Peter+Croce

Wah gwan mi bredrin. My name is Peter Croce and I am in my fourth year at Michigan State studying Interdisciplinary Studies in Social Sciences with a minor in Sociology. I look forward to teaching civics/political science, geography, history, sociology, and economics in the not so distant future. My educational philosophy focuses on teaching for social justice and equality while exposing the power of privilege in society. The ultimate goal is for my students to have a greater knowledge of self and to help make their communities a better place for people from every background and culture.



Outside of school I work for the Sexual Assault and Relationship Violence Prevention program here at MSU, as well as a courier job delivering mail from the third floor of the stadium to anywhere on campus. My boss is cool enough to let me push my skateboard around to deliver said mail, and I am convinced this is the closest I will ever be to a professional skateboarder. I started the MSU Longboarding Club back in 2010 as well. Currently I am working on starting a men against sexual assault and relationship violence program here on campus with some friends.

When I'm not studying or working I am blogging on my personal tumblr or a music blog called DUBstep, Not Brostep. I am a semi-professional skateboarder and am sponsored by Metro Wheels and Buddy Carr Skateboards. This summer I managed to travel to 11 different states and to Toronto just for skateboarding. Check out this video below of my road trip to Nevada, Utah, Colorado, and Nebraska. I'm the guy in the white full face helmet.

media type="youtube" key="YZKTMoI81cc" height="345" width="560" Feel free to browse the rest of my YouTube channel or my Vimeo channel.

Although college has pushed my music playing to the back burner, I play bass, guitar, mandolin, banjo, drums, and percussion. My favorite genres span from Synthpop to Jazz to Funk to various EDM including House, UK Garage, Dubstep, Techno, UK Funky. I have a huge music collection, so if you are looking for new tunes get in touch with me.

I look forward to working with you all this year!

-Peter

Reflection #3:

__**Lesson Plan: 11th Grade US History and 9/11**__ (45 minutes total)

(7 min) Intro: "So now that all of you have lived half of your life in a 'post-9/11' America, I would like to know how much you all know about the events. We're going to do a quick 5 minute brainstorm in your journals. Write down anything related to 9/11: This could be about the attacks themselves, what led up to the attacks, what has happened after the attacks, the wars, etc. GO."

(13 min) Discussion of Intro: "So what did you all come up with?" -Write down most suggestion8s on white board, maybe separate into separate sections (pre, during, post-attacks.)

(10 min) Highlight especially poignant points and discuss what caused them. Discuss, through visuals (prezi? powerpoint?) the history of Osama bin Laden. Stress that Osama is a Muslim but that the Muslim community did not attack the U.S. Talk about how he's a radical, what he did to recruit. Look at our foreign policy track record to show how the U.S. could have possibly upset Osama and others.

Try to focus less on human-interest aspects, such as the jumpers and firefighters etc., try to focus more on the larger broader issues surrounding the attacks.

(10 min) Move on to the historical events after 9/11: first assault on Afghanistan; how Bush went from being extremely respected to hated in a matter of 4 years; how Iraq became involved in the war; different legislation that was passed; etc.

(5 min) If time, talk about what, if anything, Obama has done differently in post-9/11 America than Bush. Discuss: What do you think the future holds?


 * [FIN]**


 * __Sample 5 Day Unit__**

**__Unit: Alcohol Use for a Middle School Current Events Class__ **

__Day 1__ Topic: Introduction

Event: Talk about alcohol in the news. Is it mostly bad or good? Highlight whether these issues are myths perpetuated by the media or true.

__Day 2__ Topic: Alcohol Health

Event: Talk about how alcohol effects the public. Drunk driving, sexual assault, economics. Squash stereotypes that “tequila makes her clothes fall off” etc. Talk about how alcohol effects developing brains and causes cognitive development issues. Talk about how one 12 oz beer = one 6 oz glass of wine = one 1.5 oz shot. Discuss the science behind being drunk (hint: alcohol is poison), the science behind hangovers, how different alcohols effect you.

__Day 3__ Topic: American Laws

Event: Prohibition, repealing of prohibition, talk about economics again and how they tie into the police system.

__Day 4__ Topic: Alcohol Use Outside the U.S.

Event: Discuss drinking ages, binge drinking issues, alcohol related crimes, etc. in other countries.

