Social Studies TWS Example Learning Context

School Community Characteristics Maryville High School (MHS) is located in the town of Maryville, Missouri, which is situated in Nodaway County Missouri. The population of Maryville, according to the 2010 Census, is 11, 972; comprised of 92.3 percent White citizens, 3.08 percent Black, 2.7 percent Asian, 1.6 percent Hispanic, and .27 percent Native American. The average household income of Maryville’s citizens is $31, 215, which indicates that the socioeconomic background of most students is White, middle class. Also located in Maryville is Northwest Missouri State University. The relative closeness of these two institutions provides for a symbiotic relationship, not just with each other, but also with the community. Looking at the name (Maryville R-II), it is easy to tell the district has been reorganized twice since the school opened. The assessed valuation of the Maryville school district is $190, 327, 055. The total number of students in the high school building alone is 473. Of those 473, approximately 22.4% (or 102 students) of the total students are recipients of free/reduced lunch. This is an important statistic because it helps current and future teachers determine how many of their students are living at or below the poverty level in their building. The student to staff ratio is a healthy and manageable eighteen students to every classroom teacher. This is also an important statistic because the student/staff ratio determines the type of instruction the teacher will give. With smaller classes, the teacher is able to get to know his/her students better and have more one-on-one instruction. The average composite ACT score is 22.8, and the annual graduation has hovered around 92% over the last five years. All of this data is a great tool to help me get a grasp of the school and community I am entering. *****All data was taken from www.dese.mo.gov Classroom characteristics After spending some time observing the classroom environment at Maryville High School, it is clear that the classrooms are up-to-date with technology and other useful resources. My particular classroom has adequate space and the ability to hold approximately thirty students. This particular classroom is aesthetically pleasing and well organized. Big windows in the back of the classroom and smaller windows on the interior walls let natural light in, creating a comfortable environment for students to learn. In regards to technology, this classroom is equipped with a mounted, overhead projector, a smart board, one laptop (for teacher use), and moderate whiteboard space. Also at my disposal is a computer lab on the first floor for student use. In addition to modern technology, this particular classroom also has available big pieces of poster board and coloring utensils, which students could use on different types of poster projects. The desks in my classroom are arranged in a traditional rank and file seating format, effective for the content area (Social Studies) being taught. Even so, there are many situations where my cooperating teacher and I have students move their desks into different groups or pods in order to collaborate. The rules in this particular classroom, developed by my cooperating teacher, are based on classroom management philosophies developed by Haim Ginott, Jacob Kounin, and Rudolf Dreikurs. The rules are as follows: 1) Respect Others, 2) Respect Yourself, 3) Respect Time, and 4) Respect Property. Although there are only four rules, each covers a broad range of potential infractions. These factors are important because they help provide a safe, secure, and positive environment for students to learn in, as well as an effective and fun environment. In terms of scheduling, the high school runs on a seven-hour schedule with a special hour (Spoofhound hour) over the lunch period. This type of format allows for seven, fifty- minute class periods, and adequate transition times.

Student Characteristics The number of students in the classes I will be teaching range from fifteen to twenty-five, of which the majority will be White. Those that are not White are Asian, Black, Hispanic, or Indian. As stated earlier, the socioeconomic background of most students in the classroom will be White, middle class, whose primary language is English. In the first two hours of the day I will be teaching a mixed-gendered class of juniors, whose ages range between sixteen and seventeen. During hours five, six and seven I will be teaching mixed-gendered classes of freshmen, whose ages range between fourteen and fifteen. These characteristics will impact the way I teach because each grade level with have varying levels of prior knowledge and different ranges of abilities. In addition, each of my students will learn best from various types of instruction, which indicates my need to use numerous teaching styles. ****Parts of this Learning Context were taken from a discussion between my cooperating teacher (Mr. Moree) and I

