Jimmy+Bennett

Hey everyone my name is Jimmy Bennett. I’m a senior here at MSU and I’m a IDS major and also pursuing my Education Certification. MSU has been a huge part of my life. I’ve always remembered cheering for green and white before I even knew what I was cheering for.



Outside of class I work for MSU at Greenline. It is an alumni outreach program where we tell them about awesome stuff going on at MSU. Then we rope in their money for awesome programs at MSU.



When I have some free time I’m usually hanging out with my friends. One of the favorite pass times is to be outdoors. Going camping and backpacking is one of my passions. I worked at Philmont Scout Ranch for three summers. There I got to teach adults and high school aged kids about outdoor skills. It was awesome to teach them the skills and then see them get off the trail and tell me their unique stories.

Lesson Plan 11th Grade US History and 9/11

(5 min) Intro. Write 9/11/01 on the board. At this time everyone has an index card which one side of the card they write a single word of what they think 9/11 is. On the opposite side they write down their reasoning of why they had choose their specific words.

(15 min) Powerpoint lecture. Give a brief lecture upon the event. Showing them what had happened on the day of the attacks. Then the reason why people call 9/11 “The day that changed the world.” Show them how America had entered the war on terrorism. How people’s perception of Muslims changed from a radical groups actions. Stressing to the students that there it was an action from a radical group not from all Muslims.

(10 mins) Group. At this point I would number off the students so that they could get into groups. Bringing their index cards with them. With their index cards have the students talk to one another about their cards and see if their thoughts have changed after the lecture.

(5 mins) Debrief. Have everyone join back together and talk. Ask them what they thought about the lecture. What their overall thoughts are about the day in general.

For HW. But yourself in the shoes of the President on 9/11 what is your course of action?

Study Guide

What are the eight components that make up the Lesson Plans? 1. 2. 3. 4. 5. 6. 7. 8.

What are the four Reflections one must consider while writing a lesson plan? 1. 2. 3. 4.

What is the difference between Intrinsic and Extrinsic motivation? How can both be used to motivate a student?

Describe the role and use of the following: Self-efficacy Locus of Control Classroom Management vs. Discipline Relational Teaching Characteristics of Effective Schools

What are the seven approaches to Classroom Management? 1. 2. 3. 4. 5. 6. 7.

Anthropology

DESCRIPTION

The course that I am designing for an upper level high school class is Anthropology. Anthropology is the study of humans through out time. It studies early life from “Cavemen” all the way to present day. There are many disciplines of Anthropology that the students will investigate throughout the course. With the overall theme of respecting another culture.

The students will discover an appreciation for different cultures throughout the semester. They will learn how to take a less of an ethnocentric view of cultures. They will learn cultural differences and learn why they are there and how they help the society survive. The students will also learn about evolution vs. creationism. The class is to introduce a different point of view to the students. To show them that there is no right or wrong way of life, but instead there are just different ways of life.

SCHEDULE

The first unit would be looking at anthropology through an Archaeological point of view. This would get the students starting off in a more of a research point of view. Learning to think critically about the things that ancient cultures have left behind. It is also a good time for them to set the stage of thinking about cultures and having respects for different opinions and thoughts on how humans came to be. It would be the time to teach them about evolution and creationism. This would be a good way to start because it is where the most history and research is needed. So it could develop those basic skills that the students will need for the rest of the semester.

The second unit would be looking at a Cultural Anthropological point of view. This would be a world tour of Earth’s culture. The students could learn geographical skills while learning about the cultures. They could also learn how such a diverse area of study is trying to become a science. That when an anthropologist goes into the field lives with a culture they do their best to observe and not pass judgement. This would also be the same time that students could learn that not only is anthropology used as finding out about cultures in the jungle but also in business and the modern world.

The third unit would be looking at anthropology through a Sociological point of view. This is a fun unit because it tries to break down how people act through their movements and body cues. This is also the section that the students would learn about dating cues and see if the opposite sex is throwing out good signs. This final unit would also cover the role of apes in anthropology. Showing how scientist study apes and learn from their social cues. Students would have fun in this third unit and still have their attention and enthusiasm held as the semester starts to wind down.

