Christopher+Vens

 Differentiated Instruction Lesson Plan Objectives or Essential Questions and Enduring Understandings a. __European Colonization __.  i. Who did they colonize  ii. What did they do during colonization  iii. Where did they go to colonize  iv. When did European colonization take place  v. Why did they colonize areas  vi. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How did they colonize <span style="color: #00b0f0; font-family: 'Times New Roman','serif'; font-size: 16px;">1. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 16px;">2. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standards from the HSCEs or GLCEs __ <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 16px;">a. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">HSCEs (P. 26) <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> i. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6.1.1 Global Revolutions <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> ii. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6.1.2 World-wide Migrations and Population Changes <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> iii. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6.1.3 Increasing Global Interconnections <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> iv. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6.1.4 Changes in Economic and Political Systems <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> v. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6.1.5 Interpreting Europe’s Increasing Global Power. <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 16px;">3. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Time required for each portion __ <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 16px;">a. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">10 minutes Introduction to Europe’s colonization of the world <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 16px;">4. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Required materials __ <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 16px;">a. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Text book <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 16px;">b. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Internet access <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 16px;">c. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Printer <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 16px;">d. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Index cards <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 16px;">5. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activities or process for teacher and students __ <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 16px;">a. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">During the time in which students are assembling and compiling information about <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">who, what, where, when, why and how <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Europe colonized other nations, the teacher will be walking around answering questions and guiding the students learning. In addition, the teacher will choose the groups of six prior to the activity to ensure that everyone is productive. Also the teacher will be checking in on students occasionally to make sure that they are keeping on task and doing their work. Finally, the teacher will answer any questions pertaining to vocabulary or content, but will not assist in the end result; the speech. <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 16px;">6. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">An assessment by which you will measure student understanding __ <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 16px;">a. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each group is graded as a whole, but also individually. <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> i. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6 students per group, 5 points possible per student, 30 points total. <span style="color: #00b0f0; font-family: 'Times New Roman','serif'; font-size: 16px;">1. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each group will get a score out of 30, and will be allowed to divide the points amongst themselves. Ex. One group earns 28 points, 4 students get 5 points, 2 students get 4 points. In addition, an extra credit point will be given to those groups who speech is neat and easy to read. <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 16px;">b. __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> (Self assessment/Teacher assessment) //<span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> i. ////<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The speech was entertaining and creative. (_ / 1_) // //<span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> ii. ////<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">who, what, where, when, why and was presented clearly and made evident//. (_/ 1_)// //<span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> iii. ////<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The argument is clear and decisive. (_/ 1_) // //<span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> iv. ////<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Everyone is the group speaks at one point or another. (_/ 1_) // //<span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> v. ////<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Everyone in the group actively participates in the writing of the speech and gives opinions. (_/ 1_) // //<span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 16px;"> vi. ////<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The overall appearance is neat and presentable because they will have to turn the speeches in at the end. (_/ 1_) (Extra Credit Point) // <span style="color: #00b0f0; font-family: 'Times New Roman','serif'; font-size: 16px;">1. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Total (_/30_)(5 points x 6 students = 30) <span style="color: #00b0f0; font-family: 'Times New Roman','serif'; font-size: 16px;">2. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each student will receive one of these small sheets, but only one extra credit point can be awarded to each group. <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 16px;">7. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotations __
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10 minutes Start an open ended discussion about colonization
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5 minutes Break up into groups of 6, one for each, “who, what, where, when, why and how?”
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">20 minutes Have students review information about Europe’s colonization of the world.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">20 minutes Have each student create a 2-3 minute speech, discussing their topic on Europe.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10 minutes Go to the library and have each student print one picture that represents topic
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">30 minutes Present their projects on Colonization

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Some of the students in High School B have an Individualized Education Plan (IEP) which I address throughout this lesson plan. These students include Jasmine (Attention Deficit Hyperactivity Disorder), Jack (Fragile X Syndrom), ELL student B (Minor Problems following), ELL student A (hard time understanding complex vocabulary) and Glenn’s student from Bath who also has ADHD.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Throughout the lesson there is a lot of movement. The students first move to a discussion group and then they move into their group for which they will formulate their speech. This movement is essential for students suffering from ADHD because it helps them keep on task and keep interested, which will help the entire class because they will not be distracting everyone. I myself was diagnosed with ADHD and to this day movement is essential for keeping my attention.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In addition, to incorporating movement into our lesson we also have multiple opportu ites for students to ask questions. The teacher will be walking around the room asking each group first, what they are doing? Second, if they have any question about the content or vocabulary? And third, if they need any help? This will be great in accommodating students who have little to no experience learning in the English language. They will have an opportunity at any point throughout the lesson to ask the teacher for clarification, which will help them understand the material more thoroughly and comprehend it with more certainty. They will not feel like they are lost because they do not know the meaning of a word because they will have the teacher and their fellow classmates there to clarify anything that they may not understand.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Finally, I will put Jack, the student with Fragile X Syndrome (A behavioral disorder, someone who is distracted by small noises and needs constant routine) in the same group, with the same people that he is always with in order to ensure that he is comfortable. Routine is essential for Jack to be successful in my class, which is why my picking of the groups is essential for the speeches success. If jack does not feel comfortable to gets distracted then the rest of the group gets distracted and eventually the rest of the class. However, if I monitor the environment of their classroom I am more likely to ensure the success of my lesson. **__<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Student Directed Investigation Lesson Plan __** __<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Topic of Lesson __<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Population Change/Immigration and Migration/Development of Cities in the United States __<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Date __<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: March 19th, 2012 __<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Grade Level/Course __<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: 10th Grade Geography Class <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 15px; text-align: center;"> Unit: Population Transformations

