KWellman1

There were a few good things about my Micro-teach. First, I thought my assessment would have been very good. A lot of the TE 408 students I talked to afterwards were very enthusiastic about the assignment. Having the students be creative will engage them, and that will help them learn the material better. Also, creating something proves that students know the material well. Second, my “hook” seemed to work well; it got the students engaged and thinking about how castles are thought of today. Third, having visuals seemed to help the students stay engaged with the lecture and see what I was talking about the slide before. Fourth, whenever a student had a question I answered truthfully and with conviction. But, when I did not know an answer to a question, I did not lie and said that I did not know. Lastly, talking about castles from many countries, especially Japan, helped expand and cement the students’ knowledge of castles. For those reasons I thought my micro-teach was fairly effective. But, there were also a few minuses about my Micro-teach. First, I had to keep looking at the Power Point presentation more than I wanted too. That could lead to students drifting off and have me seem distant. Second, I could have improved my teacher presence by moving around more and having more of a commanding voice. Third, I could have been more sure of myself. That means I should have trusted that I know what I was doing and that I know the content, especially when I panicked a bit trying to evaluate where I was in the lecture. Lastly, I should have kept the students engaged more. The questions I did ask were pretty basic, so I should have prepared better and more questions. Finally, there are some changes I would like to make to my micro-teach. First, I really liked the suggestion of doing a jigsaw. That way each group could learn about a country and a famous castle of that country. Then, they would interact with each other and possibly learn better since they would be learning from each other. I would have certain questions each group would have to answer, and then each group would present the answers to those questions to the class. Second, I also liked the suggestions of showing pictures of the interior of castles. Students could then get a visual of how life could have been like living in a medieval castle. Third, if I was to keep the lecture I would have some time for the students to stretch to keep them awake pay attention better. Fourthly, I would highlight the main point of the lecture multiple times so that students understand the concept that castles were mainly used for military/ defensive purposes, despite the fact that many countries implemented castles with different construction. Lastly, I would have given a brief outline of the physical aspects of a castle, like teaching what a keep is. Then students could visualize exactly what a castle is while I am talking about different castles from around the world. “Teaching the Terrible” is a tricky prospect for many teachers. For me, I would never want to shy away from talking about a controversial subject. I believe that students can handle these subjects if approached properly. For example, I would not just come in one day and want to have a heavy discussion about religion or 9/11. Everything will have context, and fair warning. Then students can wrap their heads around what we will talk about. If only a few students cannot handle the subjects, emotionally or cognitively, I will take those few students aside and talk to them separately to make sure everything is okay. But, if the entire class is not ready for the subject, then I will have a discussion about why they are not ready to handle that subject. At least then a critical discussion can take place. Also, those taboo subjects can jump start critical thinking; although I will not push boundaries just because I can. No, any subject that is discussed will be relevant either to the course or to the reality of the students lives. Only when students can freely discuss and think about controversy can they begin succeeding in life. From then on students will learn how to articulate their beliefs, and learn to understand other opinions. But what about subjects like slavery or genocide? For those types of terrible subjects, I will teach them with visual aids and supplementary material. Then discussions can commence about the subject. In my opinions, no one can fully understand terrible subjects from reading a textbook. They have to talk about those subjects or experience them in some form in order to fully appreciate the gravity of that subject. Otherwise students will not learn how important those subjects are, or learn how to improve humanity. For example, unless you read firsthand accounts or see pictures of the Rwandan genocide you cannot fully appreciate just how horrific that event was. By critically discussing the event students can process how and why that event or institution occurred. After that students can learn how to prevent events or institutions like those in the past from happening again. But, how can “Teaching the Terrible” be taken to the next level? To answer that question, teacher need broaden their scope beyond their classroom. As the editors of //The New Teacher Book// write, without teachers attempting change outside their classroom, change within the classroom will ultimately be meaningless. For example, as we discuss the Holocaust, the teacher can also talk about what can be done about prejudice within the school/ town/ state/country /world. Then the teacher can actually have the students implement their suggestions if it is possible. So, “Teaching the Terrible” does not have to be about the worst of humanity, which is depressing to me. But, it can be about how humans can and use those lessons to in act real change. All this will be done without me letting on my views. With “Teaching the Terrible” I will leave out my views and opinions out of the discussion. Then students can truly thing on their own. If I told the students what my views are, then they might think that my views are law and therefore the right answer. I do not want that at all because critical thought in those situations is crucial. Without thinking for themselves students will just learn to accept what other people think as law, and students will easily by into anything “authorities” say about a subject. Also, I do not want to alienate students by expressing a differing opinion than them. When that happens that student will probable tune me out for the rest of the year. From there I will solely present objective facts, or have the students analyze subjective media so that they can learn the issue from all angles. A) According to Kohlberg, cultural relativism is simple the belief that there are many diverse moral principles; there is no moral uniformity. An example of cultural relativism is that communities do not agree on which foods are the most nutritious. Ethical relativism takes cultural relativism to the next step. That vein of though posits that no rational way to reconcile diverse moral principles exists, and that people should just live according to their culture’s moral code. An example of ethical relativism is that people would excuse what Anglo Americans did regarding manifest destiny during the 19th century because they were acting according to their beliefs in their superiority over the Native Americans and Mexicans. So, cultural relativism affirms different cultures while ethical relativism states there is no objective right/wrong in what different cultures believe to be moral. B) Ethical relativism in a pluralist society can be tricky. Since it posits that there is no absolute moral truth, than no