TEXTBOOK

The main text would be “Cultural Anthropology A Perspective on the Human Condition.” This is a good text to have because some of the more confusing material is in the Cultural Anthropology unit. So it will have a good foundation for the students to have in their back pocket. While through the other units more films and media will be used. Walking documentaries on apes and monkeys for the third unit. Then watching the Discovery Channel’s “Cavemen” documentary.

GRADING

To assess the students would be broken up differently for the first and second/third sections. The students in the first section would write a research paper for the first section. They would do their own research. I would teach them how to research and from there they would be able to find their own material and find their artifacts. While the other two sections would be based on a multiple choice tests. Having their grade made up 25% Research Paper 50% Multiple Choice Test and 25% Homework.

Reflection #5 Below is the email I received from my friend, Mr. Crane, who is a second year teacher. He teaches in a town in Colorado called Karvall. It is a smaller school with some of his classes only being 10 students. He is the social studies teacher at the school. He teaches middle school to high school social studies. I found him to be an interesting correspondent because he has such a wide age group. Well this is what he had to say about lesson planning. " Jimmy,

Creating a lesson is really easy, just time consuming, especially if you are new at it.

1. Figure out who you are going to teach this to. The age, ability, gender, learning disabilities, and geographic location have a lot to bare on the student. If you are talking about flooding for example, students in my school have no idea what you are trying to explain. They have only seen flooding on the news, and only a few of them. If one student is not at the same level how will you challenge them? In my government class, I have a genius, and a student that cannot read or write well. One writes a four page essay, while the latter writes a page in the same amount of time.

2. What are you teaching? Get as much information as possible. Remember you are also a student, it doesn't matter if you have never seen this stuff before. A quick internet search to reputable sites will yield a lot of information. Read what they are reading and take notes, then look at the review. Is the review adequate? What background information do you already know that you could supplement to make it more exciting? The last portion is the most important. How do you tie it into today and make it relevant? History is relevant, but sometimes you have to work hard to find out how.

3. Figure out what standards you are trying to teach to. I do not always specifically teach to these. In history, its like throwing darts, you always hit some part of the board unless you suck. Then you should quit and find a new game or job for that matter.

4. Reading and Writing are huge in our world today. We are falling behind globally because we can not keep pace. These two are the major standards for the humanities. You are teaching the skills to allow your students to function as a highly involved and knowledgeable citizen in the future, but you use your subject as a platform to teach these skills. Don't just have them read and then write. Ask guiding questions, or begin by having them pull out facts, then move on to the deeper stuff. How does this article relate to class? What impacts will it have on you?

5. What day of the week is it? Is there something big going on? If it is homecoming week, then out of luck. If a lot of students are ill, then out of luck. If you don't read daily emails from other teachers, and then all of your students are gone one day, then out of luck. You will not have as much success. Don't necessarily teach to the day, but keep in mind that students bring in a lot of baggage and so your awesome lesson for a Wednesday, may stink on a Friday during homecoming week.

6. How do you want to break it up? I have the middle school write in their planners and answer a question on the board when they first arrive. Then we do large group note taking. Followed by something of higher energy. Be careful when it comes to energy. Middle school will bounce off of the walls at a moments notice, while juniors may struggle to even be awake.

7. Organize, always organize and have some options. If its not working, change it. If it flops, feel bad, then remember that this was one day and move on.

8. Individual work, partner work, small group work, class project, technology, typing, reading, writing. Visuals are also key. The younger the students, the more concrete their world is. So if its middle school, have some visual literacy. If they are seniors, they may not need this. But maybe it will help. This is how I think about the hour and how to break it up. Students need technology use. Some are great at typing while others use the index on their dominate hand. Websearches are great because they are using technology, you can have them type something, it occupies the whole hour or two, and they find it fun because they are on the internet.

I just had an activity flop, the students were nearing mutiny. Only one student was able to understand the depth of the lesson. I was shooting over their heads and they were letting me know. Not by politely saying "Mr. Crane, this lesson would be better suited for you junior class, not us middle schoolers, because we have only began the higher level learning processes." Instead they lose focus, tell me its stupid, and try to put on the Santa Suit that has been sitting on the shelf for the whole year without them noticing. Then I revisited the game portion of it today, and they loved it, and probably learned the information, just not as much of the skills.