**__<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Background: __** <span style="display: block; font-family: 'arial','sans-serif'; font-size: 15px; text-align: center;"> The students will participate in a student directed investigation activity with the purpose of unlocking the mystery behind migration and the development of cities. The students will be given questions at the beginning of class, which they will then use to focus their research on migration patterns in the early 19th and 20th century. The questions include: What factors led immigrants to migrate to America? What stresses could of these people been facing that forced them to migrate? Once major migration happened from Europe, where was most of the population located? Did cities have anything to do with the distribution of population? Students will then take these questions and go to the computer lab with their group (2 or 3 students) where they will begin to investigate the answers and create a map or poster outlining their responses. This will be a very visual presentation and thus I encourage students to get creative when creating their poster/map, but I also expect students to be able to explain what they have investigated and how they acquired their response.

**__<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Lesson Objectives __**<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">:

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 15px; text-align: center;"> 1) Students will create a map identifying and outlining the major migration patterns in the United States from 1877 to 1950 <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 15px; text-align: center;"> 2) Students will give reasoning for the major migration trends. <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 15px; text-align: center;"> 3) Students will be able to explain the current population distribution of the United States and describe the relevance of cities in today’s society.

**__<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">High School Geography Standard Addressed __**<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">:

<span style="color: #231f20; display: block; font-family: 'Arial','sans-serif'; font-size: 15px; text-align: center;"> • Changes in the size, location, and composition of the population //(National Geography// //<span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 15px;"> Standard 9, p. 201) // <span style="color: #231f20; display: block; font-family: 'Arial','sans-serif'; font-size: 15px; text-align: center;"> • Patterns of immigration and migration //(National Geography Standard 9, p. 201)// <span style="color: #231f20; display: block; font-family: 'Arial','sans-serif'; font-size: 15px; text-align: center;"> • Development of cities //(National Geography Standard 12, p. 208)//

**__<span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 15px;">Assessment __**//<span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 15px;">: // <span style="color: #231f20; display: block; font-family: 'Arial','sans-serif'; font-size: 15px; text-align: center;"> Students will be assessed by the quality of their poster, the relevance of the information presented and the quality of their response to the prompts given. I will also assess students on their overall participation in the investigation; that is whether or not they were all working actively as a group and presenting it as a group. This lesson will be two days long. The first day students will spend creating their poster/map and the second day they will present them. Thus, because the students will be graded on group participation the assessment will be a two days process.

<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I will open the day with a brief explanation of the student directed investigation. Then we will watch a short video ([]) which will give the students some background for their investigation. ||  || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">5 Minutes || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I will be walking around the computer lab answering any questions and making sure that students are working on their posters and not playing games. || __<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students’ Activities __ <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students will walk to the computer lab, begin researching their topic and leave the library with their presentation completed to be presented the following day. This is not an extensive amount of research that needs to be done, which is why I expect that they can complete it in an hour. || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">50 Minutes || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">The students will leave the class by handing me their presentations. First, so that I can make sure that they did it and second to make sure t hat they do not lose it. ||  || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">5 Minutes || **<span style="font-family: 'Arial','sans-serif';">Brown v Board of Education **
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Initiation/Opening/Hook __
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Teacher’s Activities __
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Closure __

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 * <span style="font-family: 'Arial','sans-serif';">1.) ****<span style="font-family: 'Arial','sans-serif';">U.S History and Geography (8.3) **<span style="font-family: 'Arial','sans-serif';"> - Supreme Court decisions and governmental action (Brown v Board of Education, 1954) ======

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 * <span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 15px;">2. ) Policy Debates (9.3)- **<span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 15px;">Civil Rights //<span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 14px;">(National Geography Standard 17, p. 216) //======

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<span style="font-family: 'Arial','sans-serif';">The students will be assessed by the teacher as well as a panel of student judges who will be taking down the most important arguments throughout the case. Not only will the panel of student judges make the decision on the case, which will be in favor of Brown, they will also rate the performance of the attorneys presenting their cases. This will ensure the teacher that everyone is paying attention and will also create competition between the attorneys, which will give the case a realistic feeling. ======

