Steffon+Jones

Hi everyone, I'm Steffon Jones and I'm a senior here at Michigan State University studying Secondary Education with a focus in Interdisciplinary Studies with a minor in History. I was born and raised in Detroit, MI. Outside of school and work I love spending time with my family and close friends. I'm always looking for ways to learn and experience new things, whether that be a restaurant I never dined or customs of a foreign culture. As a student at MSU I've been allotted many opportunities. My freshmen year, I had the opportunity to intern with students from around the United States as part of the Student Conservation Association. That summer I was able to stay ten days in Idaho learning about wildfires, evacuation plans, city services and wilderness protection. The rest of the summer my team and I were stationed in Asheville, North Carolina where we teamed with the Forestry Department and local fire departments creating Community Fire Protection plans and Community Awareness.  Two Christmases ago I had the opportunity to Study abroad in the both the U.S. And British Virgin Islands where I studied the cultural and geographic landscapes. In the future I hope to travel to Egypt and study there as well. It was through these opportunities in which my interest in the history of the world and its people peaked. Ever since then I have been intrigued in what I often describe solely as “Journeys”. I find it interesting to learn the facts and history of where a group of people, city or tradition originated and its journey to present day. I 'm looking forward to an engaging school-year and getting to know you all as well!



**9/11 Lesson Plan**

** Objective ** Students will be able to interpret and discuss the events of 9/11 and its affects; before and after.

** Writing Prompt:Asking students; **

1) What they know about the events on September 11, 2001; Both prior and post the date?  2) Who were affected by these events? Were there any pro's or cons? And why?

** Class Discussion: ** A.To clarify and expand on any student misconceptions, as well as to further guide the activity to reach an appropriate learning outcome. What is Terrorism B. Engage in an instructional activity that helps build on individual and class discussion points.

** Lesson: ** ** Changes in America since 9/11 **
 * Terrorism past & present
 * Politics: Introduction of new Policy
 * <span style="color: #404040; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Government: War on Terrorism/ Global Interactions
 * <span style="color: #404040; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Post Arab-American Experiences
 * <span style="color: #404040; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Economy
 * <span style="color: #404040; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Patriotism

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">** Take Home Activities: ** <span style="color: #404040; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Interview <span style="color: #404040; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Timeline <span style="color: #404040; font-family: 'Times New Roman',Times,serif; font-size: 90%;">In their shoes

