Josh+Hagler

Class Assignments.

**1. Cooperative Learning Lesson Plan.** **2. Simulation Role Play.** 6 Nation Talks Activation: [|We'll Meet Again]  **3. Discussion Lesson Plan**   **4. Student-Directed Project Investigation** - US Geographical Regions **5. Humanities-Based Lesson**   [|Strange Fruit Documentary MSULibrary] **8. Resume & Cover Letter** Cover Letter is for my placement school.
 * Instructional Strategies:**
 * Artifacts of Instructional Enhancement:**
 * 6. Assessment Samples **
 * 7. Classroom Procedures Plan **


 * 9. Focus Student Portfolio**
 * 10. Special Education Artifact**
 * 11. English Language Learner Artifact**
 * 12. Differentiated Instruction Artifact**
 * There are multiple assessments and short worksheets to set up further assessment. **
 * I left them within the lesson plan to give them context. **
 * Power Point for Introduction to the Federal Reserve System MicroTeaching.**

__**Wikipost: 4/28**__ <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 21.3333px;">Consider and reflect on your micro-teaching, even critiquing it. Give a “+”, “delta,” and “-” in 3 paragraphs. The Fed: "+" - I think the hook/activation went well and the students would be interested in the origin of the got milk campaign. I also think the currency activity was a good way to have students think about money and what can be used for money. I think the presentation on the screen was simple and straightforward without too much information to distract. I thought the visuals were good with the pictures and the maps. I thought incorporating a little geography went well without making it a main point. Being left the clicker; it gave me control to move about the room to monitor students and also the control to move the slides as needed without breaking the flow.

"/_\" - It was just a background intro lesson. I would have liked to, and will, go deeper when I actually teach. Also I would have more activities and take some more time to make sure the students truly understand. This lesson though 25 minutes in 408 could be a couple days in the classroom. History/why, background on events leading to the fed. how it actually works/the econ part, present day workings/popularity, etc. I would break it up and spend a little more time in the different aspects. Also, since I did not have much on the working Fed, I would delve into that. I think it would be a good way to cross-discipline the lesson with history, geography, economics.

"-" I wanted to introduce the idea of currency but I used a folder. That would be fine for a barter economy system. It would have been better to elicit different ways students pay for things. I think the oral presentation was not as sharp as it could have been. I was not feeling well on the day and did not raise my level to the point I should have. I have taught through it before, I should have been bale to do it again. I think there should have been more thought as to how exactly things should have been connected. I think things were a little disjointed during the presentation and I can smooth that out. I think the second hour class would have a better presentation than the first. Also, I think assuming they knew or remembered their American History may be problematic in the classroom if this is presented in econ or government and not history. i would need to make reviews or accommodations for that and could not move as quickly.

__**Wikipost: 4/15**__
 * "How will you handle 'Teaching the Terrible' (In your placement/practice/curriculum)???"**

There are many things to contemplate and prepare for when teaching a lesson and when you are "teaching the terrible" there are even more pitfalls and traps. First and foremost, the terrible continues to change. The bubonic plague was "a terrible," as was the Mongol invasions (unless you were a Mongol), the Spanish Inquisition, and the Great Leap Forward. However none of those things is taught as a terrible is, within a social studies class. The definition of a terrible does not change, so why are these events taught differently? It is because of the time it happened and who it involved. I think the reason why the Shoa is taught as a terrible is because we, then our parents, then grandparents were involved in the war. America came out of that war greatly changed which still effects us. I wonder though how much longer will that terrible be taught as a terrible as the memories cease and it becomes more historical and less directly relevant to students. This is what needs to be bridged when teaching the terrible. If the goal is to get people to realize the possible dangers that this could occur again then you must teach the terrible as terrible in a personal way, not as a fading historical account. For example, Pearl harbor was used as a reference to attacks on the United States because of the emotion it demanded, now and in the future will a surprise attack be known as a Pearl Harbor or 9-11? (Personally I think it will not be known as a 9-11 because it was a civilian target and has been heavily politicized, but the point is there.) Pearl Harbor does not elicit the emotion it once did, students usually have little reaction while 9-11 has an instant honest emotional response. That response it what is needed to open students to learning, analysis, and growth.

Like the response, the content must be real to them and it must be real to the teacher. With all of the entertainment offerings getting more explicit, old videos and photographs may not have the same effect on students as before. to make the content real, the ideas and themes behind a terrible may be taught using contemporary events. Genocide- Darfur, oppression and slaughter- Syria, economic inequality- present-day US. These are things that students will have more of an understanding because it relates to the world in which they occupy. Like all history, it is meaningless until it affects an individual. Once the individual knows that, there is interest. It is our job as teachers to make it affect the students. The student who is apathetic will no longer be so when the material is not something far off, but in his front yard.

Opposite of the apathetic student is the student for whom the subject is too real. The emotional response that is needed can be too overpowering. this is when the teacher needs to know about the students and make judgments on what to teach and how based upon their understanding of students' lives and emotional maturity levels. Some classes may not be able to handle certain ways of teaching a terrible and students may hide their insecurities or discomfort with jokes, or taunts. This must be understood to be unacceptable and grounds for immediate dismissal by both the teacher and student before the lessons even begin. As hurtful and inappropriate as jokes or taunts may be, there is also a danger in eliciting too emotional of a response. History must be taught in order to improve, not merely to inform. When teaching about the Tutsi genocide, one should think carefully about the makeup of the class. The lesson most likely would be very different if teaching in a school with Rwandans than it would in a suburban white district. The emotional response elicited must not overpower the intended outcome of the lesson. If the intention is to shock, then it needs to shock, not traumatize.

There also is the question of what types of comments will be received and sent in the classroom. If there is not strong management of the class, there most likely will be some extremely unfortunate incidents or comments. There may be some in the class who think the terrible was a good thing and should have happened. I remember this in my own schooling when there was rejoicing by one boy when learning about the assassination of Martin Luther King, Jr. His father came into the school and told the principal that he agreed with his son. The teacher must be ready to push back on these ideas and question the validity of views, any views, expressed in class, especially their own. I personally believe that when these views are encountered there are two approaches. If the view shared is meant to hurt, intimidate, or belittle, they are out of the class immediately. If the view is expressed without that intent then it is a good time to question the student and have them explain why they believe it and how they came to that belief. I think directly confronting some one on a belief can often make them hold tighter even if it is proven incorrect. by questioning and asking for explanations they are more likely to question themselves, perhaps for the first time. Of course whether that questioning is in the classroom, or in private, will depend on the situation.

People may shy away from teaching a terrible, but I actually am looking forward to it. I think teaching the terrible or the controversial is where there is the most growth for students. Challenges, disagreements, and engagements are what allows student to think and make decisions for themselves instead of regurgitating those facts and figures that are useless without context and an emotional response.