Element II Learning Objectives

Learning Objective National, State, or List of Appropriate List of Appropriate Local Standards Instructional Strategy Technology to Improve Teaching 1) Define the meaning SS: • Direct Instruction • Evernote of the term 1. Principles expressed in • Aims, Goal, • Projector “preamble” and the documents shaping Objectives (AGO) constitutional explain the goals set democracy in the • Carousel forth in the United . States Constitution 2. Continuity and change with 80% accuracy. in the history of Missouri, the United States and the world. 3. Principles and processes of governance systems. 6. Relationships of the individual and groups to institutions and cultural traditions. 2) Identify the seven SS: • 10+2 • Evernote articles of the 1. Principles expressed in • Flow Chart • Projector Constitution and the documents shaping • constitutional Document Camera assess their democracy in the functionality with United States. 80% accuracy. 2. Continuity and change in the history of Missouri, the United States and the world. 3. Principles and processes of governance systems. 6. Relationships of the individual and groups to institutions and cultural traditions. 3) Summarize the six SS: • Expert Groups • Evernote principles found in the 1. Principles expressed in • Co-op, Learn, • Projector Constitution, and the documents shaping Share (CLS) • constitutional Textbook explain their democracy in the • Coaching Model importance in the United States. United States 2. Continuity and change government with 80% in the history of accuracy. Missouri, the United States and the world. 3. Principles and processes of governance systems. 6. Relationships of the individual and groups to institutions and cultural traditions. 4) Discuss the SS: • Direct Instruction • Evernote expressed power 1. Principles expressed in • Facilitative • Projector given to Congress in the documents shaping Questioning constitutional Article I and explain democracy in the the changes that have United States. occurred from then to 2. Continuity and change now with 80% in the history of accuracy. Missouri, the United States and the world. 3. Principles and processes of governance systems. 6. Relationships of the individual and groups to institutions and cultural traditions. 5) Evaluate the SS: • 5+1 • Evernote evolution of the 1. Principles expressed in • Facilitative • Projector Executive branch and the documents shaping Questioning constitutional its duties with 80% democracy in the • Think-Aloud accuracy. United States. 2. Continuity and change in the history of Missouri, the United States and the world. 3. Principles and processes of governance systems. 6. Relationships of the individual and groups to institutions and cultural traditions. 6) Analyze the growth SS: • Facilitative • Evernote of the Judicial branch 1. Principles expressed in Questioning • Projector and describe any the documents shaping • • constitutional Worksheet Document Camera conflicts between democracy in the Congress and the United States. Supreme Court with 2. Continuity and change 80%. in the history of Missouri, the United States and the world. 3. Principles and processes of governance systems. 6. Relationships of the individual and groups to institutions and cultural traditions. 7) Describe the SS: • Vocabulary • Evernote process for amending 1. Principles expressed in Roadmap • Projector the Constitution with the documents shaping • Think-Pair-Share • constitutional Document Camera 80% accuracy. democracy in the • Direct Instruction • Textbook United States. (facilitative 2. Continuity and change questioning) in the history of Missouri, the United States and the world. 3. Principles and processes of governance systems. 6. Relationships of the individual and groups to institutions and cultural traditions.

