || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">3 min || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Exit Slips: Tell the students to write at least one question that they have that stems from the lesson. || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">-Write || * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">This will be used in conjunction with other questions that they come up with throughout the unit. They'll eventually choose some questions to answer. ||
 * **<span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Activity Element **
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">& Time ** || **<span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Procedures and management ** || **<span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Students ** || **<span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Academic, social & linguistic adaptations: **//<span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">How will you support ALL students’ learning? // ||
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Introduction:
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Activity 1:
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Introduce vocabulary: NAACP, defendant, boycott, racism, discrimination, "stand up for", dignity, intolerance, character, primary and secondary sources.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Explain that this wasn't made by professionals and that there's incorrect grammar.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Start <span style="color: black; font-family: 'calibri','sans-serif'; font-size: 15px;">[] : read the captions aloud. || <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Participate in defining the provided words and watch the clip. || * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Introducing vocabulary will facilitate understanding.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">ELL &.student's w/ Aspergers: confusion about sayings.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Gives them an overview of what happened.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">I'll read because some of the captions go fast. This way all will hear and it'll increase comprehension. ||
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Transition
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Give the students 3 min. to think about how they felt throughout the clip and why they think they felt that way. They’ll take notes on their feelings on the bottom of their graphic organizer (they don't need to be complete sentences/just ideas)Tell them that after the allotted time they will discuss this in prearranged small groups.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Explain that no "answer" is incorrect. This is how they __felt__, but that they will also give a summary.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Put the students in their pairs and tell them they both need to participate. Tell them they will discuss for 5 min. and can work together to fill out the 5W’s of the graphic organizer.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Walk around monitoring the conversations. Make sure they are on track and no one person is monopolizing the discussion. At 3 min. tell them they have 2 more min.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Randomly select people to share with the group for 7-10 min. || * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Think over their response to the questions.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Fill out the graphic organizer.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Discuss in pairs the question at hand.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">The writing will help students who have difficulty remembering what they are suppose to do and when.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">The writing will give students more individual accountability and the graphic organizer will be especially helpful for Brandon & the ELLs.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">This activity will help students that speak out without thought to think more and discuss so they don't feel the need to blurt out "answers".
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">It'll also give students time to give higher quality answers.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">By thinking and sharing they are more likely to commit this information to memory and understand the various concepts.
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">It allows students who are shy about participating to participate without the added stress of large groups. ||  ||
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Questioning:
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Activity 4
 * <span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">Conclusion:

8. **<span style="color: black; font-family: 'Helvetica','sans-serif';">Assessment: **<span style="color: black; font-family: 'Helvetica','sans-serif';">.
 * <span style="color: black; font-family: 'Helvetica','sans-serif';">Diagnostic: (Questions) What do you know…
 * <span style="color: black; font-family: 'Helvetica','sans-serif';">Formative: Observe the Think/Pair/Share, Graphic Organizer, Q&A, Map
 * <span style="color: black; font-family: 'Helvetica','sans-serif';">Summative: Portfolio in the future

9. **<span style="color: black; font-family: 'Helvetica','sans-serif';">Students: **
 * <span style="color: black; font-family: 'Helvetica','sans-serif';">Jordan James: has a wonderful oral vocabulary, confident in sharing knowledge, makes valuable contribution in social studies, seems unmotivated, rarely completes assignments, rarely brings necessary materials to class, distracts other students during work time, by humming, tapping his pencil, etc.
 * <span style="color: black; font-family: 'Helvetica','sans-serif';">Student at the "Preproduction" Stage: It's difficult to know if she doesn't understand or is afraid of making a mistake. When the questions are supported with visuals she is more confident.
 * <span style="color: black; font-family: 'Helvetica','sans-serif';">Student at the "Speech Emergence" Stage: He's confident answering questions about himself. When asked about others he tries to mimic the question. "Are the kids **small**?" "No, the kids are **big**." He's exposed to more Spanish than English outside of school.
 * <span style="color: black; font-family: 'Helvetica','sans-serif';">"Brandon": Has Aspergers Syndrome. It helps him when there are graphic organizers and when subjects are repeated/reviewed. He struggles with understanding and following through with directions.

The maps will be bigger. I just wanted you to see what I would use.