__**Wikipost: 4/5**__

A - On an EMOTIONAL level, what especially comforted, troubled, excited, frustrated, or (other emotion) … you? I think it is always helpful or reassuring to hear how others have had difficulties. It makes the whole process less intimidating and allows people to understand that you can fail or have a terrible lesson once in a while and not fail overall. The ability to overcome mistakes and failure is always reassuring. B - On a PROFESSIONAL level, what insights especially stood out to you? I do not think anything really stood out for me professionally. It was mostly things I knew or had gleaned from my experience or observing my parents but a good review to see that it was not only them. My mother only missed school when I was coming back from Wisconsin, or Japan, and my father was the same. Both of them retired with an estimated 2-3 years of acquired sick days. They were both always early and stayed late and were proactive contacting parents for good and mad, including calling them and giving their numbers late in the summer to initiate contact. I feel I have absorbed that ethic of time and absences. The reiteration of getting to know the staff and using them as a resource i think was perhaps the most important bit of advice relayed. C - Making OBSERVATIONS, what traits did the panelist appear to have in common and/or differ on? I think all of the panelists were well spoken and articulate, personable and professional. Most of them reiterated what the others said about their apprehensions and successes, but came about them in different ways. It looked like they were able to mostly walk that friendly but not friends line and also looked to be proactive in their teaching. D - MORE PLEASE: Because our time was limited, much was left unsaid. SO, what questions, requests for stories, tips, or issues still remain either unexplored or find you wishing would have been explored more? One question I was raising my hand for in the second half but ran out of time for was what the most important, meaningful, helpful, etc. thing they wished they knew before becoming an intern. I think that would have been helpful and more focused to us at present. I hope to have the chance if the intern panel happens, but I would like to have had their perspective as well. E - RELATING: Who did you most identify with/relate to or aspire to be like and WHY? I really do not think I necessarily related or aspire to be any of them. I think they are all strong personalities who are engaging, personable, and probably effective teachers. That is what I would also aspire to be but on my terms, as me. There are ways in which I identify with all of them in different ways. I was not off put by any of them in any way and think all of them would make a great and helpful colleagues. F - VISION CASTING: How did this panel help you think about your future "legacy" or teacher identity? I am not sure this panel really changed anything about the vision I have for myself as a teacher. I really think I will not really be able to truly establish that vision until I am able to get out there as an intern and use my ideas and plan lessons for the students. I feel this is a bit of an easy way out but with my past experience melding with a new subject and opportunity, I know what I want to do and be. It is just getting out there and making it happen.

__**Wikipost:** **3/29**__

__//A. What is the difference between cultural relativism and ethical relativism? Give an example of each.//__ Cultural Relativism- an individual's actions or beliefs are to be understood from within that individual's culture. Human sacrifice Ethical Relativism- all points of view are valid and the individual determines what is ethical to him. No one set of morals is valid for all people, at all times, in all situations. Slavery.

__//B. In a pluralistic society such as ours, why or why not is ethical relativism a desirable way to think about ethical issues?//__ I think ethical relativism is important to a point in a pluralistic society. Everyone has different morals and ways of thinking. This is something that while celebrated has led to some of the "culture clashes" we have politically in this country. As long as the rights of others are respected and others are not oppressed in order for for another to have a right, there should not be a problem. However, there are cultural norms or morals in society that are not held by everyone. Freedom of and from religion and all that entails, is not always practiced. Assisted suicide and gay marriage is accepted my a majority, but illegal in most places. Killing is bad, unless it is done by the government. Some of these examples are ethical relativism and some are cultural, and some can be a mix of the two. This is where there needs to be pragmatism and limit on ethical relativism. If someone thinks it is ok to murder, pillage, molest, and acts on their beliefs making others suffer, it can no longer be tolerated under ethical relativism.

//__C. Specifically thinking about “teaching the terrible” in social studies classrooms, how might ethical relativism prevent (or enable, if you can make the argument) a meaningful analysis of events such as the war crimes of the Nazi regime?__// I think any relativism could be used to justify anything. That is the problem.If someone claims ethical relativism, then one can say, "well they thought it was right so who are we to say it is not? We were not in their shoes." This could also be a cultural relativism view since it was a single nation instigating the Shoa. This can illuminate the power of propaganda. If the country/culture believed in the stab in the back theory, the Elders of Zion fabrication, and all the other hatred aimed at the Jews. Many Europeans believed the Jews were bad because of what they were taught, and the discrimination over millenia, so how could they be culpable in the slaughter? I think there are some places for cultural and ethical relativism, however, I believe there is a limit and there is a base morality of not killing and trying to do good. I think that is perverted by politics and propaganda in all cultures emanating from greed and a desire for control.

Overall, I think everyone is trying to do the right thing and most agree on what those right things are. Now it differs on whether the person thinks the right things are most important for the individual, family, race, nation, or world. This is where relativism really comes in. Different people or groups differ on how to weigh the importance of those things for other people or groups.

//Thus, in three paragraphs write a sincere and open-ended fictional assessment of yourself as a teacher. This is your chance to cast vision and consider the outcomes and reception of your craft. I really look forward to reading these and hope we can dialog around this in the future!//
 * Wikipost: 3/1**

Mr. Hagler made history actually relevant. I never thought history really had much to do with my life today but Mr. Hagler always made sure we knew why what we were learning was important and how it connects with today, as well as the future. I learned that history is not just dates and dead people but themes and ideas that effect our economy, social interactions, and media consumption. I have learned to make sure I understand the source of information I receive since the media often has an agenda. He has also shown that history is not only about a rich white guys with a few women and non-white people thrown in, but really is a compilation of all races and genders. Although Mr. Hagler and I didn't always agreed, I always felt comfortable and un-judged. The frustrating part was sometimes you thought Mr. Hagler agreed with you and then, out of nowhere he disagreed and was challenging your ideas. This was extremely frustrating but we understood he was trying to make sure we understood our reasoning for our opinions and could debate them. He always made sure that we could debate and discuss ideas in the classroom in a civil and meaningful way. We found out very quickly what would happen if there was any personal attacks. As a student who did not fit the typical demographics of the school, Mr. Hagler's class was a sanctuary. He would not tolerate any bullying or name calling from any of his students. All the students knew he was firm but fair. One of the worst punishments was not being sent to the office or the hallway, but seeing his disappointment in an action of a student. He treated us all as an individual and made sure he knew us not only as a student, but also a person.

//a) Highlight 2 specific teaching strategies/techniques that were used to teach content// One strategy was student investigation with us researching assigned topics and another was role playing by taking a persona and trying to view the war from that point of view. //b) What do you think was effective about the teaching methods and activities?// I thought bringing in other points of view was effective. Few people think about Vietnam other than as an America's war from an American point of view. I think allowing people to think about historical events from numerous points of view is effective and necessary. Thinking of and about something's impact on others is lacking in our culture. //c) What adaptations could have been made if this lesson is taught to different groups of students (college students, middle school students, etc)?// I think more time was needed to research before the role playing. People were unsure of how to answer some of the higher level thinking discussion questions since they did not have much prior content knowledge. I think this would be applicable to all groups of students. A few ideas of places to research points of view would also be helpful.
 * Wikipost: 2/26**

<span style="color: #000080; font-family: 'Arial','sans-serif';">a) Briefly summarize Gloria Ladson-Billings' conception of a Culturally Relevant Pedagogy.
 * Wikipost: 2/15**

Ladson-Billing's concept it to educate within the culture of the students. If students are educated within a culture with which they are comfortable, they will be better able to pick up the skills needed through culturally relevant materials. For example: instead of using Chaucer or Byron to teach about poetry, use music with which the students are familiar. Ideas are better understood when material and factors surrounding the themes are applicable to the students' lives. <span style="color: #000080; font-family: 'Arial','sans-serif';">b) What do you find especially helpful or troubling about the claims being made? I think a lot of this is fairly obvious, but it can be very difficult and hazardous. If a student from that area returned as a teacher, I think this could be a real dynamic classroom if this idea is implemented. I realize some teachers may be able to jump back and forth between cultures and this could also be wonderful. Perhaps even more effective than merely being of the same demographic. I think for some great teachers, it may be hard to move out of their own cultural historicity and may come across as insulting or patronizing. I think the idea of students writing in their own irregular English, then translating it into the language of power. This way they focus on the content and quality of ideas instead of beginning with a limited vocabulary or focusing on the rules and formality or grammar. I think one of the troubling thing is the students may be able to understand concepts within their cultural experience but may have trouble transferring the ability to other situations. Another problem may be the transferring not only to other situations, but standardized tests that are often inclusive of the educational bias of the dominant culture.