<span style="font-family: 'Arial','sans-serif';">The only activity that the students will be participating in is the recreation of the Brown v Board of Education court case.
<span style="font-family: 'Arial','sans-serif';">A two minute PBS special outlining the events leading up to the case. //<span style="font-family: 'Arial','sans-serif';">( ////<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Brown v. Board of Education in PBS' The Supreme Court ) // || <span style="font-family: 'Arial','sans-serif';">This will help students to make sure that their understanding of the reading that was assigned to them the night before was accurate and also it is a great way jump start the activity! || **<span style="font-family: 'Arial','sans-serif';">Time ** <span style="font-family: 'Arial','sans-serif';">2-3 Minutes || <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">The teacher will open the activity by splitting the students up into two groups. Assume the class has 25 students. After splitting them into groups the teacher will assign each group a side of the case. One side being Brown and the other the Board of education. Then the teacher will hand out a case brief covering all of the events surrounding the case. In addition to receiving the same brief each group will also receive 2 additional pieces of information. Those may include a short video clip, an article specific to their side of the case, or some background information describing the events leading up to the case. After all of these items have been distributed the students will proceed to formulate their arguments for the case. Finally, at the end of the case students will be able to review the constitution and see the changes that resulted from this case. || **<span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Students’ Activities ** <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Students will have already read about the events leading up to the Brown v Board of Education case before coming to class, which means they should already have some understanding. Once the teacher has completed handing out the materials for the case the students will begin to formulating their arguments and making their case. Once they have prepared their opening statements the case will begin. <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">1.) The attorneys representing Brown will present their opening statement to the court (3 minutes). <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">2.) In addition to the opening statement students will be allowed another 2 minutes for supporting speeches. Everyone must speak once before anyone can speak again. <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">3.) The attorneys representing the Board of education will then present their opening statement in addition any supporting speeches. <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">4.) After the Board of education has completed their opening statement and supporting speeches the attorneys representing Brown and the Board of education both have 10 minutes for their rebuttal. <span style="font-family: 'Arial','sans-serif';">5.) <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">The judges, whom have been taking diligent notes the entire time, will then come to their decision and the case will be completed. || **<span style="font-family: 'Arial','sans-serif';">Time ** <span style="font-family: 'Arial','sans-serif';">30-35 Minutes || <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">The case will be concluded with a short discussion about the case itself, the results of the case, the impacts of the case and how things may have been had the Supreme Court decision been different. I hope to leave students will a sense of wonder as to the great affects of this court case and the Civil Rights Movement in general. ||  || **<span style="font-family: 'Arial','sans-serif';">Time ** <span style="font-family: 'Arial','sans-serif';">10 minutes ||
 * **<span style="font-family: 'Arial','sans-serif';">Initiation/Opening/Hook **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Teacher’s Activities **
 * **<span style="font-family: 'Arial','sans-serif';">Closure **

** Immigration Simulation Lesson Plan **
 * Enduring Understanding: ** //The main purpose of this simulation lesson plan is to help students understand early immigration into the United States and immigration in general. Students will learn about Ellis Island, Angel Island and the procedures involved in gaining admission to the US. This lesson will be a simulation and thus students will be actively participating in these procedures in order to fully understand immigration through Ellis and Angel Island so they can feel what it would have been like for an early European immigrant to attempt citizenship in the US.//


 * Essential Question: ** //What procedures, tests and or assessments did European immigrants have to endure when attempting to gain citizenship into the United States through Ellis or Angel Island? Did everyone gain access to the country? If so why? If not why?//

1.)Students will know how to answer and conduct a citizenship test. 2.)Students will be able to explain the daily workings of Ellis and Angel Island. They will be able to articulate the steps involved in gaining citizenship, what standards were essential for gaining acceptance to the United States and some of the adverse effects associated with Ellis and Angel Island.
 * Objectives: **

- __ Human Systems: ____<span style="color: #000000; font-family: 'GillSansStd','sans-serif'; font-size: 14px;">4 – G4.0.2 __ - __ America in the Last Half of the 19th Century - ____<span style="color: #000000; font-family: 'GillSansStd','sans-serif'; font-size: 14px;">8 – U6.1.1 __
 * Standards: ** //Ground each objective in state grade level content expectations (GLCEs or HSCEs) and cite them appropriately – numeric citation and one-line “title”. Each standard should correlate to one (if not both) of your lesson objectives.//
 * <span style="color: #000000; font-family: 'GillSansStd','sans-serif'; font-size: 14px;">Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States (e.g., forms of shelter, language, food). (H)
 * <span style="color: #000000; font-family: 'GillSansStd','sans-serif'; font-size: 14px;">This standard is covered in my simulation because at the end of the simulation we are all going to discuss this as and group and it is part of their exit slip, which is the graded portion of the lesson.
 * <span style="color: #000000; font-family: 'GillSansStd','sans-serif'; font-size: 14px;">Population, including immigration, reactions to immigrants, and the changing demographic structure of rural and urban America.
 * <span style="color: #000000; font-family: 'GillSansStd','sans-serif'; font-size: 14px;">This is covered in my simulation because it is directly related to population and America’s reaction to immigration and immigrants.

This simulation will help students understand immigration and the great role that it has played in our countries history. It will help students understand that the fabric of our country is based entirely of immigrants and that Ellis and Angel Island was essential for our country to become the powerful and resilient country that it is today. The simulation will consist of a series of procedures, tests and assessments that immigrants would have endured when entering the US through Ellis or Angel Island. Students will be forced to take a literacy test, a citizenship test, and a health test. In addition to taking the tests that were required for citizenship I will attempt to make the simulation as realistic as possible by changing people’s names, sending people back to their respective countries and separating women and children, which could have very well happened will going through these two immigration stations. Doing this simulation will help students understand immigration and citizenship not only in the 19th Century, but also in the present. The simulation will make students overall more educated and informed members of society, which will help them to make intelligent and rational decisions regarding immigration and other policy matters.
 * Rationale: **

b. Ellis and Angel Island Personal Files to be used at the end of the simulation. c. Citizenship Test from Ellis Island (Ellisisland.org) d.Short Video Tour of Ellis Island (Ellisisland.org)
 * Resources: ** //Include a list of resources you will use to plan and teach your lesson. For example, textbooks, other texts, internet websites, videos, photographs, artifacts, etc.//