__Day 5__ Topic: The Culture of Alcohol

Event: Discuss how different areas’ economies are based on brewing. Talk about Four Loko and whipped cream. Talk about how the county in Tennessee that brews Jack Daniels is dry. Talk about how actual Champagne is from the region of Champagne, France, all other “champagne” is actually sparkling wine. Talk about wine in France, California, West Michigan. Talk about how each city had its own beer (Chicago = Old Style, Detroit was Stroh’s, Milwaukee.)

__**Sample Study Guide for Ch. 3**__ Guided Note-Taking for Instructional Strategies pages 67-88

Components of a Lesson Plan 1) 2) 3) 4) 5) 6) 7) 8)

Importance of Reflection -> Types 1) 2) 3) 4)

Motivation through Lesson Planning

Extrinsic vs. Intrinsic Motivation

Anxiety vs. Apathy vs. Boredom vs. Flow

Self-Efficacy

Locus of Control

Classroom Management vs. Discipline

Relational Teaching

Characteristics of Effective Schools

Approaches to Classroom Management: Which are you? 1) 2) 3) 4) 5) 6) 7)

**__Elective Class__** __The Geography of Music__

__Intro:__

The Geography of Music exists to help students understand how art is a function of geography. Arguably the most practiced and enjoyed form of art in our youth is music. This class will take students’ prior knowledge to create an even more reflective person.

Students will study some of the easiest to trace genres from all across the globe. The genres will vary greatly. Students will analyze the lyrics to see if they are truly reflective of the area the music came out of, as well as the general tones and keys that the music is played in. The instruments will also be analyzed to see if they are characteristic of a geographic area.

__Units:__

From Jamaica to the UK: In this unit we will discuss the close ties between Jamaican music and similar music from the UK. Starting with Reggae, we will trace the origins of Ska and Rocksteady in Jamaica to the full-blown Roots Reggae explosion in Trenchtown and how later bands like Steel Pulse took over the UK Reggae scene. We will also trace first-wave Ska from its Jazzy Jamaican roots to 2Tone Records in the UK to third-save Ska in the USA. Compare 2Tone covers of First Wave songs. We will then discuss the origin of the remix and sound system, beginning with Jamaica’s Dub pioneer King Tubby, Lee “Scratch” Perry, and Scientist to the UK takeover of Dubstep in the early 2000s. Why is the UK, specific south London, tied to Jamaica so closely? What do these genres share, given the people in each region?

Hip-Hop: In this unit we will discuss the history of Hip-Hop, from Kool DJ Herc spinning Block Parties in the Bronx to the modern day Underground vs. Pop argument. Discuss Sugarhill Gang, Kurtis Blow, and Grandmaster Flash’s first releases. Are they relevant to what was going on in that area at the time? Compare East Coast to West Coast to Midwest to Dirty South Hip-Hop. What are they overlaying themes of the regional sounds? Differences in beat styles? Lyrics? Tones? Any outliers? Briefly touch on Grime and how the UK had a different spin on Hip-Hop.

Electronic Music: This unit will focus on the creation and origin of certain genres of electronic music. Discuss the creation of House music in Chicago. Where did the name come from? The Warehouse Club. Which area of Chicago? South Side. Did any certain groups bring it to prominence? Gay black youth. What influenced House? Disco, specifically Diana Ross. Is it still being played today? We will then move onto Detroit Techno. How does it differ from House? What are the sound characteristics? Who created it? Is Detroit still a cultural hub for this genre? Discuss DEMF, GhettoTech, etc. Discuss the movement of Techno from Detroit to Europe and the current DubTech movement. Compare the Bellville Three to Carl Craig (who lives down the street from me) to Pearson Sound. Move onto talk about the logical chain of electronic music evolution in England. Analyze examples of Hardcore Breakbeat/Rave -> Jungle/DnB -> UK Garage -> Dubstep -> UK Funky/Juke. Does this progression make sense? Are any of these genres still prevalent? How do they relate to American music?

Other lesson ideas: French House (the French Touch), Bluegrass (Africa->Appalachia), The British Invasion, Jazz within the USA (New Orleans -> Chicago -> New York -> West Coast).