culture’s moral principles can be judged based on another cultures conception of morality. That allows for ignorant, intolerant and destructive practices to continue because these people are just acting in accordance to their culture’s moral beliefs. Also, since there is no room in ethical relativism for critiques (because there is not absolute morality) of cultures there is no way to critically think about certain moral/ethical issues. Without that critical thinking, there can be little true understanding of different cultures’ ethical principles. And a lack of understanding does not promote togetherness and cooperation between different cultures. This could occur because different cultures just see each other culture as too different to communicate their own ethical principles. This train of thought is posited by John Gibbs. He writes that to gain true respect and tolerance there must be a medium in which to evaluate ethical principles. A pluralistic society needs respect and tolerance between different cultures in order to work together to benefit the greater good. As stated early, because ethical relativism promotes the belief that there is no absolute morality there is no room for evaluations of ethic principle of different cultures. C) Ethical relativism would prevent any meaningful analysis of times when one culture’s ethical principles drove people to commit terrible acts. When ethical relativism comes into play when discussing ethics some atrocities are excused. For example the Nazi’s attempt to exterminate undesirables can be seen as ethical because they were acting in accordance with their ethical beliefs. When atrocities are excused there is no room to question the true ethical implications of those acts because they cannot be judged based on nonexistent universal ethical principles. Then the heart of the matter, that millions of innocent victims died horrible based on twisted ethical principles, cannot be fairly examined. Being taught that every ethical principle is valid in some way negates what some people in the name of their culture’s ethical principles. Then a discussion of were those acts justified is sidestepped because according to ethical relativism the reasons for those acts were justified. Therefore the terrible is not really taught as terrible because there is a certain validity to the acts. So, in order to truly discuss subjects like the Holocaust and slavery, teachers have dismiss ethical relativism to have any meaningful discussion of those subjects. First of all, Ms. Wellman is a warm teacher. I know that she truly cares about me when she asks me how I am, and gives me the help I need when I ask for it. The atmosphere of the classroom is friendly, and many students feel comfortable speaking their opinions in front of everyone. At the beginning of the year, Ms. Wellman said that she would not tolerate any form of putting down another student. If we wanted to criticize someone, it had to be constructive and balanced with something positive. Building off of that sentiment, she has built trust and a friendly place via assigning time for students to share any information they want to divulge about how their lives are going. But, sometimes Ms. Wellman can be too “nice.” By that I mean that she can seem indecisive and a push over sometimes because she wants no conflict in her classroom. She could not tell a student that they were wrong when the answered a question in front of the entire class. Ms. Wellman did not want to embarrass the student, but at the same time she had critique that student’s reasoning and answer. From her responses it seemed like no “right” answer existed because she could not decide how to respond correctly to a student’s answer. That led to some confusion. But, by the end of the year she got better at explaining how a student’s answer was correct, but that that answer was not complete or the only answer. In this vein, when student talked back to her or acted out in class, she did not discipline them. Knowing that she could not just send students to the principal’s office every time they acted out, she just allowed them to act out in small ways. Ms. Wellman would meekly tell the students to stop what they were doing. So, she needs to find that balance of fairness and authority. Having a set discipline regime could help with that because then Ms. Wellman would not have to think hard about which action to take, and she knows that it is fair because she thought about it for a while. Those are my only criticisms of Ms. Wellman; she taught me well since those suggestions were all constructive and had brought up what she did well. Lastly, I learned a lot in her class. The lectures were engaging since they had a lot of visuals, easy language and Ms. Wellman seemed enthusiastic about whatever she talked about. Even when she talked a lot, she asked questions of us to make sure the entire class was on task. Even though she lectured about 3/4ths of the time, her other activities were scattered about to break up the monotony of the lectures. I especially liked her role playing and simulation activities; they really put me into the mindset of the people I was trying to impersonate. Lastly, her assessments were varied. She had multiple choice tests for some content. But, she also included several essays so that we would actually think about the material and give our own input into whatever topic we were writing about. With the simulations, out grade was just how well be participated in the simulation. My favorite assignment was the historical book report. That is because I got to choose my own appropriate historical fiction or classic novel to analyze. From this project I learned how to interpret novels and look at history through more human eyes. All in all, Ms. Wellman is an inspiring and warm teacher. A) One specific teaching strategy that was used to teach content was cooperative learning. Mr. Cuong. This helped the class really care about learning the content since they had to actually teach the class about whoever or the event they researched quickly. For the most part, it worked because each group had something relevant to say about their given topic. The other teaching strategy that I will highlight that Mr. Coung implemented was role play/simulation. Since his goal was for the class to gain insight to different perspectives of the Vietnam War, this was the best strategy to use. With role playing, to have it done right, you have to really learn about your “characters” perspective. So, the group that was Ngo Dihn Diem, had to learn what made Diem tick in order to portray to the entire class his perspective. Overall, I believe that his teaching strategies worked well for our class. B) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I thought Mr. Cuong’s cooperative learning, video and end of lesson question portions of the lesson were the most effective. The cooperative learning portion helped gain a lot of insight to the Vietnam War without each person having to research/ read a lot of information. The video portion gave the basics of the Vietnam War from both the Vietnam and United States perspectives in a visual and engaging manner. That way the class might actually remember the content of the video. Lastly, the most effective portion of the lesson was when the class got to ask personal questions of Mr. Cuong. It was great to learn about the Vietnam War from the perspective of an educated Vietnamese man. I felt like that was what Merryfield and Kasai were talking about when they argued for the teaching Multiple Perspectives and Cross-Cultural Experiences. For me, I learned much more about the Vietnam War from listening to Mr. Cuong than I ever could from just reading a