**Sample Unit Plan: The Amazon**
 * Day 1 || **Background/Facts & data** || **Assessment/Activities Tools** ||
 * || What is the Amazon || Maps ||
 * || Location || Text Book ||
 * || Prior Knowledge || Power Point ||
 * || Importance of Rain Forests || Class Discussion ||
 * Day 2 || **Landscape** || **Mix & Match** ||
 * || Effects of Altitude on Climate & Vegetation || Student's are given an array of different plants and animals in ||
 * || Plant & Animal Distribution || which they are asked to list and find that particular species adaptations. ||
 * || Ecosystems || As well as general facts of the plant and animal to share with classmates. ||
 * || Tropical Rain Forest Layers || Biome Activity ||
 * || Biodiversity ||  ||
 * Day 3 || ** What is Deforestation? ** || **Geographically Speaking** ||
 * || General Background || Where else in the world has this occurred? ||
 * || Forms || Writing prompt ||
 * || logging, mining, oil and gas extraction, cattle ranching, || Documentary ||
 * Day 4 || **Who lives in the Amazon?** || **Think & Reflect** ||
 * || How people interact with the environment || What kinds of problems might human life in the Amazon create? Explore some of the impacts thats humans have had on the land. ||
 * || Land use || Group assignment to research and create and artifact that portrays a ||
 * || Harmful Effects || particular group of people found in the amazon ||
 * || Tribes ||  ||
 * Day 5 || **Take Home Points** || **Test/Quiz** ||
 * || Review: major concepts, facts and take home points || Short answer and multiple choice questions that focus on the major subject ||
 * || Reflect: on what was learn/ clarify any misconceptions || matters discussed in class. ||
 * || logging, mining, oil and gas extraction, cattle ranching, || Documentary ||
 * Day 4 || **Who lives in the Amazon?** || **Think & Reflect** ||
 * || How people interact with the environment || What kinds of problems might human life in the Amazon create? Explore some of the impacts thats humans have had on the land. ||
 * || Land use || Group assignment to research and create and artifact that portrays a ||
 * || Harmful Effects || particular group of people found in the amazon ||
 * || Tribes ||  ||
 * Day 5 || **Take Home Points** || **Test/Quiz** ||
 * || Review: major concepts, facts and take home points || Short answer and multiple choice questions that focus on the major subject ||
 * || Reflect: on what was learn/ clarify any misconceptions || matters discussed in class. ||
 * || Tribes ||  ||
 * Day 5 || **Take Home Points** || **Test/Quiz** ||
 * || Review: major concepts, facts and take home points || Short answer and multiple choice questions that focus on the major subject ||
 * || Reflect: on what was learn/ clarify any misconceptions || matters discussed in class. ||
 * Day 5 || **Take Home Points** || **Test/Quiz** ||
 * || Review: major concepts, facts and take home points || Short answer and multiple choice questions that focus on the major subject ||
 * || Reflect: on what was learn/ clarify any misconceptions || matters discussed in class. ||
 * || Reflect: on what was learn/ clarify any misconceptions || matters discussed in class. ||

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 90%; text-align: center;"> **Ethics and the Internet** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 90%; text-align: left;">**C<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">ourse Description: ** E thics and the Internet is a discussion based class that will focus primarily on the world wide web and how it affects modern day social interactions. The Internet has helped advance us as a people but has argualy added to many of our problems. Technology has moved beyond a once a day activity to a 24/7 practice. Blending the boundaries of both on and offline. This has allowed many to fall victim with out even leaving the safety of their homes. And has made many millionaires with just a click of a button. Because of technology we're a smarter, better informed and more resourcful world. The internet is creditted for creating numerous opportunities but little is said about the challenges that it brings to our communities and society as a whole. The question of what is ethical is often seen as a personal concept. However ethical views and responsibilities linked to technology has created a blurred understanding of what is ethical, acceptable and legal. In this class students will have the opportunity to explore and voice their opinions as they're given the opportunity to explore issues of ethics, technology, social media, identity theft and cyber bullying. The power that internet has on the influences of policy, trends and its use as propoganda. As well as garnish a clear understanding of the impact that technology plays on society; both today and throughout history. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 90%; text-align: left;">** Potential Units: ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 90%; text-align: left;"> // Introduction: The History of the Future // To kick-off the course I would like to begin with a general background and analysis of the journey of technology and the internet. As well as explore societies marriage to the internet.Topics of when technology first began to make an impact on society is key. Exploring the concept of ethics is equally important in this unit. Students will be able to define ethics at the conclusion of this unit in order to fully grasp the issues that will arise in post concluding units. // Cyber Life: Social interactions, Ethics and Democracy // Issues of how the web should be used will be discussed and addresssed here. Fundamental affairs in addressing the effect of digital relationships between societhnic groups around the world. The creation of and loss there of jobs due to technology. Policy and its lack of governance over technology and the internet in general; should policy be techologically neutral? Due to the vast movement of technology and governments inability to catch-up. <span style="color: #000000; display: block; font-family: 'Times New Roman',Times,serif; font-size: 90%; text-align: left;">//Crime: Hacking,Identify Theft & Viruses// <span style="color: #000000; display: block; font-family: 'Times New Roman',Times,serif; font-size: 90%; text-align: left;">In this unit I hope to address issues centered around crimes created online. And the impications that this creates for society and our justice systems.Questions of is Hacking a crime will be addressed. Issues of cyber banking,ecommerce (selling of goods & Services), and online educational and medical resources will be taken under account and openly addressed. //Minors and the Net, Censorship,// <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//Cyber Bullying, Online Dating and Sexuality:// Due to this units presence of controversial topics and issues, I hope to incorporate a discussion type learning environment for this unit. I believe that much can be gained and learned from the perspectives of the individuals in the course. Primary resources, current events and guest speakers would be ideal for carrying this lesson. This unit is created to addressed the ethics or lack of ethics in respects to each sub-topic. As members of society in a technological world its important to understand the issues that harm us as people. Because of the internet we're faced with a concern that previous generations never had to addressed. Therefore its up to us to find a solution and/or discuss various outlooks. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> //Privacy, Confidentiality, Surveillance & Related Issues// <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">This unit will be used to address civil liberties and restraints.Ethics on confidentiality while surfing the web. And issues of the Patriot Act. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> ** Assessments: **
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will be assessed through in-class discussion on readings
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Weekly Journals- Thoughts/views/questions on class subject. Take home points.
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Unit Quizzes- Will focus on the reflection on classroom topics and give a scope of a student's personal learning outcome. Quizzes will also be used to reinforce ethical framework, general terminologies and readings.
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Research Paper on approved topic of Student's choice: Will further students learning and interest in topics of ethics and internet. This will encourage independent learning and foster a personal learning objective and view.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">** Text/ Journals/ Films: **
 * ======<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Youtube: Verichip ======
 * ======<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">New York Times Articles ======
 * ======<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Time Magazine ======