Rick Santorum: "Faith, Freedom and American Exceptionalism"
 * Campaign Activity:**

Overturn Roe v Wade, federal ban on abortion, except for danger of the mother States should have the power to ban contraception, though personally would not do so Against embryonic stem cell usage Questions decision to withdraw troops from Afghanistan Limited use of death penalty Moral imperative to battle China's "godless socialism," more aggressive stance to China Favors wiretapping and Patriot Act Voucher/Charter schools supporter One state solution in Isreal, maintain settlements, "There is no Palestinian" People in the West Bank are Isrealis. Privatize essential services Prioritize security and the military in spending Remove UN funding for programs with which he disagrees Follow Heritage and Cato Institutes, Simpson-Bowles and others for spending cuts Eliminate Dodd/Frank and Affordable Care Act Supports Paul Ryan's "Medical Reform and Innovation" plan Against gay marriage, civil union, or gay couples being able to adopt Pro intelligent design teaching in classrooms Fears Islamo-fascism and sharia law Obama is weak on foreign affairs and is apologizing for America, and has an ill-defined foreign policy Favors enhanced interrogation Pro gun rights, defender of gun manufacturers from lawsuits Pro border fence, limited guest worker program with no access to Social Security Immigration is damaging to the US economically and socially Troops in Iraq keep the US safe as they are the focus of enemies Anti marijuana legalization Advocates selective assassination of nuclear scientists in rogue states Anti direct talks with North Korea Cut taxes for "job creators" Reform entitlements Remove drilling ban and EPAs greenhouse gas regulation as well as other clean air regulations "Right to work" supporter

**Spring Reflection 2:**
<span style="font-family: 'Times New Roman','serif';">I think it is always important in a group activity to have individual accountability. If there are slackers of people doing all the work, you will not know what everyone did if assessment is all inclusive or public. Therefore privacy is important and more feasible with internet using pdfs, emails, online surveys etc.
 * <span style="font-family: 'Times New Roman','serif';">Create an accountability/assessment piece for the Cooperative activity on the candidates/election we started in class. **

=

 * <span style="font-family: 'Times New Roman','serif';">2. Develop an idea to share of a lesson you would like to teach that uses/presents a film (of any genre) to explain (a) a time period; (b) a cultural/social/political point; (c) a biography; or (d) an idea or concept. **=====

<span style="font-family: 'Times New Roman','serif';">"Tora, Tora, Tora" in mordern day international relations.

<span style="font-family: 'Times New Roman','serif';">__//Objectives//__: Students will compare historical events to current international situations and predict possible outcomes.

<span style="font-family: 'Times New Roman','serif';">__//Assessment//__: Small group discussion of possibilities, with best and worst options for principles to take.
__//Activating Activity//__: Students will view the Pearl Harbor attack scene from the movie the movie.

Teacher led elicitation what happened in the scene and //why// it happened. American perspective and Japanese perspective examined if students have the knowledge.

Watch the movie and students have a worksheet requiring them to note the main issues and contentions between the US and Japan. Discussion and clarification of contentious issues.

Students assigned into Japan and US halves. Each half writes a proposal to assuage the crisis to the other. Other nation responds. Teacher collects for assessment.

Further Activity: Assign principles actors to the students. Matching characters form that entity. Each entity researches the issue from their point of view. . Teams make posters portraying the causes of major issues at present from their point of view. Teams (not on poster) develop at least 2 strategies to approach the problem and expected outcomes/responses from other actors in their crisis zone. The Korean Penninsula (North v South/US/Japan v China) Islamic Republic of Iran (Iran v West) Israeli-Palestine (Israel v Palestine v US) Afghanistan (US v Taliban v Karzai)

Teams get together and attempt to come to an agreement to resolve problems while maintaining their ideals/points of view, peacefully. Groups present to the class on their progress.

Posters will be put up in the class to allow the ideas to be seen by multiple classes over time.

Placement Project:I was not sure where to place this so I am putting it here:
 * Step 1:**

Observing our field placement has been a little difficult. We have only seen our teacher teach an actual lesson once. The first observation the mentor teacher was assigning a guided discovery project and paper. The students were most interested in doing it over the weekend instead of during the time in class. We observed the instruction and quickly understood her manner of classroom management. The classroom had a good atmosphere for the most part, though some students crave the attention and are somewhat loud because of it. We also made the tour of the building and met the secretaries and principle. The staff appears to be very friendly and supportive, adding to a positive atmosphere in the school.

Some of the themes in the classroom are being respectful and trying to do the work. there is a good give and take between the students and the teacher which allows fo rthe teacher to have control of the classroom but not be a disciplinarian. This also means some of the students may say something inappropriate but are usually repentant following a look or a quick word from the mentor. It also allows the students some freedom and an opportunity which keeps them more focused on the lesson instead of trying to expend extra energy in inappropriate or more distracting ways.

Our second time observing was when our teacher was at a conference so we observed the sub take attendance and reassign the work of which the students were already aware. The three of us graded papers for two hours and interacted with the students for the final hour answering questions and asking some about their interests and area.

Curiculum Resources: MacGruder's __American Government__, class textbook. Issues: http://www.rasmussenreports.com/public_content/politics/mood_of_america/importance_of_issues http://www.gallup.com/poll/127247/voters-rate-economy-top-issue-2010.aspx http://www.rasmussenreports.com/older_content/home/top_stories/most_recent_articles http://www.iwatchnews.org/ http://fivethirtyeight.blogs.nytimes.com/

Research Questions relating to the 6 Basic Principles in the text: What interactive activities will lead to incorporation of the knowledge of voter behavior? How can test questions be reviewed in a non-testing environment to help students who learn better in activities?

The third observation involved correcting some more papers for a short time and observed our teacher going over guided notes with the students. the students were to have finished the notes as homework and they went over questions and answers. There was little time for interaction with the students and those present began to plan the lesson we were to teach on December 2nd. The basis outline was accomplished that day with the details to be worked out and assigned the following week.
 * Step 2:**

Lesson Plan: Voter behavior and Issues Test Review.

Activation: There was a change in the tone of the class as I began just because i was new and they were interested. There was not much of a need for a typical activations strategy since I had all of their attentions and the mention of the word game got them in the mood to learn. A few quick review questions and a little interaction with the students precipitated a positive rapport and lesson.

1.) Biography activity. In groups students decide if the short biography represented a Republican, Democrat, Independent, or Non/Cannot voter. Groups discuss their thoughts and raise their card. Groups must defend their answer. If students are correct or can adequately defend their incorrect answer, they receive a point. If the students are incorrect or are incorrect say they only guessed, they will not get a point. 15-20 biographies.