textbook. In the United States we really just talk about how bad the war was for Americans without really talking about the Vietnamese until much later in out schooling. And, students would get so much more about of that lesson by learning about why the Vietnamese were fighting and for what purpose. <span style="color: black; font-family: 'arial','sans-serif'; font-size: 13px;">C) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If this lesson was implemented in a Middle and High School classroom, there would be a few things I would change. Before I would implement a role play strategy, I would make sure that my students had the necessary skills and time to carry it out well. That could mean having a quick Power Point on the information or playing the video before the class splits up into their cooperative learning and/or role playing groups. Even our class had some trouble coming up with what our “character” would say regarding a specific issue. Also, make sure that they were very comfortable with each other; that goes for a High School Class as well. Again, even though our class was comfortable with each other, there was still some hesitation before some people spoke. In a Middle and High School classroom I would have started off with giving my background in regards to the Vietnam War; that would be if I was Mr. Cuong. Then students would become engaged because they would then have it hammered home that this war actually effected millions of people. And they would get into the mindset of multiple perspectives, especially if they already know some aspects of the Vietnam War. Lastly, I feel that scaffolding the information better through baby steps in the lesson would help secondary students learn the lesson in the manner Mr. Cuong wanted. As for college students, the lesson really does not need changing. Our class was engaged because we wanted to be in the classroom and learn about social studies. We even had the skills to comprehend the information fairly easily.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Reflection Nine **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Reflection Eight **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Reflection Seven **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">On an emotional level I was very comforted by the teacher panel. That was because they teachers talked about having the same emotions going into teaching that I do. When Allison talked about how the first time she disciplined a student she was nervous it made me feel a little better. It meant that she had the same nervousness that I do, and if she got over it so can I. Also, I really responded to how they said that relating to the students on a ridiculous level can help (especially Colleen). That is good for me because I can be an awkward person, and learning to just go with it gave me confidence that students might respond positively to my quirkiness. Lastly, I was really comforted by the fact that many of the panelists said that teaching is not all time consuming if you have time management skills. Since I can manage my time fairly well I can breathe easier knowing that I will have a life outside of school. I will love my job, but I also what to stop working at some point in the day.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">As a professional teacher, the panel had great insights on how to teach better. First, I really appreciated their insights into how to deal with parents. Colleen’s story just reiterated to me how important knowing and being able to explain your lessons is important. Without her lesson to back her up, that Father might have harassed her even more about teaching The Rise of Islam. As a teacher I will always have a ready rationale for why and how I teach what I teach. Also, I liked what almost all the panelists (especially the two men) said about being proactive with parents. Without their saying so, I would have never thought about writing or calling home to tell parent about how great their kid was that day or week in class. But, that is such a great idea though, as a parent I would probable get more involved in my kid’s school if teacher made connection like that. On top of that, I love the idea about setting up a class website or e-mailing home test and homework schedules. That way parents will know what their kid is up to and can help them prepare more. Lastly, I appreciated their insights on when to get your Masters. From other professionals I have heard get your Master before getting a job while others said get it after. From the teacher panel I kind of got an answer. At least now I know to really pay attention to what potential employers want. Everything the panel had to say about the ins-and-outs of teaching were very helpful.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">All of the panelists had certain qualities in common. They all really loved the interactions with the students better than the actual grades given to the students. That makes sense because good teaching involves a lot of interaction with kids. If people do not like that interaction, then they should not be teachers because students learn best when teachers have a friendly relationship with students. Also, teacher will remain sane if they can have fun with the students. Going off of that thought, all of the teachers loved their jobs. It seemed to me that every panelist could not think about their lives without teaching being their profession. It goes back to the point that teachers have to love their job because they do not get paid a lot, and the job is hard.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Oh, even though a lot of questions were answered, there are still so many that I would like to ask. First, I would like to know about the process in getting a Teaching Masters degree. Even though I will have to get one someday, I still have little idea on how the process works. What classes do I take and how long the program is are some of my biggest questions. Also, will have to do research or write a long thesis paper? Anyway, I am sure I could get the answers to those questions from an advisor, but it would have been great from hearing about the process from someone who has been trough it recently. Secondly, going back to the discipline, I would have liked for the panelists to have discussed their worst experience with disciplining a student. Most importantly, I would have liked to have known how they handled the situation. One of my greatest fears of teaching is that I will not be able to handle trouble students, and then the class will fall to pieces. Lastly, I would have liked to have heard more internship year stories. Since that is where I will be headed next year, it would have been nice to learn more about what goes on in that year. For example, I would have liked some tips on how to work with the mentor teacher and the field instructor. I want to be assertive, but I also do not want to overstep. If I could learn more about those topics, I believe that I will have all my questions about the near future in teaching answered.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Reflection Six **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Reflection Five **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Reflection Four **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Reflection Three **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Choice 2 **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">- Gloria Ladson-Billings' conception of a Culturally Relevant Pedagogy:a) Briefly summarize Gloria Ladson-Billings' conception of a Culturally Relevant Pedagogy.b) What do you find especially helpful or troubling about the claims being made?