Possible Texts:

The Skatalites - Guns of Navarone Alton Ellis - Harder & Harder Culture - Two Sevens Clash The Pioneers - Long Shot Kick De Bucket Harry J. Allstars - Liquidator Symarip - Skinhead Moonstomp The Specials - Long Shot Kick De Bucket, Liquidator, Skinhead Moonstomp Mighty Mighty Bosstones - Where’d You Go? Steel Pulse - Handsworth Revolution, Uncle George, Rally Round King Tubby - Dubbing it Right, Roots of Dub Lee “Scratch” Perry - Underground Root Scientist - Beaming Scientist Launches Dubstep Into Outer Space Digital Mystikz - Anti-War Dub Digital Mystikz - Mawo Dub Digital Mystikz - 10 Dread Commandments Skream - Midnight Request Line The Bug - Skeng

Sugarhill Gang - Rappers Delight Kurtis Blow - The Breaks Grandmaster Flash - The Message, 911 is a Joke Public Enemy - Fight The Power Crooklyn Dodgers Native Tongues Wu-Tang Clan - C.R.E.A.M. Should N.W.A. be included? G-Funk - Snoop Dogg, Dr. Dre, Warren G, Nate Dogg J Dilla Common - I Used to Love H.E.R. Lupe Fiasco Black Star Outkast Waka Flocka Gucci Mane Atmosphere Aesop Rock MF Doom Grime? Warrior Queen?

to be continued...

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; vertical-align: baseline;">__Assessments:__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Students will take exams with multiple choice questions pertaining to general themes of regions and genres. There will be projects that involve picking a favorite song or two and highlighting why it is their favorite. Also, students will be asked to reflect on what song/genre/etc. is most descriptive of a region/time.

Colleague Correspondent and Lesson Planning My colleague correspondent had a lot of sage advice on how to write lesson plans. He said that he learned at a seminar to start with the test and work backwards. He also said that if he's starting from scratch he will start with content standards but it is not a necessity. As a physics teacher he said that he finds it important to wrap up a unit in 3 weeks. However, his wife was a social studies teacher and she commented on how annoying it is when certain teachers spend forever on their favorite subjects; specifically wars. She says that it is really unfortunate because they do not get to cover other subjects and it is pretty selfish of the teacher. Since he has been teaching for a while he says that he generally looks at how last year went and fixes the problems or does it the same if it went well. He also gave me some incredible advice on backing up my lesson plans. He suggests doing it to the school computer, my own computer, and a thumb drive.

<span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 18pt; vertical-align: baseline;">__Portland Middle School Lesson Plan__ <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 10pt; text-decoration: none; vertical-align: baseline;">United States History Grade 8

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Expansion and Reform (1792-1861) - Westward Expansion (Manifest Destiny)

<span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 10pt; text-decoration: none; vertical-align: baseline;">Amount of Time: 2 Weeks

Overarching Question: Was westward expansion of the United States inevitable?

Objective: Analyze and understand the physical, political, and religious justifications for expansion.

Cross-Curricular Connections: Writing, Sociology, Theology

Technology Integration: YouTube - American Expansion, 1790-1900;

Michigan GLCE’s: USHG 3.3, USHG 4, USHG 5.1,

Week: 1

Key Vocabulary: Manifest Destiny, War of 1812, Continentalism, Louisiana Purchase, Treaty of 1818, Monroe Doctrine, Oregon, Texas, Mexican-American War, Indian Removal,

Teacher Resources:

Textbook: <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 10pt; vertical-align: baseline;">__Why We Remember History: United States Through Reconstruction,__ <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 10pt; text-decoration: none; vertical-align: baseline;"> Viola, 1998. YouTube

**__Halloween Lesson Plan (25 minutes)__** Bell-Ringer: Journal for 5 minutes about what Halloween means to you. Does it mark a beginning or an end to anything? Is it just a fun time with friends? Something different? 10 Minute Lecture on the roots of Halloween: //Does anyone know what kind of holiday Halloween is? Is it religious?// Discuss how although it is frequently thought of as a pagan holiday, it is actually rooted in the Celtic festival of Samhain. The day is basically to celebrate the end of fall and the harvest and to brace for the cold weather ahead... Last 10 minutes: Ask class what they do and don't like about Halloween. See if anyone brings up consumerism or racist costumes. Discuss how Halloween is one of the highest grossing holidays of the year even though it's not that huge of a day. Also show this campaign: http://www.autostraddle.com/im-a-culture-not-a-costume-campaign-stars-halloween-2011-118271/

**__Lecture Outline__** <span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sociology Mr. Croce 11/2/11 (General Strike day) <span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Conflict Theory__

<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Definition: Conflict theory is the idea that groups in society are pitted against each other for scarce resources such as land, employment, etc. It is assumed that society is unstable and all changes are made through conflict.