2.) Buzzer game. Students have been clamoring to use the buzzers so we used that as motivation in the class. In groups, starting scoring from scratch. A description of an issue will be read. The first team to buzz in and correctly identify the issue will receive 5 points. The team that can give the correct stance of the typical Republican will get 2 points, as will the Democratic stance. A team that buzzes in cannot buzz in again until the next issue description. Discretion is with the judges.

3.) Devil's Advocate. One MSU student will join each group to talk with the students about issues with which they are familiar from class. The MSU students will disagree with each person on each issue. It will be noted before hand that we do not necessarily reflect our own beliefs in this activity. We will use the chart in Instructional Strategies Questioning section to ask divergent questions to encourage students to answer with higher level thinking.

4.) Stance on the issues: Using the latest poll numbers, students will try to guess which issues are ranked 1-5, 6-10, 11-15, and 16-20. this will be done "family Feud" style with each group going until they cannot name an issue in that section. Groups will get one or two strikes,depending if it is 1-10 or 11-20.

Materials: Note cards, bios and issue descriptions for the teacher, polling numbers, IS questioning chart, buzzers.

Accommodations: The teacher will make the groups to ensure competitive balance and mainstreamed learners will be incorporated well.

Due to an illness, late start of placement, and logistics only allowing a once a week visit, Step #3 is not as full as desired.
 * Step #3**

__Evidence of Goals Met:__ So far I do not have any evidence of the goals being met. We have not received information from our placement teacher about the performance of the students in the area of the test we were trying to improve. From the students perspective they felt they did well and the activities helped them to remember and understand voter behavior better than before, for in that way the lesson had some success.

__Most Surprising Observation:__ 1st period, the quietest class normally was very enthusiastic about the activities. There was great rapport between the class and myself even though I was introduced literally moments before the class began. They were awake, attentive, and gave thoughtful answers to my questions during the activities. The placement teacher was surprised and very pleases. 4th hour though, was extremely disrespectful not to me, but to each other. The mentor teacher was very disappointed in them even though the academic side of the class went well. 6th period went well though it was by far the largest class. In all the classes making groups justify their answers improved attentiveness and competition since they could get points even if I disagreed with their answers if they could justify it well.

__Enacted Social Studies:__ Voter behavior was the main idea, voter issues, socio-economics, gender, religion, geography, and economics were all touched upon during the class.

__What was learned:__ The students were very enthusiastic since they were able to get away from guided note taking. The hands on activities and competition added to their enthusiasm. By questioning and challenging their answers the students were forced to use higher level thinking instead of answering in factoids. When the students were able to relate information to people, they were more successful at retention.

__Information shared:__ So far, without performance scores we do not have very much to share with others. What we do have to share with professional communities should already be understood by those in the profession. Multiple activities with a similar focus increases retention through embodiment and repetition. .

__Changing thoughts:__ I would have liked to have taught more of a traditional lesson plan but with the calendar set, there was only so much material available. We happened to be visiting on a day focused on voter behavior and as a review for the test. If there was more control over the unit, we would have been able to incorporate more of what had been learned and what was to be taught following. As it was, the lesson was more modular.

__What went well; changes:__ I think the activities went well, and the student feedback was overwhelmingly positive. The students were more receptive and conversant after the lesson than the visits before. Due to an illness and a conference we were only able to visit the school and see the teacher 3 of the 5 times visited. Logistics plays a large part in not being able to observe the classroom more often. Another change would be the allocation of responsibilities so every member is able to participate in planning, executing, and debriefing the lesson.

__Questions for further investigation:__ I still think the essential questions are valuable. Since we were unable to obtain the information needed to determine how successful the activities were, they still remain. I think one question that spans many disciplines is: What assessment is best at determining learning and application? Should multiple choice assessments have a place for justifications when it is a question involving opinion, conjecture, or is not simply factual recall?

//**Reflection #12**// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. http://worldwar2database.com/gallery3/var/albums/wwii1230.jpg?m=1310179907 I would also use a similar map I obtained and framed so students could see it more clearly. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> a. This is a Japanese map with Japanese perspective from very late 1942-early 1942. It shows some military activities in the Pacific while also showing political control of areas in both Asia and Europe. The concern is more for an overall view of Japanese activities while not concentrating so much on accurate geographical features. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> b.One distortion is the focus on Asia and centered on Japan. As with most world maps, the country of the intended audience is centered. The map is written in Japanese using older kanji and also written from right to left which dates the map as pre-1945 occupation. The battles and sinkings indicate the map to be around the 1942-1943 year change. Being a historical map, it perpetuates the views of the nation in which is was most likely commissioned. The map marginalizes the non-Japanese that were under Imperial control at the time. It challenges our Euro-centric political orientation with Europe marginalized and distorted at the edge while omitting Africa and much of the Americas. I think this map is made to depict a time, but also increase a sense of nationalism and pride in the Japanese people. They are able to see what their sacrifices have produced.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. a. I find the Molleweide to be the most accurate. The representation looks like it keeps most of the size fairly well balanced in scale instead of shrinking or greatly expanding the northern and southern parts of the globe, visually with less distortion.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> b. I think anytime a perspective is changed is helpful to the learning experience no matter what the age. People are so used to maps, they rarely question the motive of the cartographer or printer. Maps are usually politically or ethnically centered which, perhaps unintended, can unconsciously strengthen nationalism. Maps are often overlooked when conducting lessons with media literacy components. I think map interrogation is a great activity to think critically and openly about ways information is presented. I also think that a great number of different types of maps should be used. World, local, sea charts, star charts, hand drawn note maps and others are good to get students thinking about the roles and differences of maps. There also needs to be maps from different regions to show the effect of centering the map on different countries. This simple act can be an effective opening activity to change or at least understand perspective.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Understanding Guerrilla Warfare **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: ** -Students will all have the same or very similar armbands or identifying clothing articles to simulate the mix of enemy fighters and local populace. -One student is a soldier and patrols the classroom walking through desks. -Groups of four will be organized into a VietCong fighter, a local sympathizer/supplier and two locals who are not involved. -'VC' are equipped with one NERF ball and 'sympathizers' try to resupply them if they run out. -As the 'soldier' patrols, they are under occasional fire from the VC in that sector (an established 2-4 desk radius), while locals try to resupply their assigned VC members. -Soldiers must correctly identify the student who threw or hit them with the NERF ball. If they were hit, soldiers must identify the student within five seconds, if the ball missed they will have ten seconds. If identification is correct, then the offending party of VC and locals may not participate in the next round. -If the soldier does not correctly identify the VC in the allotted time, that localized local/CS pairing will get a second VC and the assignments within the groups will switch. (during which the soldier will leave the room) -If the soldier misidentifies a local not involved as VC the every group will get a 2nd VC per group. -There will also be the possibility of some students assigned as NVA and allowed to launch an attack from outside the established radius.
 * //Reflection #11://**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Vietnam **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">a. Kinetic Activity **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I would like the students to read about the Tonkin Gulf 'attack' and resolution and aftermath from newspaper articles. I would compare that to the UN Resolution and WMD leading up to Iraq. I would have questions for students to compare and facilitate discussion.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">b. Solo-Reading: A non-textbook article or relevant current event **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would use this in the cultural / political feelings of the war and how they changed over time. I would also use this in conjunction with media literacy aspects studied previously in the class. I would compare the war in the field and home front feeling between 1966 with S/Sgt Berry Sadler's "Ballad of the Green Berets" and a few other selections from different points of view depending on the interests and culture of the students. I would ask students to compare the words used, the sentiments of the song, to what age group they thought it would appeal, ethno-cultural group as well. I would ask them to reflect on how they felt about the song and how it would affect their understanding of thoughts on the time period. I would then run a montage of military footage of the war with each song and have them watch once, then again while writing notes on how they viewed the footage. Same footage would apply to each song. I would also make sure to include a Vietnamese song as well since it was not an American only conflict.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">c. Music: song or musical activity **