// Step-by step procedures including guiding questions, directions and main points. // || ** Students ** // Describe what the students will be doing as a result of your instructions. // || ** Academic, social & linguistic adaptations, resources, and support ** // How will you support ALL students’ learning? // || 1.) Western European 2.) Eastern European 3.) East Asia || They will be split up proportionally by the amount of people who emigrated from their country. They are split into four groups so they can see what percentage of people emigrated from their country and once this is seen they will mix together once again. || . ||
 * Procedure: **
 * ** Activity Element **
 * & Time ** (in minutes) || ** Procedures and management **
 * Introduction: || I will begin the simulation by introducing Angel and Ellis Island by asking what people have heard about them. || Students will give me as much information to as many facts as they can about Ellis and Angel Island || No one will be turned away. Every piece of information that I receive will be used in one way or another. ||
 * Activity 1 || Students will split into three major groups.
 * Transition || One group (Western European) will take a literacy test, one group (Eastern Europe) will be shown a health test, and one group (East Asia) will take a citizenship test. Once the initial task has been completed the groups will switch until each group has completed all three tests. || Students will be forced to explain their thinking while taking the three tests. They will be asked to write down what surprised them, what they liked and what they thought was unnecessary? ||  ||
 * Conclusion: || This simulation will be concluded by a short exit slip. The slip will consist of a few true and false as well as a short written response in which students will respond to a question asking them to outline some positive and negative aspects of Ellis and Angel Island and immigration in general. ||  ||   ||


 * Assessment: **// The assessment in this simulation lesson plan will come at the end of the lesson and will consist // of a few true and false as well as a short written response in which students will respond to a question asking them to outline some positive and negative aspects of Ellis and Angel Island and immigration in general. Other forms of assessment in this activity will include a literacy test, a health test (not actually done, but demonstrated) and a citizenship test, but the only one that I will use as an actual assessment tool is the citizenship test. The students will not receive a grade for the citizenship test, but it will be a way for me to gauge their overall competency with what is deemed valuable in the United States. However, students will receive wither a check minus, a check or a check plus on their exit slip depending on the quality of their response.

**<span style="font-family: 'Arial','sans-serif';">Cooperative Learning Lesson Plan **


 * <span style="font-family: 'Arial','sans-serif';">TOPIC FOR LESSON **<span style="font-family: 'Arial','sans-serif';">: The Civil Rights Movement (Key Individuals) **Date**: January 29th, 2012


 * <span style="font-family: 'Arial','sans-serif';">Grade Level/Course **<span style="font-family: 'Arial','sans-serif';">: 10th Grade


 * <span style="font-family: 'Arial','sans-serif';">Unit **<span style="font-family: 'Arial','sans-serif';">: The Civil Rights Movement


 * __<span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 14px;">Standards __**

<span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 14px;">8.3.1 (**Civil Rights Movement**) – Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans.

<span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 14px;">8.3.3 (**Women’s Rights)** – Analyze the causes and course of the women’s rights movement in the 1960s and1970s (including role of population shifts, birth control, increasing number of women in the work force, National Organization for Women (NOW), and the Equal Rights Amendment (ERA)).

//<span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 14px;">(National Geography Standard 10, p. 203) //


 * __<span style="font-family: 'Arial','sans-serif';">Essential Question __**<span style="font-family: 'Arial','sans-serif';">- What obstacles were women and African Americans facing throughout the 1960’s and 1970’s that lead to changes in both the political and social structure of our country?


 * __<span style="font-family: 'Arial','sans-serif';">Essential Understanding __**<span style="font-family: 'Arial','sans-serif';">- Students must be able to understand how greatly oppressed women and African Americans were during the 1960’s and 1970’s and how that oppression led to major changes in not only our constitution, but also the American way of life. Students must also be able to understand and articulate women’s place in society and what led to the major changes women received during this time period.


 * __<span style="font-family: 'Arial','sans-serif';">Goal __**<span style="font-family: 'Arial','sans-serif';">- The goal of this lesson is to have students understand the how greatly the Civil Rights Movement changed the fabric of our country and pointed us in the right direction for the future. I also want them to understand that no matter how great these changes were there is still a long way to go for complete equality amongst Americans.


 * __<span style="font-family: 'Arial','sans-serif';">Lesson Objectives __****<span style="font-family: 'Arial','sans-serif';"> (information, disposition, and skill objectives) **<span style="font-family: 'Arial','sans-serif';">:

<span style="font-family: 'arial','sans-serif';">1) Know the Key Individuals involved in early Civil Rights campaigns.

<span style="font-family: 'arial','sans-serif';">2) Understand the state of both African Americans and women prior to legislation being passed.

<span style="font-family: 'arial','sans-serif';">3) Understand and be able to explain the other side of the civil rights movement.


 * __<span style="font-family: 'Arial','sans-serif';">Assessment Tools __**<span style="font-family: 'Arial','sans-serif';">:

<span style="font-family: 'arial','sans-serif';">1.) Direct Instruction/PowerPoint explaining the condition America was in prior to the Civil Rights Movement. For example, women did not have the right to vote prior to the Movement, which some students may not have known.

<span style="font-family: 'arial','sans-serif';">2.) After giving my students a little background information they will split up into groups of four, which makes five groups of four.