Thanks for the opportunity to rant.

Mr. Crane"

8th Grade U.S. History Unit: Expansion and Reform (1792-1861)

Lesson Slavery 2 days

Essential Question How has slavery impacted American history?

Standards U4.3.2 U4.2.2 U4.2.1

Bellringer: have them write a paragraph about a current event that they read about.

Hook Read to the students about the underground railroad. After they have heard the passage, the students would have to write down if they would risk the journey for freedom. After they have done that they would share their thoughts with one another.

Teacher Activities I would begin with a lecture about slavery. Starting with the history of it. Showing that people had been enslaved for a long time before America. After lecturing that I would continue into American history of slavery. Speaking to them the starting of slavery through Native Americans. Then the transition to African slaves. Ending it with what the slaves were doing and what they had to work for.

Student Activities After the lecture have them compare and contrast the differences of the slavery. Between american and other societies slavery.

Ticket out the door: the list of the comparisons.

Halloween lecture. The Beginnings The Celtic festival of Samhain. The last day of Autumn is celebrated in the society All Saints day and how religion has affected Halloween. Speak of the mix between the two religious and the rituals that were already being practiced. Halloween in America Originally the Puritans did not want to celebrate Halloween. They thought it was too much of a pagan act. Irish coming brought a mass of people who celebrated it. And it was being celebrated coast to coast, no matter there religious or social class. That mixing with other cultures that were practicing a similar act here already. Trick-or-Treating What does it mean? It is a threat that if they don’t get a treat then they will pull a prank In Ireland the kids have to perform a trick to get a threat. Was also a good way to keep the destructive nature and delinquency in children. By giving them a day when they can pull small pranks. End with a story about how I had celebrated Halloween and what it means to me.

http://0.tqn.com/d/politicalhumor/1/0/6/I/4/Trickle-Down-Economics-Cart.jpg What do you think is going on in this picture? What does the glass represent? What does the bottle represent? Are there any words? Which cups are full? How far down does the liquid go?



I would use this song to teach the hardships of a coal miner or any worker and how they would need to choose to join with the boss or a union. media type="youtube" key="5iAIM02kv0g" height="315" width="420"

Cooperative Learning Activity For an AP US History

In this activity everyone will be working in groups of four. In this project everyone is going to have a different role. However, this is not like a normal group project. In this group project you may form a group with people in another section that Mr. Bennett teaches. You will have three roles in the group which include Group Leader, Cartographer, Historian, and Scribe. In this assignment you are going to get one day of class time then the rest of the work time is on you. As juniors and seniors the college life is approaching and you will need to demonstrate that you can work with people inside and outside of the classroom. The Project that you will be working on will be that of creating your own colony. You have to write a time line for the colony, draw a map of your colony, and write a 4 page paper on how the colony had came to be and either succeeded or failed. As the Group Leader you are responsible for making sure you can find a time for everyone to meet. You are responsible for turning in the assignment with everyone’s names and what hour they are from. You are also responsible for helping were anyone needs help. As a leader you need to make sure everyone is informed a bout the project. Remember a good leader knows when to step in and help or when to back off and let the creative juices flow. As the Cartographer you are responsible for creating the map of your colony. It is going to be an interesting way for you to find out about scale, cardinal directions, and creating an easy to read map and legend. Make sure that you work closely with the Scribe and Historian for they will help you create a much more enriching map. As the Historian you are responsible for creating the timeline. This timeline should start fifty years before anyone starts to settle in the colony and should conclude fifty years after they have settled. The best way to think about this is to you scale on your timeline. The best scale in this case could be every 5 or 10 years. Make sure you plot only the major events. Example completion of the first house could be a major event while completion of the fourth house would not be. As the Scribe you are to write what the colony is going through. Start the narrative a week before you hit land. After that it is up to you. Things to think about when writing this narrative is to describe the lay out of the colony. What type of government is it going to institute? What type of colony is it? Why did the people come? Is the colony going to be successful or do you have to abandon it? These are all things to think about when creating the narrative. Make sure you work with the Cartographer and Historian closely so they know all the events and layouts. Also if you need any help always ask for the leader.
 * //Purpose://**
 * //Description://**

Positions Leader ___Scribe__

Cartographer ___HIstorian__

Ancient Greek Mythology

Standards: F2 Systems of Human Organizations 6.1.4 Changes in Economic and Political Systems Essential Question How Mythology reflects Greek life in that time?