Name ___ Date__

Fill in each row with details that answer the question. ** Fishbowl **
 * What happened? ||
 * Who was there? ||
 * Why did it happen? ||
 * When did it happen? ||
 * Where did it happen? ||
 * How did it make you feel? ||  ||

Topic: Current Events

Grade: 9th grade

Lesson Objectives: Students will be able to…


 * Learn how to maneuver through a newspaper
 * Participate and critic group discussions
 * Obtain a superficial understanding of the intricacies of medical care

Common Core State Standard:


 * distinguish among fact, opinion, and reasoned judgment in a text.

Assessment Tools:


 * Debriefs
 * Discussion
 * Exit Slip

Activities:

As a class students will define the three and let them know that they will have to give an example for each from the text. || Listen and participate in defining. || 10 min || - Have the students take turns reading the article chosen out loud. When they need to go to the next section make sure everyone is on the correct page. - Ask for some facts, opinions, and then some reasoned judgments. || Read the article & listen then answer. || 10 min || Instruct the students in Group 1 that they are going to discuss the information in the article, any knowledge/experience they have that pertains to the issue, and any thoughts they have about it. Group 2 will observe individual people, and group 3 will observe the discussion as a whole. Groups 2 and 3 will take notes. || Group 1: discuss. Group 2: observe individuals. Group 3: observe group discussion. || 20 min || Group 1: write at least 1 thing they think they did well, 1 that they could have done different to make it better, and 1 fact from the article. Group 2: write 1 piece of advice they gave to their counterpart, whether they applied it or not, and 1 opinion from the article or that they heard from the discussion. Group 3: write 2 things that they observed about the group dynamic and 1 reasoned judgment from the article or that they heard from the discussion. || Write || 5 min ||
 * Teacher's Activities || Student's Activities || Time ||
 * Revisit the difference of facts, opinions, and reasoned judgment that was discussed previously.
 * - Give students each a local newspaper (State News because it's free). I chose the article on MSU health care controversy.
 * Divide the students into three groups. Explain what each one's role is.
 * Instruct Group 2 to talk with their Group 1 counter part and talk about the good things and the things they could do better. Take Group 3 to discuss what they've observed. || Discuss. || 10 min ||
 * Go over some observations. Explain that their roles will be changed tomorrow and that if they want they can research the topic in more depth on their own. || Listen || 5 min ||
 * Instruct the students that they are going to do what they did one more time but for a shorter time. Explain that they are doing this to implement the advice they were given. || Reassemble || 10 min ||
 * Exit Slip:

Pre-Planning:


 * Newspapers
 * write on the jobs of each group on the board so the students can refer back to them

** Simulation **

and the policies designed to meet the challenges. || Graded by: sit in their new assigned seats. 3 min. do the Pledge. 2 min. watch the clip. 10 min. Practice 5 min. Participate in discussion. 10 min. Work on the Venn diagram 15 min. ||
 * || Title: Cold War Classroom || Subject/Course: History ||
 * Topic: History/present day Comparisons || Grade: 7th/8th || Designer(s): Jessica Maiers ||
 * Standards:8.2.2 Policy Concerning Domestic Issues – Analyze major domestic issues in the Post-World War II era
 * Stage 1- Desired Results ||  ||
 * Established Goals:
 * Using simulation, to have students to experience what school was like during the cold war in the 50s.
 * The students will be presented with "Duck and Cover". Through this clip, students will learn what they would have learned in that time.
 * To expand on the Cold War unit. ||  ||
 * Understandings:
 * 1) There are many similarities and differences between classes in the 50s and now.
 * 2) The government uses the educational system to promote ideas and actions. || Essential Questions:
 * 3) How does what you learn in school affect what you think and do.
 * 4) What would your life be like if the Cold War was ongoing? ||
 * Students will know…
 * 1) During the Cold War there was a sense of impending attack and the readiness for this attach was pervasive. || Students will be able to …
 * 2) Compare/Contrast (a generic 50s classroom) to their own using a Venn diagram.
 * 3) Hold a respectful classroom discussion. ||
 * Stage 2- Assessment Evidence ||  ||
 * Performance Tasks:
 * 1) Creating a Venn diagram.
 * 2) Class discussion on the Primary Source as a student from the 50s and later as a student from now.
 * 3) Participating in a simulation.
 * 1) Participating in a simulation.
 * 1) How many similarities/differences they list.
 * 2) Correct placement. || Other Evidence:
 * 3) Have the students grade their own diagram and explain why they gave themselves that grade. ||
 * Stage 3- Learning Plan ||  ||
 * Learning Activities: Simulate a generic 1950s American classroom.
 * Instruct the students in the classroom culture in the 1950s.
 * Do the Pledge of Allegiance.
 * Show them the Duck and Cover clip. []
 * Practice the Duck and Cover procedure
 * Guided discussion: students and teacher discuss from the point of view of students and teacher from the 50s.
 * go around the room to help any students that need it while they're making the Venn diagram || The students will
 * Assessments:
 * 1) Venn diagram
 * 2) Class discussion ||   ||