 * 1) <span style="font-family: 'Arial','sans-serif';">After all of the groups are ready each one of the four students will read a short article. One article will be on Frederick Douglas, and article on Alice Paul and the National Women’s Party (NWP), one on the Ku Klux Klan (KKK), and one on Martin Luther King Jr. The piece on Martin Luther King will not be an article, but rather a short clip outlining his life and early death.
 * 2) <span style="font-family: 'Arial','sans-serif';">Once students have completed reading their article or watching a short clip they will all discuss their piece with each other. They may outline things such as why was this person worthy of reading about? Did they have a major impact in getting rights for women and African Americans? What did they do for the movement? Were they successful or did they fail? One person will take notes while they are all discussing their articles in order to present their findings to the class after everything is completely done.
 * 3) <span style="font-family: 'Arial','sans-serif';">Finally, the groups may present their findings either as a whole group or they may also have one individual present their findings to the rest of the class.
 * 4) <span style="font-family: 'Arial','sans-serif';">After everyone has presented what their group found to be particularly interesting about the reading and video I will go up to the board and begin writing a few things down. These may be interesting opinions that I heard, or a key piece of information, and will help the students gain a well rounded understanding of the class period as a whole. Once they have written these down class will more than likely be dismissed.


 * __<span style="font-family: 'Arial','sans-serif';">Activities __**<span style="font-family: 'Arial','sans-serif';">:

<span style="font-family: 'arial','sans-serif';">- Short Overview explaining the condition America was in prior to the Civil Rights Movement. || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">10 Minutes || <span style="font-family: 'arial','sans-serif';">- Group Reading/Listening <span style="font-family: 'arial','sans-serif';">- Group Discussion <span style="font-family: 'arial','sans-serif';">- Group Presentation || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">25 -30 Minutes || <span style="font-family: 'Arial','sans-serif';">10 Minutes or Less ||
 * <span style="font-family: 'Arial','sans-serif';">Initiation/Opening/Hook || <span style="font-family: 'Arial','sans-serif';">Was the Civil Rights Movement effective? Who played a major role in the progression of the Movement?
 * <span style="font-family: 'Arial','sans-serif';">Class Activities || <span style="font-family: 'Arial','sans-serif';">Students get together in groups of four.
 * <span style="font-family: 'Arial','sans-serif';">Closure/Assessment || <span style="font-family: 'Arial','sans-serif';">While the students are presenting their findings and opinions that they have discussed in regards to the reading, I will be making sure that their understanding is accurate, which will be my way of assessing their productivity and the effectiveness of the lesson. || <span style="font-family: 'Arial','sans-serif';">Time

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Assignment #12 **

What did you learn from this survey about yourself and how was it helpful in understanding how you learn?

To be entirely honest I did not learn all that much about myself from this survey. The two intelligences that the survey identified as my strengths were already known to me. I already knew that I enjoyed moving, taking things apart and putting them back together and incorporating movement into my learning. However, one aspect of the survey that I did find helpful was when it gave a few examples of how to incorporate movement into the classroom. The examples were very broad, but were a helpful way to get some ideas flowing. After viewing my results I began to think about how my past teachers had incorporated movement into the classroom and the only thing that I came up with was silent ball, which does not actually involve that much movement. Then I began to think about ways to have my students move while learning and I thought that rotating tables would be a great idea. Another way to incorporate movement into the classroom would be to have students each do a section of the days material and share it with each other at the end of class. Despite my convictions with this survey I think that it would be very beneficial for students younger than myself. I have been studying and have now been in college for five years and thus know the best ways for myself to learn, but students younger than myself might not have acquired these skills which is why it could really help them out. Overall, this survey is a good thing though. It could be used in many different aspects of teaching and could allow teachers to understand their students on a deeper level. By having your future students take this survey you can help each of them learn more effectively on a individual level.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Assignment #11 **

Write about the teacher you were closest to in either middle or high school, why was this teacher important to you? How did it impact what you did in his or her class?

The teacher that I was closest to throughout high school was named Mrs. Cooley. Mrs. Cooley is a social studies teacher who teaches both World and US history. She has been teaching at my school for the past ten years and on multiple occasions said that teaching was her life and it is who she is. She also said that teaching makes her and that without her students she would be lost. It was this kind of enthusiasm that Mrs. Cooley portrayed that inspired me to become a teacher. However, Mrs. Cooley's love for teaching was not what made her my favorite teacher. What made me feel so close to her was her ability to listen. Almost everyday my junior year I would go down to Mrs. Cooley's class during my study period and talk to her. It did not matter what were talked about because after a little while I felt that she was a little more comfortable being honest with me than her other students. We would talk about anything from school to what we were doing over the weekend. It was her honesty and understanding of me that made her so special to me and without her I may have had a different experience throughout high school. To answer the second part of the question I would have to say that our conversations made me try even harder in her class. I wanted nothing more than to impress her and by trying hard in her class I was capable of doing exactly that. I would even go as far to say that I tried harder in her class than any of my other classes combined. Mrs. Cooley was my favorite teacher in school because of her honesty, understanding, and caring attitude and without her I may not be getting my education degree today.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Assignment #10 ** <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 120%; text-decoration: none; vertical-align: baseline;"><range type="comment" id="413835">‍‍‍<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">‍‍‍‍ <range type="comment" id="612814">‍‍‍‍‍‍‍Ben's teaching style was very unique and reminded me of many of my teachers in middle school. He was enthusiastic, energetic and fun, which in my opinion is the best approach to teaching. If your students admire and like you then they are more likely to listen and learn. Also if your students feel comfortable around you and are excited for your class, which many of his students seemed to be, they are more likely to get involved. Ben is definitely someone to look up to as a future teacher. He is confident and has honed his craft tremendously. However, one problem that I saw in his teaching was how scatter brained he seemed. It seemed as if he was incapable of staying on the same topic for more then five minutes, which makes it very hard for students to learn due to the constant transition. ‍‍‍‍‍‍‍Despite my observation his demeanor could have had something to do with the fact that he had thirty future teachers watching his every move. He could have also been a little nervous or overly excited, but nevertheless he seemed a little scatter brained. In addition, his class seemed to be very well behaved and under control while his presence was known, but as soon as he walked away the class stopped working and started talking. This kind of thing is inevitable, but the fact that his class was under control while his presence was known means that he has an overall handle on his class and it also means that his students respect him. He was very large in his classroom for a man of very small stature. Overall, the trip to Haslett Middle School was very beneficial to me as a future teacher. It gave me good perspective as to what a good teacher looks like and also taught me a lot about job searching and the realities of teaching. This should me done and probably has been done each and every year. ‍‍‍‍‍‍‍