Edwin Starr - War Guns and Roses - Civil War Fortunate Son - CCR (cliched, but for a reason) Pete Seeger - Where Have all the Flowers Gone Joan Baez - Where Are You? Vietnamese Possibilities that I need to further investigate: Một Buổi Sáng Mùa Xuân" by Trinh Cong Son Huyền thoại mẹ Trường Sơn Đông - Trường Sơn Tây" by Hoàng Hiệp,

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**d. Interpersonal:** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I would organize an activity based on information from intelligence sources, political sources, and military sources that LBJ had seen. Students would not know exactly what they would be looking at. They would make decisions based on that info about what they would do in a certain situation. I would then give them the information about that time on the info we now know. Would decisions change? What would they think of the earlier decisions? How would that apply to the Viet Nam era?

//**Reflection #10:**// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Intrinsic: Motivation based on inner or personal rewards. Students behave because they have found they do better on tests than when they misbehave. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extrinsic: Motivation based on external rewards. Students behave to fill the marble jar and get candy. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From what we were able to observe, intrinsic motivation was most pronounced. The students were not given any external rewards of which we were aware. maybe Mr. Pineda gave them all cell phones afterwords, but I doubt it.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. a. What is intrinsic and extrinsic motivation? Give an example of each motivation that you have seen used in classrooms. //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">b. Explain what type of motivation was most pronounced in Ben Pineda’s teaching at Haslett Middle School on 11/16/11; be specific and justify your answer. //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Multicultural education is education that is not based solely upon the dominant culture. It involves interaction with perspectives of groups that typically have only been given a minor role in traditional curriculum. The addition of cultural, ethnic, and gender perspectives gives education a more real life perspective as history does not happen in a white male only setting. Other groups have had a great impact, but are underrepresented. Multicultural education aims to incorporate those perspectives to give students access to them and to create citizens who will function effectively in a pluralistic society. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Primary sources and first hand accounts are a good way to include perspectives that are not represented in a classroom. Media is also a way to bring in different perspectives, depending on the source. A movie about the Tuskeegee pilots may be very different depending from whose perspective it is told. "Tora Tora Tora" was a movie that showed the perspective of both sides since it was two movies edited together to tell a more complete story and would be a good way to show different views. A movie about the Civil Rights Era would be very different if told by Disney compared to Spike Lee. Granted, Spike Lee would more than likely not be classroom appropriate.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. a. What is a multicultural education? //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">b. How do you plan to employ a multicultural education in your future practice … even if you don’t have a “diverse” classroom? //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction is using different and divers strategies in the classroom to make the material more accessible and interesting to learners. Different strategies are needed to use the different strengths and intelligences of learners. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//b. Also, consider figure 4.1 in the text – what component(s) of the Learning Cycle In Differentiated Instruction do you feel needs the most consideration in your own practice?//** I think pre-assessment need the most work in my practice. I have not had the experience to properly evaluate student strengths, weaknesses, and interests. I also need to improve on the process of making ideas relevant to non-social studies enthusiasts and having enough variety of instruction and pop culture knowledge to implement material.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. We don’t teach Social Studies, we teach (diverse) people Social Studies. //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">a. So, what is differentiated instruction and what function does it serve in the classroom? //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I think, personally, linguistic/verbal intelligence is the strongest and spatial, bodily kinesthetic, interpersonal and intrapersonal intelligence are also fairly strong. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I think kinesthetic is underutilized, though teachers do attempt to include it at times. Musical, naturalistic, as well as inter- and intrapersonal intelligence are underrepresented. Musical intelligence is under increased attack as schools lose music education and with the increase in standardized testing, personal skills and intelligence suffer, though they are extremely important to succeeding in society. Students learn facts and information but not always how the people felt and what they were thinking at points in history. As an example, there is very little about how British loyalists felt during the Revolutionary War, or how those who did not want a part in the conflict. History is written by the winners and therefore the feelings and ideas are from the victorious and often omit those that did not agree, losing the perspective of uncertainty and replacing it with a view of historical inevitability.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. a. According to the multiple intelligence theory, what intelligences do you feel are most pronounced in yourself? //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">b. What intelligences, in your opinion, are underrepresented and thus in need affirmation in Secondary Education? //**

//**<span style="font-family: 'Times New Roman','serif';">Reflection #9: **// <span style="font-family: 'Times New Roman',serif;">Describing a controversy is giving both sides of the argument in language people are able to understand to explain the ideas and history behind the issue. Engaging in a controversy is using the language to support the side with which you agree and discredit the opposing view in the minds of others. It is the difference between educating and advocating.
 * //<span style="font-family: 'Times New Roman','serif';">1. What is the difference between (objectively) describing a controversy and (subjectively) engaging in one? //**

An impartial tone //allows the teacher to maintain a moderating role in presenting the evidence and opinions of both, or more, sides of the issue and cutting or rebutting falsehoods or distortions.// //If the discussion is based on facts, the teacher can ask higher level questions to make both sides of the argument defend their ideas with information instead of emotion and talking points they may have heard from other sources. This allows the teacher to focus more. If the teacher is more involved with one side of an issue, students may become aggressive, emotional about unfairness, or stop participating. Loaded language will also have this effect. Students will pick up on the teacher giving simple questions to one side or exceptionally difficult or confrontational questions to the other. This will have a negative impact on the classroom. It will not be the open and supportive class teachers need to establish.//
 * //<span style="font-family: 'Times New Roman','serif';">2. How does a teacher’s ability to maintain an impartial tone help students engage in critical thinking and productive interaction? How does loaded language prevent social and education progress in classroom? //**

<span style="font-family: 'Times New Roman','serif';">As mentioned in #2, if the teacher is more subjective on a controversial issue, students will react in ways that are not conducive to an open and supportive classroom. They may resist giving their opinions and participation, or may become combative. They may also lose trust in a teacher or will perceive the teacher as an opponent instead of facilitating their education.
 * //<span style="font-family: 'Times New Roman','serif';">3. a. Explain why it is imperative that educators are able to maintain impartial tones and objective dispositions within the class room. //**

//**<span style="font-family: 'Times New Roman','serif';">b. Give a positive example (either based off of something real or hypothetical) of how you as teacher could handle controversy as it pertains to the upcoming 2012 election (you will be teaching in an election year, wink). E.g. One student yells at another OR students claims, nihilistically, that studying politics is a waste of time… got? **// <span style="font-family: 'Times New Roman','serif';">I would as a theme in my class highlight how individuals or small groups pushed the government to change or get things done and how it relates directly to the students. This hopefully would show how action and politics affects them. The small number of people who swung the 2000 election in Florida should prove that at least in a swing state the "my vote does not matter" mindset can have a huge difference on a national scale.