** Civil Rights Protests LESSON PLAN **

Subject: History Specific Content: Various Protests in the U.S.

Grade Level: 7th/8th grade split Length of Lesson: 1 hour

Instructional Objective(s): The students will be able to… describe several Civil Rights movements in the U.S. compare and contrast various movements in the U.S. choose which strategy worked best.

Content Standard:

<span style="color: #231f20; font-family: 'GillSans','sans-serif'; font-size: 14px;">8.3.1 **<span style="color: #231f20; font-family: 'GillSans-Bold','sans-serif'; font-size: 14px;">Civil Rights Movement **

<span style="color: #231f20; font-family: 'GillSans','sans-serif'; font-size: 14px;">8.3.4 **<span style="color: #231f20; font-family: 'GillSans-Bold','sans-serif'; font-size: 14px;">Civil Rights Expanded **

Why is the Content of Today’s Lesson Relevant for Your Students?

They need to realize the struggle people underwent in the past in order to understand why society is the way it is. In order to become an active citizen they need to believe that they can make a difference. This lesson will show that people of different races, sexes, socioeconomic statuses, and ages can make a difference.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Discussion Comments <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Answers to the questions <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Exit Slips
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Assessment: **


 * || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">The Teacher Will… || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">The Student Will… || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Time ||
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Group reading and discussion || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Divide the class into four groups and hand each group a statement from various marginalized groups (Native Americans, African Americans, Women, Latin Americans) along with a list of guiding questions. They will describe to the class what happened and they will infer why it happened. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">The students will read their article aloud in small groups. As groups, they will discuss the article. Individually, they will answer the provided questions. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">15 min. to answer ||
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Story-telling: Split the groups into different groups, so that all of them have different people in their groups. Jigsaw. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Ask each group to describe their event story in no more than five minutes and ask students who are not presenting to write down what they think the story is about. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Each group will tell about their stories in their groups and the others will take notes on what was said. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">30 minutes or less ||
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Discussion as a class || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Lead a discussion with the provided questions about the students interpretation of the texts. Ask about similarities and differences. Have the students vote on which actions were more effective. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Participate in the discussion. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">10 minutes ||
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Exit Slips || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Ask students to write down one underlying theme of each movement and another possible outcome of one the movements (they must write which movement they are talking about). || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Write their responses on a slip of paper that they will hand to the teacher on the way out the door. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">3 minutes ||
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Exit Slips || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Ask students to write down one underlying theme of each movement and another possible outcome of one the movements (they must write which movement they are talking about). || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Write their responses on a slip of paper that they will hand to the teacher on the way out the door. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">3 minutes ||


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Stories: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;"> I would edit them to a more manageable length and print them out.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Group 1 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">(1969) Occupation of Alcatraz by Native Americans. []

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Group 2 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">(1968) Miss America Protest: Feminists. []

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Group 3 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">(1973) Chicano Grape Boycott. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">[]

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Group 4 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">(1965) Selma March: African American movement. //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">. Ellen Levine. p.116-119, p.133-137

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Group 5 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">(1969) Stonewall Inn 3 day Gay Riot. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">[]


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Discussion Questions: **
 * 1) <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">What movement does your article discuss? What did the people do to create change?
 * 2) <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">Did they follow or break the law? In your opinion, did they make a wise decision in how they went about protesting?
 * 3) <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">What are some motive behind the protest? Would you have participated? Why (not)?
 * 4) <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">How effective was the protest, why do you think this, and can you think of a better alternative?
 * 5) <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">How would you feel if you were a protester? Write at least 4 sentences about what you would feel/think if you were (depending on which protest) (1) a policeman, (2) a Miss America contestant, (3) a farm owner, (4) a policeman, (5) a religious official.
 * 6) <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14px;">What changes do you think happened in the U.S. after these protests? Do you think that the movements are over?