The instructional strategies used for objective one are direct instruction, aims, goals, objectives (AGO), and carousel. The strategies listed for objective one will be beneficial because it gives me the opportunity to briefly introduce and explain the meaning and importance of the Preamble to the Constitution. Once introduced, students (in groups) will use AGO to analyze the reasons why the Founders chose these specific goals to include in the Preamble. After each goal has been analyzed, students will use the carousel technique to create one goal for the class that relates at least one of the goals listed in the Constitution. The instructional strategies used for objective two are Ten plus Two (10+2) and Flow Chart. The strategies listed for this objective will be beneficial because it enables me to use direct instruction for ten minutes, and then let the students reflect on what they have just learned for two minutes. During the reflection period, students will be asked to write down everything they remember from the ten minutes of teacher input. Once instruction has been given, students will complete a flow chart to help them understand what each article of the Constitution establishes. The flow chart helps students better understand and organize complex information. The instructional strategies used for objective three are expert groups, co-op-learn-share (CLS), and the coaching model. Students will be divided into groups, and given one principle to research. In a sense, each group will become the expert on their particular principle. Students will work together in their groups to learn about their principle then share their information with the class. Throughout this process, I will utilize the coaching model to help students complete their task. The instructional strategies used for objective four are direct instruction with facilitative questioning. Direct instruction will be used because there is a substantial amount of content that needs to be taught in a limited amount of time. To ensure student understanding, I will facilitate questions at various times during instruction. I will also encourage students to raise their hands and ask questions if they do not understand the material, or if I am going too fast for them to comprehend. The instructional strategies used for objective five are Five plus One (5+1), facilitative questioning, and think-aloud. The Five plus One strategy is similar to the Ten plus Two strategy, only shorter. I will instruct for five minutes, and then students will be asked to reflect on what they have learned for one minute. During instruction I will use questions to check for understanding. After instruction, students will complete a true/false worksheet. When explaining the parameters of the worksheet I will use a think-aloud method to demonstrate the thought processes used to successfully complete the worksheet. The instructional strategies used for objective six are direct instruction with facilitative questioning and a worksheet. Again, time restraints demand that a vast amount of material be covered in a short time frame. Throughout instruction I will use questions to check for understanding of the material. Once instruction has been given, students will complete the “Three Branches of Government” worksheet. This worksheet is intended to be a review for all the material students have learned about the structure of the United States government. The instructional strategies used for objective seven are a vocabulary roadmap, think- pair-share, and direct instruction with facilitative questioning. Students, in pairs, will first complete a vocabulary roadmap over the term “amendment,” using the think-pair-share strategy. Once they have finished, the students will share their thoughts with the class. After the activity has been completed, I will use direct instruction, paired with facilitative questioning, to explain the process for amending the Constitution. Each of these objectives requires the use of technology. As noted, each objective will utilize Evernote and a projector. Teacher notes are recorded on Evernote, and then projected onto the white board for the class to see. Some objectives also require the use of a document camera. This technology enables me to demonstrate to students how to fill out different worksheets. Finally, textbooks will be needed as a reference material in situations where direct instruction has not been given.

Element III: Assessment Plan

Pre-Test Over Unit Objective Assessment Standard of Assessment Adaptations Methods Performance/Expectation Rationale Learning Formative SS: During Objective 1. Principles Instruction: Student A #1: During expressed in the will be Instruction: documents shaping Constructive allowed Students constitutional questions will access to a will: Define Constructive democracy in the be used to keep resource the meaning questioning – United States. students on task room, where of the term Students will be 2. Continuity and and thinking he/she will “preamble” given the change in the critically about be given and explain following history of Missouri, each of the more time to the goals set questions to the United States goals set forth complete the forth in the think about and and the world. in the activity. United States answer while 3. Principles and Constitution. Constitution reading the processes of These questions with 80% Preamble. governance are designed to accuracy. 1) What goals systems. help students does the 6. Relationships of the engage in a Preamble state? individual and discovery-based 2) What is the groups to learning meaning of institutions and environment. each goal? cultural traditions. 3) Why did the Founding Fathers establish such goals?

After Instruction: Student B After will be Preamble Instruction: placed Worksheet – accordingly Students will The Preamble based on work in groups worksheet is group to identify one designed to dynamics. goal set forth in help students the Constitution think critically and then create about the goals their own goal set forth in the based on their Preamble and chosen item. how each Group goals affects their must relate lives. As back to students are Constitution asked to make goals. their own goal based on a goal from the Preamble, they will have to understand what the goal is and how it can be applied to their lives. This is a great teamwork exercise that involves creativity and critical thinking. Learning Formative SS: The Seven Student A Objective 1. Principles Articles flow will be #2: After expressed in the chart is allowed Instruction: documents shaping designed to extra time Students constitutional help students and access to will: Identify Seven Articles democracy in the organized a a resource the seven Flow Chart United States. series of items. room to articles of Activity – 2. Continuity and The flow chart complete the the Students will change in the will also serve assignment. Constitution complete a flow history of Missouri, as a study and assess chart over the the United States reference for Student B their Seven Articles and the world. the unit test and will be given functionality of the 3. Principles and end of course an with 80% Constitution processes of exam. “information accuracy. and their governance bank” to use purposes. systems. in 6. Relationships of the completing individual and the flow groups to chart. institutions and cultural traditions.