<span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">A) Gloria Ladson-Billings’ conception of a Culturally Relevant Pedagogy is fairly straight forward. The three main criteria for Culturally Relevant Pedagogy are: student academic success, students maintain/learn cultural competency, and develop a critical consciousness. That means that the students’ culture should not be included in the classroom solely to make the students “feel good,” but to help them think critically about the world. Also, students should maintain some of their culture throughout this pedagogy. After this pedagogy is implemented all students should learn to love their culture and think critically about the world around them.

<span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">B) For me, the examples of good teachers helped me quite a bit. From those examples, I got a better understanding of how to implement Culturally Relevant Pedagogy in my future class. The two examples that here the most helpful were the teacher using the students who were “cool” in their culture to promote academic excellence in her classroom. And, I liked the example of using appropriate rap songs in class to learn about poetry. Those lessons could work in my classroom because they show that a teacher respects their student’s culture while teaching the students vital academic information. Lastly, it gives me hope that the common denominator between all the good teachers were that they loved teaching an embraced every aspect of teaching. That means that if I have a passion for teaching that that enthusiasm will help a lot in teaching my students effectively. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">On the flip side, there are two findings in the article that troubled me. First, the fact that just introducing culture into a classroom does not promote academic success. That means that a well meaning teacher might give up trying to teach their students because they feel like did everything they could to teach these students. After that they might just give up teaching them, and that discourages everybody involved. Lastly, the fact that this article pointed out that many African Americans find school “hostile” is disheartening. Without proper schooling, students today cannot become successful in the real world. That means that many African American students might be left on the streets simply because a school seems their culture as too offensive. But, the only good thing about the article pointing out this findings, is that is also posits solutions to those problems. Hopefully many more teachers, administrators and policy developers take these solutions to heart to prevent the above problems for continuing. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">To assess the candidates in the 2012 Election project, I would use a combination of stock techniques. First, I would have the students fill out an evaluation of their group. The evaluation would ask students to rate themselves and the others in their group on how well everyone worked together. Along with the number rating/ explanation (1-5; 1 is bad and 5 is excellent) I would have the students put which candidate/ overview question they were responsible for, and any other comments that a student wants to share. That way I know who did what, and can tell if some students are low/ high scoring another student. After that, I will have the students rank the candidates in order from the favorite to least favorite candidate. And, they will write why they rated the candidates in that manner for about a paragraph. That way I know that the students actually learned something from each other, and tell how well each student did at teaching another student about their candidate. At the end each student should know more about each candidate because a person whom they trust taught them about a candidate they did not have time to research.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Week Two Reflection **