Enduring understanding: Students should know about how Greek mythology has a role in today’s life. Students should know how mythology affects ancient people’s lives. Students will learn to research and write about a lifestyle.

Required Materials: Textbook, Posters, Art supplies, Teacher found research materials. PowerPoint, Guided note handout. High School A: ELL A and B, Exceptional Learner A, High School B: Jasmine Gardner Middle School: Javier- ADHD

Time frame: 2 Day lesson for 50 minutes. Day 1 Section 1 10min Create a KWL chart on mythology.

Section 2: 15mins- Have a short lecture about mythology which would introduce broad topics about mythology. This would include a PowerPoint presentation with a guided note taking handout. This will provide the background information that students will need for the projects, as well as general themes and purpose of mythology.

Section 3: 25mins- Break the class up into 5 groups of 6. Each group will investigate a different lifestyle from ancient Greece. One group will look over a priest of the time, a politician, a farmer, a mythical hero, and a god. There will be a choice in the last two groups, within the hero category they can choose from Achilles, Hercules, or Perseus, while in the god section they can choose between Zeus, Poseidon, and Hades. The assignment will be to create a poster for the person they are investigating and present it to the class at the end of the second class period. They need to answer these questions: how mythology affected their person’s life? How mythology has kept this person relevant for today? What the background of the person you are investigating? Include a picture of a person you are investigating and where they would live during that time. Have the students leave the poster in the room for the next class period.

Day 2

Section 4: 10min (writing) 5 (sharing) – Students will do a free write on what they learned during the previous class. They then have to find someone who wasn’t in their group the previous day and discuss what they wrote about.

Section 5: 10min- Time for the groups of the previous day to get together and put their ideas in line. They will then have to present in front of the class and everyone must say something that they had worked on the day before.

Section 6: 30mins- Each group will have five minutes to present while the rest of the class is to write down 5 facts from each presentation. The groups will sit together and be graded on how respectful they are as a group.

Section 1- We decided to start off with a KWL chart because we thought that it would be helpful for the ELL students and the Advanced learner. We want to find out what they know so we can place them in groups that would be helpful for their needs. We would put the ELL students in a group that they know the most content so that they can focus on developing speaking and writing skills instead of content. It also may help ELL’s use their personal experiences, which would be a tool for connecting the content to their lives. We would put the Advance students in a group that they know very little about so that they may be less likely to get bored.

Section 2- The PowerPoint is going to be used to keep people engaged with pictures and content. While the guided notes are there to make note taking easier and help the ELL students and students with attention problems focus on taking the notes.

Section 3- This activity is to help the students that are “loners” work in a group setting. We have two students that we are focused on that like to draw and this will be an outlet for their creative ideas. In the assignment the students will also have to create a background story for the person they are investigating so it will help to keep them engaged. We have one student from Gardner that likes to work in groups more than alone, and learns best through discussion. With the group poster it helps this student get in the group environment while also the actual conversations within the group can benefit the ELL students.

Section 4- We want the students to do a free write for the benefit of the class and the benefit of ELL students. ELL students can comprehend more than they can communicate so giving them a chance to organize their thoughts is a good way to make sure they know what was taught. Also only talking to one other person will help our two shy students get ready to speak in front of the class.

Section 5- Since there are many kids in the class with attention problems this will provide time to organize their thoughts, and is a good way to keep them on track. It is one more time for the teacher to go around to the groups and make sure that all the kids know what they are going to say.

Section 6- The presentation is for the teacher to make sure the students have learned the content. It will help the students who are shy since they will be speaking in front of class with a group instead of alone. While the note taking aspect will keep the students focused on the presentations, as well as provide another form of assessment. The respect grade will keep the classroom quiet so the ELL students can clearly hear the presentations and won’t make the shy speakers nervous.