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 90%; text-align: center;"> ** Lesson Plan Study Guide/Guided Reading ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> **The Lesson Plan**
 * Define Lesson Plan:** //A lesson plan is most commonly thought of as a daily plan; it ytpically spans for more than one day. It specifies the “look and feel” of a day in your classroom.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> **Components of a Lesson Plan** 8 structural parts of the lesson: 1 2 3 4 5 6 7 8 What should be considered when drafting a lesson plan? What materials are needed? What different type of assessments can be used?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> **Reflection** Reflection-on-action defined: “reflection on practice and on one's action after the practice is completed” <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Rreflection-for-Action defined- is assumed in the previous two types of reflections, but singling it out helps teacher focus on how to make future teaching promote student learning.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">How did the teach er impact student learning in today's lesson?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">How did the student(s) impact learning in today's lesson?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">How did the classroom enviroment help or hinder student learning in today's lesson?
 * PLAN-->ACT>OBSERVE-->REFLECT<--->CREATE MEANING->DECIDE-->PLAN**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> Action Research: Learning from one's own experiences! What is extrinsic motivation? What is intrinsic motivation? Flow Motovation
 * Motivation**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> Making it work I the classroom Ten Truths

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> ** Appoaches to Classroom Management **

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;"> Behaviorism:
 * 1) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">What is the most useful of Skinner's principles?
 * 2) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">How does that principle work?

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;"> Canter's Assertive Discipline Model:
 * 1) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">What is the expectation of Students?
 * 2) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">What is the expectation of Teachers?

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;"> The Dreikurs/Albert Model:
 * 1) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">What is Democratic teaching?
 * 2) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">How does it vary from autocratic teaching?
 * 3) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">In which ways does it vary from permissive teaching?
 * 4) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;">What four goals does Dreikur say leads to misbehavior?