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Sample Group Evaluation:

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">How Well Did This Person Work Within the Group?

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Student One: 1 2 3 4 5 Student Two: 1 2 3 4 5

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Student Three: 1 2 3 4 5 Student Four: 1 2 3 4 5

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Student Five: 1 2 3 4 5 Student Six: 1 2 3 4 5

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Yourself: 1 2 3 4 5

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Why?

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Student One: Student Two:

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Student Three: Student Four:

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Student Five: Student Six:

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Yourself:

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Who Researched What? <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Student One: Student Two: <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Student Three: Student Four: <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Student Five: Student Six: <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Yourself:

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Any Other Comments About Group Mates?
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Week One Reflection **

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">1. How specifically does the text establish the significance of Media? <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">The author of the text, David M. Considine, posits that media is highly significant in today easy access to information. To illustrate his point, Considine describes how he could follow the 2007 election in Australia in the United States by using online newspapers, You Tube and Australian party’s’ websites. Also he raises the questions of, is the constant access to technology effecting students attention spans and is this new access to technology creating a more informed citizenry or a more complacent one? To attempt to answer this question he describes how in the United States many young people did not vote, but that participated in campaigns via the internet. Lastly, Considine exams the pitfalls of the media being owned by individuals. He writes about how a huge story about race relations in Jena, Louisiana only being covered by NPR until many people complained about the lack of information. Considine raises a lot of critical issues for the people of today. We are so connected to media today, that we have the power to learn so much information through it. But, we also have to be careful about not becoming dependent on just watching the news; we have to act if we feel strongly about an issue. Lastly, he points out the as viewers people have a responsibility to analyze what we watch. As a future social studies teacher, I will take these lessons to heart at try to help my students navigate through the realm of mass media.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">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="color: black; font-family: 'times new roman','serif'; font-size: 16px;">In an American Government class I would show the 2010 film //Fair Game// which deals with the Valarie Plame scandal. I would justify showing the entire movie because there is so much I could teach the students using the film. First, I could teach media literacy by establishing that //Fair Game// is clearly biased toward the two protagonists (Plame and her husband), and against the Bush government. Also, the media within the movie spin facts against the two protagonists to make their information look false. From those two aspects of the movie, I could ask students how the movie made them feel. Then I could ask then why they feel that way. Lastly, I would ask them how did the news media influence the scandal, and how this movie effects how the audience perceives the events portrayed in the film? From that I hope students will learn how the news media, and position films tries to influence them, and how to spot it. This would be an in-class discussion at the end of the movie, although I might pause the movie to make sure the students catch the quick sound bites about the protagonists. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">But, I would also use //Fair Game// to help the students understand better the lead up to the Iraq War and a reason why it became so unpopular so fast. The movie goes into how the CIA knew that the Iraqis could not have made weapons of mass destruction, but the Bush government did not want to listen because the government wanted to get Hussein out of office. Lastly, the movie goes into the plight of Iraqis during the American bombing of Baghdad. This gives students a glimpse into reasons why America is distrusted by many other countries. Hopefully, at the end of the movie, students can appreciate more of what goes into American foreign policy and intelligence; especially after I give them the real facts of the incidents portrayed in the film. To asses them on their comprehension of the film I will have the students write a two-page paper on how the movie effected their perceptions of the American government. Also, I will ask them in that paper how this movie would either enhance or hinder some ones understanding of the events portrayed in //Fair Game.//

=Lesson Plans= __Cooperative Learning Lesson__

__Simulation/ Role Playing Lesson__

__Discussion/Debate Lesson__

__Student-Directed Investigation__

=**Artifacts of Instructional Enhancement**= __Humanities Based Lesson__

__Assessment Samples__

__Classroom Procedures__

__Resume & Cover Letter__ == =**Artifacts of Teaching All Learners**= __Focus Student Portfolio__

__Special Education Artifact__ __ELL Artifact__ English Langauge Learners in California __Differentiated Instruction Artifact__