<span style="font-family: 'Times New Roman','serif';">When teaching about politics, I would like to strip away party or personal affiliation and teach the topics and platforms which the candidates are advocating. I would have ballot boxes set up on different issues and students would read the issue (not obvious issues that would immediately identify the party/candidate, but more hypothetical scenarios), vote how they felt about the scenario, and see how it lines up to the candidate/party they voted for when they could identify party/person. I would also have minor party scenarios involved to see where they thought they stood, and where they actually stand on issues. I wold then use that as part of a voted identification/trend unit or to start minor party lessons. Hopefully, students will vote differently on the issues in the scenarios and could lead to a discussion about differences and the role of identification in voting trends and how that affects issues. I would hope students would see some of the differences between how people feel about issues and allow them to see through the views of others.

There are a host of obstacles and excuses that exist about teaching controversial subjects. I think some of the most important are opportunity cost, perspective and school/community culture. I think some of the problems are open ended questions that require questions more than just regurgitation of information in the reading.
 * //Reflection #8//**
 * //__Teaching Controversy:__//**
 * //A. What obstacles and excuses exist to teaching about controversial topics?//**

If a teacher must take a great amount of time to create curriculum that is thought provoking, engaging, and allows students to really get at the heart of an issue, how will that be justified to the administration or parents as a quality use of class time? If a teacher takes two weeks to cover a current events issue that has parallels through history (economic exploitation), will they have the support of the staff, administration, parents and community leaders? Would administration think something more constructive could have been taught? How would that affect the test scores in the next round of standardized testing? What happens if the economic exploitation is about Niger or the Ecuadorean lawsuit against Chevron in a Houston school?

How does the teaching of a unit about the Arab-Israeli conflict change when taught at Dearborn's Fordson High or in Skokie, Illinois? Should it change? Would the administration or community support an open-ended, nothing is certain exploration into the "known facts" that each community holds to be true? If a teacher creates an open, provoking lesson where students must draw their own opinions that takes effort and time to develop, only to have it nixed by the powers above, how often would a teacher be motivated to make such lessons?

How would the perspective or perceived bias be attacked by those opposed to the topic? How would a teacher defend himself? I think of the case at University of Colorado-Boulder. UC-Boulder had the money, prestige, endowment and the administration to take on the critics calling for the immediate removal of Ward Churchill. A local school would stand no challenge to high powered or large numbered protests. Most likely they would see it as a disruption and to minimize losses, dismiss the instructor.

Finally, a great obstacle is trying to get information that the students will be able to understand, analyze, and actively use in their attempt to think analytically and critically. Information is often biased, intentionally or not, and while that may be useful in some instances, in may also be detrimental. It may also be extremely difficult to obtain materials with which the students will be comfortable enough to use. "The Economist" or "Foreign Policy" may have great articles on an issue but if the students are not able to facilitate the issues contained.

I think Mr. Werner does think teaching controversy is important, but only as "a means for achieving goals related to citizenship and critical thinking" and a way to connect the social world and curriculum. Students must be able to apply the lessons learned to their lives in order for the issue to have merit as a teachable issue. If there is no direct connection or goal, then teaching issues to teach issues is only a way to make class more interesting and enjoyable instead of making the lesson more relevant and a true learning opportunity. If there are no connections to make the issues relevant to real world application, then there is nothing gained from the exercise.
 * //B. According to Werner, is controversy worth addressing? Why or why not?//**

Werner believes that there needs to be a better way to share expertise and successful ways to teach issues that are goal oriented instead of teaching issues just to teach issues. In this way students can learn to filter information and think critically about issues in their lives. This will allow them to be better citizens and to better understand and analyze the world in which they live.

I envision myself being as careful as I can to maintain a neutrality of position to allow students to make their own judgments and to stick to factual information as the basis. I would allow emotional testimony on both sides to make it more applicable to real life situations. There are no controversies that lack passion on both sides so students must be able to experience that aspect in order to truly understand how their lives or the lives of others are affected. I would, ideally, find a topic that touches their lives in some way, but not too much. I would not choose to the Arab-Israeli problem in Dearborn, or oil companies in Houston, at least as an opening lesson. There may be opportunity to do so depending on the maturity of all involved (not just students) in some circumstances.
 * //C. Interact with the text: how do you envision your future practice as a teacher relating to controversy?//**

I think controversy has its place in social studies curriculum, but, like Werner states, it must have a goal, like all lessons. You can have exciting lessons, but if they are not relevant to the students, there is little value in the exercise. If the issue is not relevant, the students will not care. If the students do not care, then to them it is not a controversial issue, nor is there learning.

//__**Temperament Q's:**__// //**a.** What is your temperament type, what are the specific letters associated with it, e.g. INTP?// //**b.** In your own words, summarize the personality type in a paragraph or so.// //**c.** Give some famous examples of your personality type according to the test ... how do you relate?// //**d.** Searching the page, locate where the Keirsey site suggests ideal jobs for you; how well does education match these suggestions - if not at all, what job(s) fit best?//
 * Reflection #7**


 * a.** I have been labeled a Guardian (SJ). I was not able to find anything about (SJ).

//**b.**// Guardians are those that help and maintain social institutions. They are friendly but serious about responsibility. They are skeptical of change in the desire to see its benefit before embracing it. They respect law and authority and value cooperation but are good facilitators.


 * c.** Justice Thurgood Marshall sure is good company to be around. I have no complaints with that. I agree with many of Marshall's decisions to pet an emphasis on civil justice. Sandra Day O'Conner is also appreciated. However, Vince Lombardi is on the list when I would much prefer George "Papa Bear" Halas. Also on my list is the last Tsar of Russia as well as the greatest drug dealer in world history, Queen Victoria.


 * d.** Not sure which of the 4 guardians I am, but education and social services is mentioned in three of four!

//**__POLITICAL Q's:__** *(This can be kept to yourself, but be sure to answer these in electronic writing to show your instructor that you have done this.)// //**a.** Take the test, then (if you feel comfortable) post the coordinates of your location.// //**b.** Considering the 2008 U.S. Presidential Election, who are you closest to - if this is surprising, how so?// //**c.** Click [|this link]to find the analysis of the vertical and horizontal spectrum test ... who historically and internationally do you best identify with?// //**d.** In a paragraph, how does this relatively simple (but better than most other tests) exercise illustrate the diversity of belief and reality of compromise in our political system? Further, how can our (essentially) 2-party system function in a healthy manner//


 * a.** Lets just say pretty much where I thought.


 * b.** I am not surprised to where I am in relation to candidates. Liked the views of the person I was near, so the quiz has that going for it... I think more interesting is where some candidates were. Every viable candidate was in the same quadrant. They say there is a left, right, and center, but is there really? With all the money in politics, can an outside contender really have a shot at galvanizing public opinion in their favor when it runs contrary to the monied influences? Lets see less of candidates with slightly differeing views and more Santorums, Moores, Johnsons, Naders, Roemers, etc. Some of they may be off base with the mainstream ion some aspects, but does that mean other ideas should be stifled?


 * c.** I would say for the most part I identify the most with the figures I am near. Though I do not agree with everything about them and think there are some bad things about them, I agree with what they stood/stand for in the light of history.