Learning Formative SS: Objective 1. Principles #3: After expressed in the Instruction: documents shaping Students constitutional will: democracy in the Summarize Check for United States. The six the six Comprehension 2. Continuity and principles in the principles – Using the change in the Constitution are found in the following history of Missouri, based on Constitution, questions. the United States relatively and explain 1) What is and the world. complex ideas. their popular 3. Principles and The provided importance sovereignty? processes of questions will in the United 2) Why did the governance help reinforce States Founding systems. student government Fathers believe 6. Relationships of the understanding with 80% popular individual and and check for accuracy. sovereignty was groups to lack of important? institutions and comprehension. 3) What is cultural traditions. unique about the term federalism in terms of government? 4) Describe how the federal government separates its powers. 5) What are checks and balances? 6) What is significant about the idea of limited government? Learning Formative SS: Objective 1. Principles #4: After expressed in the Instruction: documents shaping Students constitutional will: Discuss Relating democracy in the A teacher-led the Relevance – At United States. class discussion expressed the end of the 2. Continuity and should help power given instructional change in the students to to Congress process, I will history of Missouri, interact with in Article I lead a class the United States one another. and explain discussion and the world. Students will the changes based on the 3. Principles and practice that have following processes of verbalizing occurred question: governance their thoughts from then to “Why are the systems. to their peers. now with enumerated 6. Relationships of the The discussion 80% powers granted individual and will also require accuracy. to Congress in groups to students to the Constitution institutions and relate the important in cultural traditions. information today’s world?” provided during instruction to modern-day concepts. Learning Formative SS: The true/false Student A Objective 1. Principles activity will will be #5: After expressed in the require students allowed Instruction: documents shaping to think more time Students constitutional critically about and access to will: True/False democracy in the a set of a resource Evaluate the Activity – United States. information. It room to evolution of Students will 2. Continuity and is important for complete the the complete a change in the students to activity. Executive true/false history of Missouri, understand that branch and activity over the United States not everything Student B its duties the role of the and the world. they read is will be given with 80% Executive 3. Principles and true. Therefore, a list of accuracy. branch in the processes of they must use statements U.S. governance prior and that he/she Government. systems. learned can use to fix False 6. Relationships of the knowledge to false statements will individual and decipher the problems. be corrected. groups to truth of a institutions and statement. cultural traditions. Learning Formative SS: This worksheet Objective 1. Principles will reinforce #6: Three Branches expressed in the the content of Government documents shaping learned in Students Worksheet – constitutional objective six, as will: Students will democracy in the well as Analyze the complete a United States. objectives four growth of worksheet over 2. Continuity and and five. Once the Judicial the role each change in the graded, it will branch and branch of history of Missouri, serve as a study describe any government the United States reference for conflicts plays in and the world. the unit exam between America. 3. Principles and and end of Congress processes of course exam. and the governance Supreme systems. Court 80% 6. Relationships of the accuracy. individual and groups to institutions and cultural traditions. Learning Formative SS: The purpose of Student A Objective 1. Principles the vocabulary will be given #7: Vocabulary expressed in the roadmap is to more time Roadmap – documents shaping enhance the and access to Students Students will constitutional students’ a resource will: complete a democracy in the knowledge of room. Describe the vocabulary United States. content specific process for roadmap over 2. Continuity and language. The Student B amending the term change in the map is designed will be given the “Amendment.” history of Missouri, to help students the Constitution the United States define the term opportunity with 80% and the world. and find three to complete accuracy. 3. Principles and words that are the activity processes of similar in orally, while governance meaning. At a scribe systems. the end of the records 6. Relationships of the activity, his/her individual and students should answers. groups to have a better institutions and understanding cultural traditions. of how this term is used in government. Unit Test - Summative