Conflict theory was put forth originally by <span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Karl Marx__ <span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> and later <span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Max Weber__ <span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">.

What economic system did Marx critique? Capitalism

Marx argues the <span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline;">__bourgeoisie__ <span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> exploits the <span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline;">__proletariat__ <span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">.

<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline;">__C. Wright Mills__ <span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">is the father of modern conflict theory. His sociological theory is called <span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline;">__the power elite__ <span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">. Since most of his studies were done right after WWII, he believes the power elite consists of political, military, and economic institutions.

Was conflict theory subscribed to in the world of sociology in the early 20th century? Which theory was highly esteemed? No, Emile Durkheim’s idea of functionalism was subscribed to for a long while. Then towards the end of 60’s intellectuals began to realize that the Utopian idea of functionalism could not explain the world’s ills. They then focused on conflict theory, which is where we’re at today.

What are some groups in conflict today? What are some types of conflict theory? Feminist theory, queer theory, post-structural theory, postmodern theory, postcolonial theory

Occupy Wall Street: Historical roots.

Why do you think a general strike is happening today? Who are the groups in conflict?

Can you think of conflict theory in our class? School? Tracking, Bowles & Gintis said that schools train the wealthy to lead and the working classs to take orders (through tracking.) Schools condition the poor to accept their position in society. MacLeod in Ain’t No Makin’ It asks why working class children end up in working class jobs? Social reproduction. Tracking Rist Research - ckindergarten teacher thought she could classify students during 2nd week with no testing and fast learners were put closest to teacher then average then slow learners furthest. Research concluded that it had to do with economic classes and not with actual knowledge.

Ask: What don’t you guys like about our testing? Talk about cultural capital and Pierre Bourdieu Correspondence principle: see page

**__Political Cartoon and Questioning Strategies__** <span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Political Cartoon - Daryl Cagle http://www.cagle.com/news/Immigration06/images/cagle00.gif <span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">What do you think the significance of the different stands are? What are the people wearing and why? Why did the author choose these clothes? What do you think each region is on the sides of the fence? Why do you think the people are going under the fence? What about the placement of the signs? Does the group look diverse? Is this a jab at the government or does it agree with the status quo? Why the dog?

**__Concept Attainment Strategies__** The //Instructional Strategies// reading does a really good job explaining how we need to return to the roots of social science issues (aka concepts.) The three more specific readings take concepts that Americans are often under fire for not being knowledgable about; specifically map [il]literacy, geographic thinking, and population studies. What I like about the readings is they cover three subjects that are extraordinarily boring to myself at least. But it is only boring if it is taught traditionally. Instead of teaching map literacy in terms of "what is the capital of //x//?" etc., we can take the concept of questioning maps and why they were created the way they were. Social studies teachers often tell their students to challenge every piece of literature they encounter, but very rarely do they tell students to do this with maps. If we as teachers start to get our students to challenge maps, they can see why maps were created the way they were and why they have changed. While this may not be particularly useful in day to day life, seeing as most physical maps rarely change (aside from revolutions and boundary changes in the 20th century), it gets our students to start challenging things that they may not ever think to question. This could be tied into stereotypes and identities regarding sexuality, gender, or race. It may seem like a leap, but students do not seem to question stereotypes in the same way they do not question maps. So instead of teaching students about maps and how to read them, we are teaching them how to question everything.

Moving onto the second reading, the professor the author quotes makes a profound point. If we cannot think geographically, we can be manipulated into thinking whatever authority wants us to think. We can tie this into our student's lives by asking them if they trust politicians as people, if they trust politicians to do the right thing, if they trust politicians to tell the truth, etc. If they are convinced that politicians do not act in the public's interest (which I am willing to bet this is how they feel), it opens the door for us to discuss examples of being misguided by not being informed. This could also be tied into Islamophobia in America, discussing how we fear what we do not understand and what seems distant to us.

The last reading is about how our population is now at 7 billion people. This opens the opportunity to talk about how life expectancy has continued to rise throughout history. This could also bring up the concept of hunger around the world and it could even be tied into vegetarianism, specifically how if the world was vegetarian (or ate insects for that matter) there would be a lot more food. We could also talk about immigration and how these people need somewhere to live. This opens the concept of migration quite well.