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Assignment #9 **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Describe crucial (memorable) aspects of the hidden and null curricula that you experienced in secondary school. (ie what did you learn from school that was not academic, or what did you understand to be important or not important based on what you were taught or were not taught)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">One of the most crucial/memorable aspects of hidden curriculum that I learned came during my senior year of high school. During my senior year I had two tutorials, which meant that each semester I had one hour per day where I was able to study and do my homework. The only problem with this was that I was a good student and did not really have homework when tutorial rolled around every day. When one of my teachers, Mr. Washburn, asked me one day why I never do anything in his tutorial hour I quickly answered with I do not have any work. Shortly after that he looked up my grades and realized that what I was saying was probably true. After realizing this fact Mr. Washburn asked me if I would be interested in being able to leave the classroom during my tutorial period and go out on the baseball field to warm up before practice. When asked this question I quickly answered yes that would be great. From this experienced I learned that academics are very important, but when they are taken seriously you may be entitled to privileges not available to those who do not work as hard. I began to think about this and realized that this applies not only to school, but life in general. If you work hard and never stop you will get ahead and receive things that others only dream of.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Another memorable aspect of hidden curriculum also came from my high school teacher Mr. Washburn. One day after school I went to talk to him about a class of his that I was looking to take in the fall and we began talking about not only the class, but my future. He began asking me things like what are you going to do for a living? What are you interested in? What job can you see yourself enjoying each and every day of your life? When I began to think about these questions all I could think was that I wanted Mr. Washburn's job as a social studies, psychology and anthropology teacher. I remember uttering this to him and he looked at me with a shrug and sighed and said well Chris you may need to hear a few things before making your final decision. He began telling me how hard he has to work to have the lifestyle he wants as a teacher. He began telling me about his part time work as a bartender and wood worker and then began telling me about what seemed to be his entire life; his children, his wife, his passion. After hearing all of this I asked him one thing and one thing only, but do you love it? He quickly responded absolutely yes I could not imagine doing anything else. After hearing all of this I began to appreciate this man more than ever. This conversation forced me to really think about my future and what I viewed as important. It made me understand the realities of teaching and also forced me to believe, like Mr Washburn believed, if you are not happy with what you are doing then why are you doing it. He made me realize the importance of following your dreams even if it may be a lot of work. It was this side conversation that I had with my 12th grade anthropology teacher that made me realize I wanted to be a teacher. My teacher, Mr Washburn, was honest, blunt and real with me about his life, which was very important to me because he could not be that way during this school day and it was this man and his honesty that made such an everlasting impact on my life. Talking to your students honestly and openly I fell is the best and most beneficial kind of hidden curriculum that exists.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Assignment #8 **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(A) What surprised you most about this reading?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Over the course of my college career I have read a wide variety of texts addressing the concept Social Darwinism and the belief that one race is inherently better than another, but I have never read about it being tied to the educational system. When educators in America began addressing the problems associated with immigration they believed that immigrants were inferior and incapable of grasping the same concepts as native born citizens, which really blew me away. In my opinion, as soon as immigrants learned English, which takes less time when you are younger, they would be fully capable of doing everything that was asked of them, which is why the concept of Social Darwinism has always stumped me. I cannot believe that people would actually believe that the Caucasian race was inherently better and more well suited for society than any other race and that they would apply that concept to the educational system. It also blew me away that educators referred to immigrants as "semi civilized people".