Each of the formative assessments listed above will help me gauge student understanding of the material as the unit progresses. Based on student response I will be able make the correct adjustments to ensure students’ success. These assessments will also serve as practice activities and study materials for an end of unit test. With the Preamble activity and the vocabulary roadmap, students will be actively involved in the assessment process. These discovery based learning strategies provide for excellent formative assessments. In order to succeed, students will be force to take ownership in the work, thus increasing motivation. This type of assessment hinges on teacher support throughout the activities and feedback once completed. The facilitative questioning techniques used are also important formative assessments which will be used to measure knowledge of the material. These questions will involve recalling information, comparing and contrasting different concepts, and thinking critically about issues found in government. For closure, I will employ an “end slip” technique at the end of class (such as thumbs up/thumbs down) to check the students’ understanding of the day’s lesson.

Class: American Government Accommodations/Modifications

Time: 50 minutes

Unit: 1, Chapter 3, Lesson 1

Teacher:

Objective:

Students will define the meaning of the term “preamble,” and explain the goals set forth in the United States Constitution with 80% accuracy.

Standards: Show Me Standards: In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of

4. Principles expressed in the documents shaping constitutional democracy in the United States.

5. Continuity and change in the history of Missouri, the United States and the world.

6. Principles and processes of governance systems.

6. Relationships of the individual and groups to institutions and cultural traditions.

Before Instruction

Dog Log: Daily Bell Work

Daily Roadmap

Anticipatory Set: (10 min.)

Students will be asked to write down three goals

they would like to achieve in their lifetime. Once

written, random students will be asked to share

those goals with the class. After sharing, I will

relate how their goal making process was similar to

that of the Founding Fathers, and introduce the

concept of a “preamble.” Students will then be

broken into groups, at which time they will use a dictionary to search for the technical definition of the term “preamble.” After finding the technical definition, groups will be asked to refine that term’s meaning into their own words.

During Instruction (30 min.) • Defining Preamble, and explaining the goals set forth in the Constitution: Teacher Input: Using a combination of discovery learning and direct instruction, students will read the preamble of the Constitution, keeping in mind the following questions:

• What goals does the preamble state?

• What is the meaning of each goal?

• Why did the Founding Fathers establish such goals?

Guided Practice: Students will work in groups, under the supervision of the teacher, identifying the goals Student A will be allowed access to a set forth in the Constitution. Once identified, resource room, where he/she will be each student will choose a goal and create their given more time to complete the own concept based on that goal. Students will activity. then get into NFC/AFC divisional groups and present their individual concepts. Once Student B will be placed accordingly presented, each division will choose one based on group dynamics. concept to present to the class. After presenting students will get into NFC/AFC conference groups and repeat the above process until the class has voted on one goal they wish to implement. All goals and concepts must

somehow relate back to at least one goal stated

in the Preamble.

Teacher Modeling: The activity will be modeled by the teacher’s

use of a “think aloud,” in which the teacher will

use verbalized thoughts. After brainstorming

some ideas, the teacher will show the students a

final product of what was explained during the

“think aloud.”

Check for Understanding: Ask students if they understand the parameters

of the activity, and if they have any questions as to how to conduct the preamble analysis.

Closure (10 min.) After all students have completed the exercise, the class will be brought together as a whole and asked to write the preamble in their own words.

