Section II Learning Goals

Running head: PRACTICE

Practice Teacher Work Sample

XxxxXxxx

September 9, 2008

10th Grade

United States History I

Wichita North High School 2

Section IX Design for Instruction in History/Government

Use of Analytical and Research Skills

Apart from the very beginning of the unit where the lesson is geared toward low level acquisition of basic facts of reconstruction, the majority of the unit’s lessons consist of opportunities for students to develop their analytical and research skills. Students will analyze a variety of primary sources from audio to contemporary texts to images. Students will also have define terms in their own words of concepts they do not understand. Generally, concepts are not explicitly defined, so students will need to research to come up with their own definition primarily through the reading of the text.

Subject Matter and Interdisciplinary Approach

The lessons in the reconstruction unit relate to other disciplines within the field of social studies. The economic maps lesson focuses on both economics and geography skills. Students will develop a better sense of the role that technology plays in trade as well as the basics of recessions. In regard to geography, students will expand on their current understanding of regionalism and how it relates to politics. Students will develop their map skills through the lesson. In regard to political science, students will better understand the concept of checks and balances by learning about President Johnson’s impeachment, the amendment process, and the struggle between federal and state governance. Students not only will learn historical concepts, but also, concepts of political science, geography, and economics during the unit.

Evaluation of Sources

Students will utilize and evaluate several primary sources. Students will evaluate several narratives regarding the acquisition of the author’s freedom. Students also have the opportunity to evaluate primary sources through the political cartoon lesson. Several photographs of 3 sharecroppers will also be examined so that students can gain a fuller sense of the freedmen’s experience.

Sensitivity to Students

It is imperative that a unit on reconstruction is implemented with sensitivity to students in mind. Reconstruction deals with the issues of slavery, civil rights, black codes, and the KKK.

Several students are African-American and care must be taken to not alienate them. Their peers may also feel uncomfortable talking about race. A preliminary discussion is planned to increase student awareness of others’ emotional and intellectual rights in order to increase productive learning and foster a safe learning environment. Another very significant aspect is that several of the students are first-generation Americans and some are not U.S. citizens. These students may not identify as Americans or America as their home. They may feel alienated as well. Attempts will be made whenever possible to connect the subject matter to the personal lives of these students. Jose is likely to be one of these students.

Variety of Learning Materials

A variety of learning materials will be used to gain student attention and increase their interest in the lessons. Works of art, songs, and maps will all be used during the unit. Works of art, such as representations of the Colfax massacre and political cartoons, will be used to help students to connect to the events of the era. It is hoped that several spirituals sung by African-

Americans will also have an affect on the students and improve their understanding of the struggles faced by the freedmen. To explain the economics of reconstruction, maps will be utilized. Economics is an abstract concept and maps will provide students with a visual to improve their comprehension.

Selection of Instructional Materials 4

The reading level of the textbook that will be used during the unit is at an 8th grade reading level according to the SMOG readability formula (McLaughlin, 1969). The average reading level within the classroom is roughly 7th to 8th grade making this text appropriate for independent learning. The primary source texts range from 5th grade to 12th grade based on

SMOG. This is a wide range but students will be guided through such sources and are encouraged to keep an accumulative personal dictionary for words unfamiliar to them. 5

Section IX. Design for Instruction in History and Government

TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts in History and Government

Connection to Rating • 1 2 3 Conceptual Indicator • Indicator Not Met Indicator Partially Met Indicator Fully Met Framework A. Use of No opportunities are Few opportunities are Many opportunities CKS Analytical and provided for the learner provided for the learner to are provided for the Research Skills to practice analytical practice analytical and learner to practice ST 1, 2, 3 and research skills. research skills. analytical and research skills. Has a knowledge and understanding of significant professional and pedagogical issues and skills relevant to the profession of teaching history by: B. Selected The teacher rarely The teacher often creates The teacher CTA, CKS Content in creates learning learning experiences that consistently creates Subject Matter experiences that allow allow students to learn key learning experiences students to learn key historical concepts and to that allow students to ST 1, 3 historical concepts and practice historical processes. learn key historical to practice historical concepts and to processes. practice historical processes. C. Few lessons integrate Some lessons integrate the Most lessons CKS Interdisciplinary the theories, pedagogy theories, pedagogy and integrate the Approach to and practices to practices to interrelate theories, pedagogy Teaching History interrelate history with history with other and practices to and Government other disciplines. disciplines. interrelate history ST 1 with other disciplines. D. Evaluation of Few assignments Some assignments require Most assignments CKS Sources require students to use students to use and evaluate require students to and evaluate primary primary and secondary use and evaluate ST 2, 4, 5 and secondary sources sources primary and secondary sources. E. Sensitivity to Few lessons take into Some lessons take into Most lessons take HDD Students consideration the consideration the gender, into consideration gender, racial, cultural, racial, cultural, and religious the gender, racial, ST 2, 4, 5 and religious sensitivities of students. cultural, and sensitivities of students. religious sensitivities of students. F. Variety of Few lessons use maps, Some lessons use maps, Most lessons use CKS Learning charts and charts, art, charts and charts, art, maps, charts and Materials literature, folklore, or literature, folklore, or music charts, art, music to create interest. to create interest. literature, folklore, ST 2, 4, 5 or music to create interest. G. Selection of The teacher seldom The teacher usually selects The teacher always HDD Instructional selects pedagogical pedagogical strategies, selects pedagogical Materials strategies, readings and readings and curriculum that strategies, readings curriculum that are are developmentally and curriculum that ST 2, 4, 5 developmentally appropriate for diverse are developmentally appropriate for diverse students. appropriate for students. diverse students. 6