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(B) What would you argue were the strongest influences on how social studies began?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The strongest influence on how social studies began was the need to preserve the dominant culture; the white culture of America. As more and more immigrants came to the US educators felt threatened in a way and wanted nothing more then to make sure that everyone learned about the culture of America prior to the influx of immigration that happened during the beginning of the Industrial Revolution. However, in addition to preserving the dominant culture of old America social studies was also created to assimilate new immigrants into that dominant culture. They were attempting to create a society of one. By creating it it almost seemed as if they wanted nothing to do with other countries culture and belief system. They were creating what they saw as the best way to run society and they children in it.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(C) What ways might the foundations of social studies impact what we do or don’t do today? (reference the last full paragraph on pg 91 as well as the one that follows it)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The foundations of social studies may impact us as future teachers in teaching us the exact opposite way in which to teach students. Every student, if possible, should be taught according to their own strengths and weaknesses and they should not be generalized into one group like they were in the beginning. As future teachers we should never be attempting to create the perfect student. Every student learns in their own way, which is why teachers need to play close attention to the differences amongst their student. However, this piece does make you realize that students from different countries may learn differently and may have been taught differently, which is why you may need to structure your teaching around those differences, but never look at those differences as a bad or negative thing. Therefore, teachers should never teach around one standard or on way rather they should vary there style of teaching for each class, unlike the way it was done in the early 19th century. I as a future teacher hope to look at each and every one of my students as different and learn about their background in order for them to be able to learn as effectively as possible and take as much out of my teaching as they can.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Assignment #7** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">How will you teach about Columbus after our discussion the other day? Why?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">After our long discussion on Christopher Columbus I believe that I will teach about his voyage to America almost the same way that I learned it. When I was taught about Columbus they made it very uplifting and adventurous in nature. They made it seem as if Christopher Columbus was nothing more than an explorer who accidentally found the West Indies. They did not include the fact that he enslaved the indigenous people and cut off their hands if they did not acquire enough gold during their daily work. They also did not include the fact that Columbus was on a voyage searching for profit. These two pieces of information about Columbus seem like things you might learn in a college course and not a middle or high school class, which is why it should not be taught in high school. When learning about Columbus my students will receive the same amount of information that I received in high school. I will tell them about how Columbus was searching for the West Indies on three ships that were financed by the Spanish and how he accidentally found the West Indies on his search. Then I will tell about how he acquired resources from the West Indies and brought them back to Spain for profits. My reasoning for not telling my students the entire truth about Columbus is that the story has been very Americanized at this point and the curriculum may require me to tell it a certain way. Therefore, because it has been Americanized my students my not believe that Columbus was actually a very vindictive and lucrative man who basically went to the West Indies merely to gain wealth. It shows the United States and the creation of it in a bad light.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Assignment #6 **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">How do you feel about the process of creating a professional growth and development plan? Do you think this is a useful task? Would it have usability in a middle school or high school classroom?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">I thought that the professional growth and development plan was a very helpful assignment because it made me realize certain aspects of class and student teaching that I should and could always apply to my future classroom. I also enjoyed doing the assignment because it forced me to make a promise to myself as well as professor Kenyon that I would follow through with my plan for improvement. In addition, professor Kenyon gave us feedback after initially turning in the assignment which really helped me focus my plan. My initial plan was to make an attempt to be more enthusiastic at my service learning in order to get more out of it, but she made me focus my plan by keeping a journal which was really exciting. I believe that this assignment would be very beneficial for middle school and high school students because it helps them focus their weekly tasks in order to get everything done. It also makes them conscious of the things they need to cut out of that weekly routine such as doing homework on class, talking too much in class, or not keeping up with readings. It might also help the teacher understand some of the things that her students are struggling with which may go as far as helping the teacher focus her teaching. I really liked this assignment and look forward to sticking to it.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Assignment #5 **