Reflections 30 (November 30)

Respond to how well the test's results fits you and if you think it is helpful in understanding how you learn.

It didn't seem to tell me anything except that I'm neutral in how I learn. I'm close to 3 on three different learning styles. My strengths include: language, social, and self. I don't feel inlightened. I don't think I will use this in my class, but I like the idea of this test. I may look for a different one.

Reflections 11 (November 16)

this is Jessica Maiers. Am I suppose to capitalize the "t" in this in the previous sentence? I'm never sure. Is it part of the hello and therefore lower case, or does it start the sentence? That was a side question that I was wondering. We are talking about student/teacher relationships in my teaching class. How do you get to know your students? What limits do you put on relationships with them?

At the beginning of the year I involve the students in several "getting to know you" activities. I also send home a letter to the parents allowing them to address several areas of the their child's growth and academics.

Relationships. I am friendly to the students but I am not their friend. They have enough friends but not that many adults. I treat the students respectfully and expect the same back. I set boundaries in the classroom for them for their social and academic behavior. This helps them know and understand what is required of them. The code of conduct by the district also requires certain relational expectations.

>>> Jessica Maiers <jessicamaiers@yahoo.com> 11/12/11 1:56 PM >>> Hello,

this is Jessica Maiers. Am I suppose to capitalize the "t" in this in the previous sentence? I'm never sure. Is it part of the hello and therefore lower case, or does it start the sentence? That was a side question that I was wondering. We are talking about student/teacher relationships in my teaching class. How do you get to know your students? What limits do you put on relationships with them?

Reflections 10 (November 9)

As interesting as we found Ben's story, I noticed that some of the students weren't paying attention. It's good that he applies his lesson to real life. I do wonder if he would keep it more interesting if he didn't do it so often. If something is rare then it's easier to keep it exciting. I loved his energy. I wonder if he maintains that level throughout the day. I didn't like the setup of his room. I understand the pictures, and I am not against them. I think that it would be better if they were on the wall, door, or anywhere not where they are.

Reflections 9 (November 01)

In my school we had a dress code that stated that the length of a skirt/dress/pair of shorts had to be no shorter than where your fingertips touch your legs. I never had a problem with any clothing rule, because generally I didn't care. However, I noticed that the cheerleaders were required to wear their cheer-leading outfits to school the day of a game. Their skirts defied the rule. The hidden curricula was that there are exceptions to the rule. The select few that were included in a celebrated activity get perks. Play the social rules correctly and you can bypass the official rules.
 * Describe crucial (memorable) aspects of the hidden and null curricula that you experienced in secondary school. (ie what did you learn from school that was not academic, or what did you understand to be important or not important based on what you were taught or were not taught)

Every time black history month came around the teacher would have me or this guy named David read "I have a Dream". We were picked because we were the minorities. Throughout the year black people were only talked about in passing in my history class, and we didn't read anything in English class. Thinking deeper, we didn't talk about Hispanic or Asian people. The hidden curricula was that education about minorities is unimportant; therefore, minorities were unimportant. Furthermore, "teaching" about minorities is a way to placate the loudest minority. Do we have an Asian or Hispanic American month? If we do, why don't we dedicate time in the classroom to teach about it? Null curricula (stuff not learned) would be almost everything involving minorities or women unless they directly related to white men.

Reflections 8 (October 26)

(A)What surprised you most about this reading?

I was not really surprised by anything in this reading. Surprise, surprise, U.S. curriculum in the 1912 was saturated in racism. If I hadn't heard of W.E.B. Dubois I would have been surprised that a black man in that time could have the opportunity to be educated and listened to at all.

(B) What would you argue were the strongest influences on how social studies began?