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;"> Ginott's Model: Communication is based on situations and not character or personality.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 90%;"> Glasser's Model: Learning becomes irrelevant as frustration arise due to students basic needs not being met. These basic needs are; survival, belonging,power, fun and freedom. Jones' Model: Non-verbal communication dictactes teacher/student interactions and help to manage the learning environment. These nonverbal gestures can be described as; eye contact, body language and physical proximity. Kounin's Model: Teacher behavior determine student's engagement in lesson. Misbehavior occurs during active learning.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> ** Ensuring that Students follow the rules/Without too many of them. **



__Primary Resource:Consumption in a Economics Class__

//H////appine////ss is just around the corner...work harder, earn more money, buy more things...//


=**Concepts of Geography**=

In deciding what concept to teach, I think one of the most beneficial skills is found in reading and interpreting maps. Therefore much of my instruction would be spent in highlighting the importance of reading and analyzing maps. In the instructional strategy reading it noted the importance of creating big ideas that give birth to even greater concepts. It's important for students to understand the general background and time line in which led to the maps that we see today. For many maps are seen as a conceptual model. That supplies an visual image. Without knowing how to analyze and read maps students will become crippled in the ability to comprehend the marriage between geography and history ans its spatial emplacement. Geography and history together represent the human historical experience on earth. They work together hand and hand becoming ever so dependent on each other. Creating this cause and effect relationship that we as teacher teach about. In Schmidt article he briefly discusses the differences found in both locations and regions. He goes on to state the importance in why students should be able to identify and recognize the importance in these differences. At time Geography as a subject is often threatened because people often question its importance. Though there might not be much value in knowing what region borders another, to some. Its more important in understanding the history in the formation of these boundaries and their geographic and historical prominence.

=Cooperative Learning Lesson Plan=

**CLASS: th Grade:** Early Civilizations and Pastoral Societies

**DATE:** Monday, February 7, 2012 UNIT: Beginnings of Human Society

**ENDURING UNDERSTANDINGS:** 1) Students will be able to make generalizations about similarities and differences between ancient civilizations 2) Students will be able to study at least one ancient civilization in depth 3) Students will be able to work in a group setting 4)Students will understand how ancient civilizations developed and how they contributed to the current state of the world

**ESSENTIAL QUESTION:** 1) How and why did ancient civilizations rise & fall? 2) How did geography affect the development of these ancient civilizations?

**MICHIGAN HSCE:** H1.1 W1.1, W1.2, W2.1 W3.1, W3.2

**BELL RINGER:** Pass around three artifacts that represent each individual ancient civilization and have students write in their journals what they think they are and where they might have come from.

**TEACHER ACTIVITIES:** Hook: 5 min. Lecture: 15 min Student/Group in class activity : 20 min. Student sharing/debate/Compare & contrast civilizations and practices: 15 min. Class discussion what role did religion play in the rise and fall of civilization: 20 min. Student Feedback/Questions open to both students and teacher 10 min.

**STUDENT ACTIVITIES:** Students are placed into groups of 3-4 students. Each student will then select an ancient civilization. Students will be handed a guided reading worksheet handout and will be asked to complete the handout by using the textbooks, Internet and other primary resources. Students are to keep in mind that the information gathered will be used as tool to complete an individual comparative essay. The info obtained will be used to track students progress in reaching this goal. Each group is responsible for completing 5 worksheets on topics such as government, Location or Geography, the rise & fall and religion. The 5th topic is up to the students choosing but should be something of substance such as culture or language. Once these items are completed students will share what they found in their groups with the class.Then compare and contrast differences and similarities of each civilization. During this time students are asked to take notes.

**CLOSURE/SHARE BACK:** Students will express their knowledge with others in the class by presenting and sharing what their group discovered and talked about in class in respects to their assigned ancient civilization. As this taking place the other group of students will use this information to complete the worksheets for each additional group, (the one’s they were not assigned).

**TICKET OUT THE DOOR:** Completed journal topic for the day and one accompanying paragraph highlighting what they found interesting and/or similar between the civilizations.

**HOMEWORK:** Students will use all of the information, notes and completed worksheets to assist them with guided reading assignment handout.

**Resources:**

[|Ancient Civilization Handouts]

Example of what I hope my handouts will look like for the group work activities. The presence of the questions on the individual worksheet would be modified to help frame the group’s thinking and direction. Hopefully this will keep everyone on task and cut down on time.