 * d.** I think it shows that there really is not so much diversity in our system. Many people would be surprised that there are no truly viable candidates close to them and others would be shocked to see how close they are compared with a politician they despise. I think it shows that if there is more compromise, neither side would be really giving up very much. They are so much closer than they want people to believe. I think this shows a need for more opinions to be expressed and there to be less of a political monopoly on power by the two powers. There is so much room for more political parties, but people are afraid to break ranks due to the fear that the person they like less may win. The tea party and occupy have a place in the political dialogue to vent positions and ideas of those who feel disenfranchised. Also, it seems that the people within the party try to stoop to their base so much it can isolate people. There is no way that 2 parties can cover, legislate for, or promote all of the views and differences of 300 million people. Perhaps there could be a bicameral legislature / parliamentary system merger?

Also I think it was good to have 4 answers for the questions, but really, I think that there are many more places in between. There were numerous times I had to choose between agree and disagree and I really wanted a "depends on the circumstances" or "agree for some instances, disagree with others" choice.

//**Reflection #6 "Should Columbus Day be celebrated?"**//

There are many points of view in considering this question. There are many Italian Americans see this day as a time to celebrate their heritage. However no other ethnic group has a national holiday. Columbus did not discover the Americas, he did not disprove that the world was flat. What he did do was enlarge an empire that was not his own in order to enrich himself.

In the reading Columbus writes of the naivete and trust of the native people. He used that to empower himself and search for gold. Thus by celebrating Columbus Day we do little to remember the people enslaved and killed through interaction and instead commemorate a man whose legacy in less than ideal. If the US has Columbus Day, than why not Custer Day, Smallpox Day, or even Eichmann day?

The holiday had become a symbol of oppression among Native groups and a bone of contention with some Italian Americans. This is ironic since Columbus was Italian before there was an Italy as well as the fact that he was sailing ships not for Italy, but for Spain. He was an abusive ruler under whom atrocities were committed in the quest for riches, land and more souls for the church.

Though no one can deny his impact on history, I believe his story is more greed, luck, and timing than foresight or brilliance. Much like the burning cross, the Stars and Bars and other symbols, Columbus Day is a dark mark in this nations history to many people who suffered and died.

//**Reflection #5**//


 * 1)** Give an example of each type of curriculum discussed in the reading.

Formal Curriculum - an example is what the teacher has to start he year. Syllabi, texts, materials, everything that is planned out ahead of time with a goal of what the students need to learn.

Delivered Curriculum - what reaches the students eyes, ears, or any other sense from the taught material. This can be what was planned or it can deviate. It is not just what you teach, but how. Making propaganda posters, debating video clips, as well as lectures or impromptu discussions are just a couple examples.

Learned Curriculum - The material the students learn, and are able to understand and use, not just what they were taught. If a student is learning about opportunity cost and they are able to make or explain decisions based on the money, effort and time of ther options, this is now learned.

Hidden Curriculum - What is learned by students through interaction and society that is not in the formal curriculum. Discipline, proper behavior, washing your hands after going to the bathroom, and maximizing your money in the lunch line or keeping it for pocket money are all in the hidden curriculum. Another example would be the Japanese love and the Saudi disdain for textbooks based on their learning systems.

Null Curriculum - The curriculum that is not taught or is omitted. Black, Progressive, Women's, Hispanic, and other minority groups often suffer from the null curriculum. They do not fit into the convenient narrative that runs through most texts and tests. Also certain eras in history suffer as well. When I was in high school the latest I ever got in a World History or even in AP Euro and US, we never got past the lead up to WWI. I remember getting Greece and Rome three times in high school, but never mentioned Lenin, Vietnam, and almost nothing on Asia, or Attila. Wile everything is important, it is not practical to teach everything in a small amount of time. Therefore the formal curriculum should be supplemented with delivered curriculum when possible to add some of these omitted areas.


 * 2)** //**What does figure 1.2 (Curriculum and the Stake Holder diagram) tell you about a teacher's position in the "Hierarchy of Curriculum Influence?" - what role does the teacher really play with curriculum?**//

I think the main role of teachers is implementing curriculum into unit plans and year plans. The politicians and board members and administration and local school boards, who may have no educational experience, decide what is needed for the students to succeed. Depending on the administration or school board, teachers may have differing levels of input in the process.

However as we have recently seen in Texas,the agenda of different politicians may leas to the imposition of lines of study that may not be factually correct or are pushing an agenda instead of allowing the students to decide based upon fact. Agendas could be a corporate or political through textbook companies that offer cheaper texts to attract members' votes, or members who need to pay back lobbyists. What is the recourse to being mandated to teach curriculum that you know is heavily misleading?

I think if teachers really had power, or at least more power over the curricula, No Child Left Behind would never have gotten past the idea stage since they know standardized testing does not properly assess student achievement. I would like to believe that teachers know more about what their students need to learn and how to allow them to learn than corporations or politicians that are looking at the present costs and not the future benefits.


 * Reflection #4** //a) what you know & want to know about the 'Modern Middle East' (e.g. Histories, worldviews, economies, geography & etc.) b) what do the terms, "Modern" & "Middle East" mean? c) Why is this subject important for citizens of the United States to study?// Whew, this prompt is loaded...

a.) I would say that I am fairly familiar with the Middle East compared to the average American. I have taught students from the region and have friends in and from the region from a few different countries and backgrounds. I have studied the history and religions of the area but not in depth, and most of the information I have gained about the last few decades has been from magazines, news, or discussions, which are mostly biased, as most people's feelings are. I feel I have a pretty good handle on the major generalities of the region, but I know there is just so much that I do not know about the region.

What I do want to know is more from the Arab side. With the United Stated allied to Israel, it is difficult at times to get information about the other side of the story. Why are the Palestinians and other groups stateless? What is Israel doing right to improve the situation and what are they doing wrong? People in the Middle East do not "hate us because of our freedoms," but because of what they perceive as wrongs done to them through US hegemony. What are those wrongs? Are they justified? What can we do to improve the situation? If the American people do not know, or will not listen to, the grievances of others, how will they be remedied? You cannot fight hate with hate, only information, patience and humility. This is why I like al-Jazeera. I do not always agree, but it is good to get another opinion.

There is also a new book called __The Oil Kings__ I want to read. It is about how Iran and Saudi influenced the Nixon, and Ford administrations with oil pricing and production during a large recession across southern Europe. Hmm... It also explores ties with the Reagan, Bush I, Clinton, Bush II, and Obama administrations. The author states that Carter had no idea of the dealings with Iran when he took office and Kissinger sent all the files to the Rockefeller estate instead of allowing the next administration access. I only just discovered it, but it looks really interesting.

b.) I think the Middle East is the geographical term to describe the area where Asia meets the European and African continents. It is bordered by the Red, Black, Mediterranean, and Arabian Seas as well as the Persian Gulf; the countries from Turkey to Yemen and Israel to Iran, sometimes including Egypt for cultural reasons. It is a region dominated by Islam, but also includes Judaism, Christianity, Zoroastrianism among other religions including sects of the larger religions. It is part of a larger region that can be considered the "Arab World," which often, mistakenly, includes Iran. It is a region that sees democracy, autocracy, and theocracy as forms of government. Ethnic, religious, and gender tensions as well as many disaffected and jobless youth, and wealth disparity are leading to tensions in the region that make many governments unstable as we have seen recently.