I think that fear and prejudice were the strongest influences on how social studies began. The fear that other cultures would hurt the foundation of the U.S. and the thought that assimilation was the most valid way of protecting the U.S. helped form the social studies curriculum. The belief that minorities were inferior justified the elevation of some and the subjugation for others. Utilitarianists believe that the most ethical choice is the one that gives the highest level of utility (happiness) to the greatest number of people. True suffering diminishes the utility as a whole, but the belief that putting people into categories of ability was seen as good for those people as well. (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) "Most contemporary Social Studies educators and teachers would certainly distance themselves from the values implicit in the origins of the social studies Jones and his colleagues created" and they should. I think that it is true that teachers have prejudices that effect student learning, but I don't think this is usually a conscious thing. Although this may be harder to fight because it is subtle. Part of the problem stems from the (un)intentional segregation that still lasts. I'm not afraid of going somewhere because I may get attached for being whatever race I'm considered, however I still notice if I'm the only white person in a room full of black people and vice versa. I've gone into a school, church, mall, etc. and thought "where are all you black, Asian, Hispanic, white, etc. students?" To be honest, I usually only think of the white and black, probably because that is what I am. The separation keeps people with varying looks and cultures semi-ignorant of each other, and ignorance breads prejudice. "Nearly a hundred years ago, Jones argued that Negroes were not mentally capable of dealing with abstract subjects like history and the humanities." Those beliefs and the fears of those beliefs effect us today. My father always told me that people will assume that I am stupid. He told me that I had to prove them wrong, and that I had to work harder. He would show me movies with Sydney Pottier and say, "do you see how he has to be 10 times smarter then the small town white sheriff in order for people to slowly come to realize that he's not an ignorant idiot?". I think his fear of prejudice have both hurt and helped me throughout my life. I had a fear throughout my educational experience that all of the other students would look at me and think that I was stupid. But even scarier than that, I was afraid they were right. I don't think that his thoughts were accurate to my time and place, but it caused me to work hard. As an adult, I realize that I am most likely never the smartest person in the class. But I am a hard worker and I'll earn a good grade maybe even a higher grade than the "smarter" people. Reflections 7

I read somewhere that teachers should teach about great things not great people. They didn't mean to ignore people. They just meant that we shouldn't build shrines to people because they will inevitably show that they are not perfect. They have flaws. I would teach about how hard he tried to get someone to finance his journey and how brave and skillful he must have been to accomplish what he did. I will also teach about what had occurred under his watch. A debate about responsibility would be great at this point. It is important to discuss peoples responsibilities so that the students can think about what their responsibility is to others. I would also teach that you have to take into consideration that time he lived in and his cultures mindset. It is important to teach great things that occurred in history and the people that accomplished them. It is also important to teach that you don't have to be a paragon in order to be a part of something great.

Reflections 6 (October 12)

How do you feel about the process of creating a professional growth and development plan? Do you think this is a useful task? Would it have usability in a middle school or high school classroom? At first I thought it was going to be a waste of time. After we received all of the directions and gave some examples I started to get excited. This task will be very useful. I think of things that would help me become a better teacher, but I don't make anything concrete. I never find the time outside of school, work, and family. As an assignment, it causes me to do it without thinking of the time as time I'm taking away from something else. I think that I could use it in a middle school and high school classroom. I think I would only have them pick one or two things. But I think that this could be beneficial.

Reflections 5 (October 5)

I think that when we encourage students to look at other points of view it helps with creativity. We ask them to participate in thought experiments which can use critical thinking as well as creativity. The use of standardized tests can hinder the creativity of students, because it asks questions with one "right" answer. The system attempts to mold students into one, with the same thoughts and knowledge base. I said attempts. It doesn't always succeed, because of varying situations and opportunities. I don't remember having any social studies teachers who fostered creativity. My teachers always did lectures and always asked questions about specific dates and statistics not anything that would require critical thinking or creativity.

Reflections 4 (September 28)


 * Question**: We are learning about unit plans and lesson plans. How do you develop a unit plan and how do you decide what is most important to teach?
 * Response**: First you start with a rough outline of what you are teaching or want to teach. Start with the major points then narrow it down by aligning them to the Michigan teaching standards this will keep you on task and par for meap or what the state says you should be teaching. You will have a lot of freedom in this as the standards are very broad

Reflections 3 (September 19) A.) What has been most difficult in planning this unit so far? We have not spent enough time for me to know what the most difficult aspect would be. I think it took us kind of a long time to make our list of important aspects of our subject. I think the most difficult thing for us to do is to come to a consensus in a timely fashion.