Class: American Government Accommodations/Modifications

Time: 50 minutes

Unit: 1, Chapter 3, Lesson 2

Teacher:

Objective:

Students will: Identify the seven articles of the Constitution and assess their functionality. [1, 2, 3, 6]

Standards: Show Me Standards: In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of

7. Principles expressed in the documents shaping constitutional democracy in the United States.

8. Continuity and change in the history of Missouri, the United States and the world.

9. Principles and processes of governance systems.

6. Relationships of the individual and groups to institutions and cultural traditions.

Before Instruction

Dog Log

Daily Roadmap

During Instruction • Articles of the Constitution (30 min.) Teacher Input: Direct instruction identifying the seven articles and their functions.

Questions will be asked during the instruction process to check for comprehension.

A 10+2 activity will be used to reinforce instruction (10 minutes of continuous instruction, 2 minutes of written reflection on what students remember from the lesson).

Teacher Modeling: After teacher input, a flow chart activity will be Student A will be allowed extra time assigned. Before students begin the activity I and access to a resource room to will model how to complete the chart. complete the assignment.

Check for Understanding: Student B will be given an Ask students if they understand the parameters “information bank” to use in of the activity, and if they have any questions as completing the flow chart. to how to complete the chart.

Guided Practice: Students will work in pairs, under teacher supervision, completing the web flow chart.

Closure (10 min.) Review any misconceptions. When the bell rings, students will answer one question about the seven articles correctly before they can leave the classroom.

Class: American Government Accommodations/Modifications

Time: 50 minutes

Unit: 1, Chapter 3, Lesson 3

Teacher:

Objective:

Students will: Summarize the six principles found in the Constitution and explain their importance in the United States government. [1, 2, 3, 6]

Standards: Show Me Standards: In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of

10. Principles expressed in the documents shaping constitutional democracy in the United States.

11. Continuity and change in the history of Missouri, the United States and the world.

12. Principles and processes of governance systems.

6. Relationships of the individual and groups to institutions and cultural traditions.

Before Instruction

Dog Log

Daily Roadmap

During Instruction • Principles found the Constitution (25 min.) Teacher Input: Briefly introduce the six principles found in the Constitution. Give instructions on how students will use “expert groups” to teach each other what each principle means and why it is important in government.

Teacher Modeling: Model how to use apply knowledge of definition to a concept in the Constitution ( example).

Guided Practice: Students will work be divided into groups to complete the “Six Big Ideas in the Constitution” handout. The students will take what they have learned about each principle and identify an example of that principle as it appears in the Constitution. Students will be required to note the article number, section number, and clause number. Once recorded, students will paraphrase the meaning of each example into their own words. Once the activity is completed the students will share their findings with the class.

Follow-up/Closure (25 min.) Check for understanding with the following questions: 1) What is popular sovereignty? 2) Why did the Founding Fathers believe popular sovereignty was important? 3) What is unique about the term federalism in terms of government? 4) Describe how the federal government separates its powers. 5) What are checks and balances? 6) What is significant about the idea of limited government?

After all students have completed sharing, I will do a quick review to make sure students understand the basic importance of each principle. I will also use this time to explain why these principles are relevant in the students’ lives.

Class: American Government Accommodations/Modifications

Time: 50 minutes

Unit: 1, Chapter 3, Lesson 4

Teacher:

Objective:

Students will: Discuss the expressed powers given to Congress in Article I and explain the changes that have occurred from then to now. [1, 2, 3, 6]

Standards: Show Me Standards: In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of

13. Principles expressed in the documents shaping constitutional democracy in the United States.

14. Continuity and change in the history of Missouri, the United States and the world.

15. Principles and processes of governance systems.

6. Relationships of the individual and groups to institutions and cultural traditions.

Before Instruction

Dog Log

Daily Roadmap

During Instruction • Principles found the Constitution (30 min.) Teacher Input: Direct Instruction over the enumerated powers given to Congress and the changes that have occurred in Congress from the time of its conception to today.

Questions will be used throughout the instruction process to check for understanding.

Check for Understanding: Ask students if they understand the powers granted to Congress under Article I through the use of comprehension questions.

Guided Practice: Students will practice good note taking techniques while instruction is being given. There will be no activity because of time constraints.