The term "modern" is tricky to define. When things are new, are they not modern? Then what is "post-modern?" How can something be after new? In European History, modern is often used to indicate the time that the science began to lead to all knowledge, but for the Middle east, that period was when Europe was in the "Dark Ages." So was the Middle East modern in the 1400s? What are they now? I think the term ''modern' is a poorly used term to classify an era or artistic movement and while maybe appropriate in a historical text or discussion, it is too often confused with the actual definition in casual discussion.

As far as "Modern Middle East" I believe it can be applied to the post-partition Middle East when many of the ruling families gained power and existing forms of governance were established, especially after 1947 when Britain withdrew from Iraq and Egypt (except for the Suez Canal Zone) and 1948 with the declaration of the State of Israel, until the present day.

c.) Much I wrote in what I want to know is applicable to this section as well. Since the discovery of oil, the US has been maintaining interests in this area. The US hates Iran, because they hate us and took over our embassy. Well, how many people realize that the Allies occupied and carved up Iran in WWII, the CIA overthrew a democratically elected Prime Minister to put a vicious autocrat in place. Why was that done? Mosaddegh wanted to make the Anglo-Iranian Oil Company (who eventually changed their name to BP) a 50-50 partner in Iranian oil instead of 16-84. BP refused, and sought help for an overthrow, which succeeded because Nationalism that was not in Western interests was often sold to Western leaders as Socialism, or Communism. The fact that we gave them missiles for money to fund terrorism and murder squads in Central America is also a little awkward... Countless other nations have a similar history with the West. While it may not be traditional imperialism, it is seen by many in the Middle East as economic imperialism

Someone who can comprehend these issues, perhaps while not agreeing, could understand why some people may not have the warmest feelings for the US. I think if students are able to gain a better understanding of what truly happened they will be more empathetic to others. I believe this would have an effect on politics, and even internal national discourse.

Ok, I need to stop...

//A. __Planning, Managing, and Motivating__ asserts that “Without planned units, daily lessons lack focus.” According this text, what should units be developed around?// //B. Use the answer to the question A. to explain why a teacher’s practice must be theorized – why do educators have to think long and hard about teaching units?// //C. What practical benefits does a thoughtfully planned unit have for teachers and students?// //D. How can unit planning compliment a well-developed teaching philosophy?//
 * Reflection #3**


 * A:** Lessons should be focused around Lesson Essential Questions. LEQs allow the lesson to focus on a few meaningful or fundamental themes or concepts in the lesson or larger themes that run through the unit or course.


 * B:** Educators have to think about the lesson to make sure they are teaching integrated skills and crafting a lesson that will focus the students attention and energy in proper places. Often this proper place must be decided before the crafting of the lesson. If the students focus on learning supplemental or mostly "irrelevant" material, the entire focus of the unit, and the lesson will be lost. This will not benefit the teacher or the students since the larger and more desired or advantageous questions will be left unanswered or main connections will be left unmade. You do not make muffins (when starting out, on a time line, or must make muffins for a grade) by taking mix and match ingredients and seeing what you get. You decide what muffins you want to make, then finding the proper recipe.


 * C:** I think the most practical benefit is that if main questions are understood and easy to relate to, then other details and materials are more readily synthesized by the students. Once you have the frame of the puzzle completed, it is easier to fill in the rest. It is much more difficult for most people to deduce a main, overarching idea from details than to do the reverse.


 * D:** My teaching philosophy is one in which numerous techniques are used and the students will hopefully be active and engaged through various activities. Unit planning will compliment that philosophy by allowing me to look at the big picture and working towards a goal. If I want to do a living history project on a time period, the students need to know some background information. In a different direction, the activity needs to be set up to mimic those circumstances in order to introduce the ideas that are essential to understanding that time and situation. This would be extremely difficult and disjointed if done without planning.

Prompt - What is a lesson plan? Why do teachers need them? Are they always useful?
 * Reflection #2: Lesson Plans**

-A lesson plan to me is a guide. -It allows the teacher to see the class from a different angle. It allows the teacher to better understand what the students will actually be seeing/doing/hearing. By having a plan in front of them, the teacher is better able to see how the lesson is going to unfold. By doing this the teacher can revise, add or drop activities on the fly. It also makes sure that the when used properly the teacher is prepared. It is very easy to forget to make or bring material that is needed if you cannot check through the lesson plan. -I would never say that something is always or never anything, but I would lean closer to always useful. You may not wind up using the lesson plan in class, but it is helpful to have it to reference or if you get stuck. As long as someone is not wedded to their lesson plan, they are usually helpful. Some people think they must follow the plan to the letter which is just not practical and the lesson plan winds up more important than the lesson content or flow.

1.) I have had many great memories in my social studies/history courses so it is difficult to narrow it down. I think one of my favorite moments was after the AP European History test was finished. The teacher had us make groups of three and choose a European historical figure for a symposium on modern society. I do not remember everyone who was represented but there was Martin Luther King (yeah, still not sure about that one), Hobbes, Socrates, and my group; Hitler. Someone had to play devil's advocate. We signed a secret treaty, used it to destroy Hobbes, then broke it and trashed Socrates the last day. This was one experience that I really loved because we could use what we knew and had learned to discuss ideas for change and apply it to our lives and the modern world. The teacher was also extremely tough and thought provoking which made the exercise much more relevant, but also difficult.
 * Reflection #1:**

2.) The worst memory I ever had was in 8th grade civics a substitute came in and began talking about his missionary work in China. We had a mid-term coming up that week and were supposed to be reviewing. I felt extremely uncomfortable because we were not discussing religion, he was preaching it and trying to encourage us to become missionaries for his god. I alerted him to the fact that what he was doing was against policy and against the separation of church and state and while i enjoyed not having anything to do that day, I did not enjoy him making us pay attention and not study when what he was saying was not going to be on the test. I love talking about and studying religions and believe that there is an important place for that in social studies but there is a time and a place, and it is not in 8th grade civics.

3.) I have always loved history and social studies. I have always seen it as an intricate part of the human experience. I want to open this world to the students to show them that there is no "one history" but many billions of individual histories that wrap together to make what we think of as history. Even what we think of as history is nothing more than what we hare learned and experienced ourselves. Every person's history is different and that shapes the way they see the world. It shapes how they think, what they wear, how they see authority or community. To understand differing viewpoints in a positive or at least understanding way, will lead to better democracy, better communities and a better human experience for everyone. I am thinking two, maybe three years to accomplish this; four if we go global! A. What is the difference between cultural relativism and ethical relativism? Give an example of each.

B. In a pluralistic society such as ours, why or why not is ethical relativism a desirable way to think about ethical issues?

C. Specifically thinking about “teaching the terrible” in social studies classrooms, how might ethical relativism prevent (or enable, if you can make the argument) a meaningful analysis of events such as the war crimes of the Nazi regime? Take this any direction you want, but just be clear. Consider a few ideas to guide you: > consider student reactions or lack thereof, consider maturity levels, consider what it means to make the content 'real,' consider what distracts from learning, consider the push-back and resistance you might face from apathetic types, consider what else might be triggered or evoked by dealing with gritty issues, consider how you will represent your own views/feelings, consider how avoiding "issues" might have negative outcomes, >> ... and so on.