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-decoration: none; vertical-align: baseline;">How does this change your understanding of the harm that Phyllis talked about? Do you agree with Robinson? How as social studies teachers can we foster the creativity Robinson is describing? What other thoughts do you have?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"><span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Phyllis' article was a very depressing, but enlightening piece that made me realize the importance in assuring yourself of your reasoning for teaching. Everyone has their own particular reasoning for becoming a teacher whether it be a childhood experience, a high school teacher, or even an early college professor and its that reasoning that makes future teachers unique. You spend more time with your teachers than any other group of people throughout your childhood. You have better experience with the profession of teaching than many other people perusing many other professions. You also continue to learn what is highlighted as important throughout schooling, but of all my experiences throughout school that opportunity to be creative seems as if it is pushed aside to assure the state and district that everyone scores well on standardized test. Robinson's lecture on the importance of creativity made me think back to elementary school when we had art class. Art class was one of my favorite classes throughout elementary school, but once I got to middle school the opportunities to be creative diminished. We had woods and metals class, but that was all. Once I got to high school I took one more art class. There were multiple art classes you could take that forced you to be creative, but because of scheduling constraints and my love for sports it never happened. I believe it also had something to do with the fact that those classes were never emphasized as being important. Taking a language for three years was more emphasized than art/tech classes, which is why I like Robinson believe that schools need to foster more creativity for their students and emphasize the importance of art/tech classes just as they do any other class. In regards to fostering creativity in a social studies classroom I believe that depends on your definition of creativity because to me writing a paper is being very creative and some may not feel the same. For people who may not agree you could also let students act things out in class or I had one social studies teacher in high school that made the entire class of about this notebook that we were forced to color. It was kind of fun and made the class a little more interesting if you are a visual learner like myself.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Assignment #4 ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"><span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">I still have not received an e-mail back from my mentor teacher. I talked to her on the phone briefly, but was unable to ask her the question and told her I would e-mail it to her. In hindsight I should have asked her over the phone, but anyway I am still awaiting her hopefully detailed response. Furthermore, I have decided to discuss the phrase content area. I am still very confused by this concept because I am not entirely sure what I will be teaching. Will I be teaching civics, world history, U.S history, economics, geography, anthropology, criminal justice? What exactly will I be teaching? With all of these different classes that I could potentially be teaching how can I possibly prepare for them? The only conclusion that I have come to is that I am going to have to wing it. Now I am not saying that I will have zero knowledge in said subjects, but that thought of not knowing is overwhelming to me. I really want to teach geography and maybe a criminal law class eventually, but I don't know where I am going to start or how I am going to get there. However, despite how overwhelmed I still have hope that teaching, whatever subject it may be, will be come naturally to me. I am hoping that after I start I will enjoy teaching so much that learning everything I need to know and conveying to my students will eventually become fun and effective. If anyone has any comments or ideas or knowledge regarding this post I would like to hear from you.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Assignment #3 **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(A) What has been most difficult in planning this unit so far?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The biggest problem that myself and my group has come across is how in depth to go into each area of study. We do not know entirely what to include because we are not sure what the school/district would require us to include and what part of the unit would be solely on us. I have also found it kind of difficult to know where my students will be in regards to background information so that also needs to be taken into account, which makes it even more difficult. Hopefully planning a lesson will one day become second nature to me, but at this point it seems overwhelming and daunting.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(B) Do you think units should be planned chronologically? Around a theme? Through enduring understandings? A combination? Why?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Units should be planned and taught chronologically. We had discussed in class last Wednesday units based on commonalities, but to me that seems like it could get somewhat confusing because the common events cover a large span of history. Students may become quickly confused and mislead by this method of lesson planning. To me it should be a combination of this. While discussing WWII for example you may want to mention 9/11 and its relation to pearl harbor in that they were both instances where the US was attacked, but I would not clump them together into one unit. I would teach students the course of history chronologically, while adding in a few interesting sub- units to keep my students interested and on their toes.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Assignment #2 ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">A) Keeping in mind that there are many models of good teaching, describe some attributes or characteristics that good teachers possess.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Good teachers are sometimes hard to come by, but the individuals who are good teachers usually possess a few distinct attributes/ characteristics that make them stand out. Good teachers are compassionate and care for their students. They are always eager to not only learn something new about their students, but also about themselves as a teacher in order to grow and progress as a class. Good teachers keep order in their classroom because they have gained their students respect effectively. In addition, a good teacher has to have good communication skills in order for their class to grasp every concept at hand in an effective manner. However, despite all of these characteristics that usually yield a good teacher I believe that the number one thing that makes a good teacher is their heart and their enthusiasm for the profession. They have to come into work each and every day excited and eager to take on the challenges that lie ahead in order to continually grow not only as a teacher, but also as a person.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(B) Reflect on your own strengths and weaknesses as a teacher at this point, what are some areas you are strong in? Where do you have room for improvement?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">One of my true strengths as a teacher is that I wanted to teach since I began going to school. I am very compassionate about the profession and would love nothing more in life than to be a high school history teacher/ baseball coach. Also I am a very meticulous with my work and try to do everything to the best of my ability. Finally, I have a comedic side to me, which I believe will keep my class interesting while at the same time help me to connect with my students. However, there are a few things that I still need to improve on including the ability to create and craft effective lesson plans, the ability to keep order in the classroom without getting upset and finally I believe that I really need to begin seeing myself as a teacher and not a student.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(C) What are some things you need to learn or skills you need to practice to improve your teaching? <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">One thing that I really struggle with is being informative while at the same time effective with my teaching. I tend to ramble on a lot and sometimes go off on tangents that last way longer than they should, which pushes everything back and makes each and every day a little more stressful. Thus, I need to work on managing my time effectively in order to keep on track while at the same making my class a fun, open and stress free environment for my students.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Assignment #1**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Hello! My name is Christopher Vens and I am a senior getting a major in history and a minor in geography. One day I hope to become a professor at Michigan State University, but I want to teach high school for a few years while attempting to acquire my masters as well as doctorate. I work at Brody complex as a desk receptionist and enjoy baseball, golf and snowboarding. I went to Albion College for two years, which makes this only my second year here at MSU, but since the move I cannot get enough of East Lansing. Go green, Go white!

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(A) D<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">escribe and post your favorite memory from a social studies class from middle/junior/senior high school ...

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">My favorite memory of any social studies class I took throughout my life came when I was in 8th grade taking my first true U.S history class. I had this wacky teacher named Mr. Pizani who would randomly yell throughout each and every class. However weird that may sound it was very effective in keeping our attention. Despite his yelling and how entertaining it was to watch, my favorite part of his class occurred every day before we had an exam. Mr. Pizani would dress up in a suit and tie the days before our exams and would proceed to host what he called the Pizani prep game, which was basically a form of jeopardy. The entire class would get really into the game because it was for extra credit on the upcoming exam. The Pizani prep game and his wacky methods of teaching not only kept me interested, but helped me learn the material more effectively than most other teachers I have come across. It was my favorite memory and still to this day my favorite class. I go back and see Mr. Pizani occasionally.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(B) <span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">Describe and post your worst memory or experience from a social studies class from middle/junior/senior high school

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-decoration: none; vertical-align: baseline;">The worst experience I had in a social studies class came while I was in 7th grade in my class about the Ancient and Medieval Worlds. I had this teacher whom I will not mention, but they were the most droll and boring teacher I am yet to have. This teacher would stand in front of the class for an hour a day and talk at us. There was no time for questions or comments because they never stopped talking. It made it very hard to learn not only because you could not ask questions, but because they were grossly ineffective at getting and keeping our attention as students. I did not get along with this teacher very well and it was a very long and dry semester, but I passed the class and was done. It was one of my greatest accomplishments, which you would understand had you sat through one of their lectures.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-decoration: none; vertical-align: baseline;">(C) Describe and post your rationale for why you want to teach social studies and what particular reasons you find compelling for having students study and learn social studies in schools.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-decoration: none; vertical-align: baseline;">Social studies has always been my favorite type of class to take throughout my education. I never enjoyed math or science, but I always knew that I wanted to teach. Almost all the social studies teachers I had throughout elementary, middle and high school impacted my life in some way or another, which is what I want to do for future generations of students. I want to make history and social studies come alive for them and make them realize the great impact that the past has on the future. Finally, I want to teach social studies/US history because to me it is the most exciting part of my life, I love reading about it, watching shows and movies about it and hearing people talk about it, which is what I want some of my future students to feel after taking my class.