Closure (10 min.) Why are these enumerated powers important in today’s world?

Class: American Government

Time: 50 minutes

Unit: 1, Chapter 3, Lesson 5

Teacher:

Objective:

Students will: Evaluate the evolution of the Executive branch and its duties. [1, 2, 3, 6]

Standards:

Show Me Standards: In Social Studies, students in

Missouri public schools will acquire a solid foundation which includes knowledge of

16. Principles expressed in the documents shaping

constitutional democracy in the United States.

17. Continuity and change in the history of Missouri,

the United States and the world.

18. Principles and processes of governance systems.

6. Relationships of the individual and groups to

. institutions and cultural traditions

Before Instruction Dog Log

Daily Roadmap

During Instruction • Principles found the Constitution (30 min.) Teacher Input: Direct Instruction over the Executive branch, including: the President’s role, the Founders reasoning for a strong Executive, the President’s powers, and how the Presidency has changed over time.

Questions will be asked during instruction to check for understanding.

Students will complete two 5+1 activities (5 minutes of instruction, 1 minute of written reflection) throughout the instruction process.

Teacher Modeling: Introduce a True/False activity covering the topic discussed in class. In this case, the activity will be over the role of the Executive Student A will be allowed more time branch in the U.S. Government. Students will and access to a resource room to complete the assignment by determining which complete the activity. statements are true and which are false. In the event of a false statement, students will be Student B will be given a list of asked to correct the statement to make it true. statements that he/she can use to fix Demonstrate using an example. false problems.

Check for Understanding: Ask students if they understand the parameters of the activity and/or if there are any questions.

Guided Practice: Students will complete their task under teacher supervision.

Closure (10 min.) Review the True/False activity. Briefly explain why/how the Executive plays an important role in government and peoples’ lives.

The Executive Branch and Its Duties

Name:______

Date:______

Directions: Answer the following questions with either True or False. In the event of a false statement correct the statement to make it true.

____1) The President is the head of the Executive Branch.

______

____2) The Constitution grants the President specific powers that are not open to interpretation.

______

____3) In terms of checks and balances, the President is often seen as a “wild card.”

______

____4) The Executive keeps the Judicial branch in check.

______

____5) The Executive branch is not responsible for enforcing and carrying out the Laws.

______

____6) The President does not have the ability to call a special session of Congress.

______

____7) The President is only able to make treaties with the advice and consent of the Senate.

______

____8) Pardoning people convicted of federal crimes is one specific power the President has.

______

____9) The President’s Cabinet is not part of the Executive branch.

______

____10) The President delivers a State of the Union message to Congress once every four years.

______PREAMBLE

IDENTIFY ALL KEY COMPONENTS TO THE U.S. PREAMBLE.

ORIGINAL Explanation:______

CREATE AN ARTICLE THAT APPLIES THE CONCEPTS FOUND IN THE CONSTITUTION TO CLASS

STUDENT

Explanation:______

COLLABORATE WITH MEMBERS TO CREATE AN ORIGINAL CONCEPT TO PRESENT

GROUP

Explanation:______

CLASS ON VOTED TOBE CONCEPT ACLASS CREATE THEN CONCEPTS GROUP ALL CRITIQUE

United States Constitution

Article I

Article II

Article III

Article IV

Article V

Article VI

Article VII

Answer the following questions:

1. What purpose do the seven articles serve in the U.S. Constitution?

2. What is the ?

3. Article IV addresses the relationship between states and the national government. What three items does it specifically mention?

4. Give TWO examples of how these articles have an impact on your life?

5. Moreeland, a territory of the coast of the United States, would like to apply for statehood. Which article should they refer to in order to find out more about the process for admitting new states?

6. recently passed a law stating that all high school freshmen must ride their bikes to school. Shortly after, the Federal government passed a law stating that all high school freshmen in the country must walk to school. Which law should the freshmen from Minnesota follow and why?