B.) Do you think units should be planned chronologically? Around a theme? Through enduring understandings? a combination? Why? All of the history classes I have ever had were taught chronologically. I would not have thought of doing it in a different way. The more I read and hear about other ways of teaching history the more excited I get about it. I would combine themes and enduring understandings and I would teach my lessons within the unit chronologically. I think it’s important to tie history together with themes and enduring understandings while keeping time in mind. Students could understand themes but without realizing the order that events took place (cause and effect), it would be difficult to have a firm grasp of history.

Hello. My name is Jessica Maiers. When I graduated from high school I went to Mott Community College. I didn't realize that I could have gone to a University. I had enough MEAP scholarship to take a couple basic classes and then a trade. I became a nail tech and it was one of the best decisions I could have made at the time. It was several years before I went back to college. It had been so long that I was afraid. I wasn't sure that I could keep up with the work and the technology. I'm so happy to be progressing through this program. One day I'm going to have my own class to teach. I'm excited and terrified. In other words, I feel the same way about become a new teacher as I did when I became a returning student.

September 7 Reflections A) Sadly, I do not have a good memory from any of my social studies classes from high school. Mostly, the teachers lectured and we took notes. I guess my favorite times in those classes were when we watched movies, because then the teacher was not lecturing. B) My social studies classes were unending lectures. The most striking memory in one of my classes did not involve academic social studies. My teacher came into class and tried to begin his lecture. He started crying. He sat down, as if defeated by the world. Then he told the class that his wife had a miscarriage. He told us to do whatever we wanted and that he didn’t care that day. Then he put his head on his desk and stayed that way for the rest of the class. Most people talked quietly for the hour. Even now, when I think about the pain in his face my stomach clenches and I cry. C) I decided that I wanted to teach social studies because in college I realized how interesting it is and how ignorant I was about it. I feel cheated from the education I could have had in high school. When I was in school they didn’t teach different perspectives, and they glossed over huge sections of history. I think this was done because they wanted to teach as much as they could, but that kept everything superficial. Additionally, it seemed like the teachers must have practiced being boring. There seemed to be no other explanation to how they made everything painfully tedious. I want to show student how connected everything is, how things evolve.

It’s important for people to learn social studies so that they understand what is going on around them. For example, throughout U.S. history race riots occurred. Many times there are a good percentage of people who say they don’t know why the minorities that are rioting are so angry. If they understood the history and the current events that are interconnected then they could understand why it occurred. Perhaps then, society can strive to fix the problems before the eruption. Some say that it is important to know history because if you don’t then it’s doomed to repeat itself. History is bound to repeat. We’ll have unrest, injustice, heroes, and development. The importance of learning the many components of social studies is that it gives options and shows possibilities.

September 12 Reflections

<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">A.) I think that good teaching isn’t a science; it’s more like an art. You need to have materials and knowledge, but so much more is needed then that. I think that with the knowledge a good teacher needs to build their skills. Skills involving classroom management, the ability to explain things in different ways, and they need to maintain a love of teaching. There will be difficult times, but a good teacher can push through those times with the knowledge and the drive to push into good times. Eventually, the good times should grow longer and more numerous. They need to notice the teachable moments and not let them slip away. <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">B.) Strengths: I plan and manage very well. If I were to teach a class, I would know the content. (This was not a possibility in my service-learning placement previously because the teacher didn’t know what they were going to be learning the next week). I’m willing to put in the time and effort to hone my teaching skills. <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Weakness: I have no idea how to keep a classroom from erupting. I noticed several times at Otto Middle School that some classes were out of control. I do not want to be that teacher. <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">C.) I have had precious little experience in making a lesson plan. Usually I make a unit plan. I need to learn how to section it off. I need to find a way to seem comfortable in front of the class at least until I am. Once again I want to bring up classroom management. I’ve been told all of the subtle ways to get students to settle down but they don’t always work. (i.e. these two boys were talking. I stood near them to show that I could hear them, and then I put my hand on one of their arms and told them both that they were being distracting. When I sat down in-between them and started trying to work with one they leaned back and talked like I wasn’t there. I was completely ineffective, but so was the teacher.)

<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">So really I feel like I have to learn everything, but I'm working hard and hopefully I'll be prepared for my internship year.