7. If you wanted to find how treason against the U.S. is defined, which article and section of the Constitution would you refer to?

8. The amendment process can be found in Article V of the Constitution. What does it take for new amendments to be added to the Constitution?

Element V – Instructional Decision Making

The first time I had to use “instructional decision-making” came when I was teaching my third lesson of my first unit. The objective of the third lesson was to have students summarize the six principles found in the Constitution and explain their importance in the United States government. The lesson was formatted to include ten-fifteen minutes of direct instruction and facilitative questioning. After instruction was given, the students were grouped accordingly and assigned an activity that required them to analyze the Constitution for examples of each principle. I provided an example to be sure they understood the parameters of the activity. As the students began to complete the assignment I noticed that several of the groups were having trouble identifying examples in the Constitution for each principle. Upon this observation, I stopped class to explain that this type of exercise was not simply to recall information but rather to think critically about the newly learned concepts and how they can be applied in a real-world

situation. I then proceeded to use a “think-aloud” to demonstrate how one should think

critically. For example, one of the principles is “checks and balances.” Out loud I began to

think, “Where could I find something about checks and balances?” I answered my own question

with, “Article I, because it talks about the legislative branch, and how the legislative branch

passes laws.” I flipped the pocket Constitution to Article I and began to skim the text for an

example. I found that example in Article I, Section 7, which I stated out loud, “Every Bill which

shall have passed the House of Representatives and the Senate, shall, before it become a Law, be

presented to the President of the United States; If he approve he shall sign it, but if not he shall

return it, with his Objections to that House in which it shall have originated, who shall enter the Objections at large on their Journal, and proceed to reconsider it.” In my own words I then explained what this meant. As I began to break down the information, I started to see the light bulbs go on, and when I finished my explanation the students responded with, “Oh! We get it now.” This particular moment taught me that it is not all always about the end product, but rather the process one takes to get there.

The second instance where I used instructional decision making came as a result of poor test grades. After taking the unit two test, my cooperating teacher and I noticed that a majority of the students had not done well on the test. As we continued to look at the scores, we decided that something more had to be done to ensure comprehension of the material. Since we had co- taught the unit, we finally decided to let them take the test two more times. This time, however, we used the first ten minutes of class as a study period. Prior to letting them study, he and I both demonstrated and explained proper study techniques. Furthermore, we let students quiz each other over the information that was on the test. The test retake was formatted in such a way that students could gain half the points they got correct on the retake and add them to their previous score. For example, if student A got 60 out of 100 correct on the first test and 80 out of 100 correct on the second test, we averaged the two scores to find the new score. In this case, the student’s new score would have been 70 out of 100. We did this again after the third retake, and again to the average of all the scores to find the students’ new scores. After the retakes, nearly every student raised their score at least a half letter grade. I contribute this success to our efforts to teach better study habits and techniques.

Element VI – Analysis of Student Learning

To complete this element of the Teacher Work Sample, I decided to analyze objectives two and three from unit three of my American Government class. Objective two states that students will be able to identify the seven articles of the Constitution and assess their functionality with 80% accuracy. Objective three states that students will summarize the six principles found in the Constitution, and explain their importance in the United States government with 80% accuracy. In order to quantifiably assess the students’ prior knowledge of the material in these objectives, I issued a pre-assessment for the objectives noted above. These pre-assessments were relatively short, multiple-choice exercises aimed at gauging what the students already knew about the topic to be covered. The average results of the pre-assessments for all twenty-five students are illustrated below.

Whole Class Comparison for Objectives 2 and 3 100%

90% 93% 80% 86%

70% 60% 60% 50% 57% Pre-Assessment Mean 40% Post-Assessment Mean

30% 20%

10% 0% Objective 2 Objective 3

The above chart shows a comparison of the mean pre-assessment scores and the post- assessment scores for objectives two and three. The data from this chart shows that in each pre- assessment the students knew slightly more than half of the information. Given this fact, I can assume several things. First, the students could have been exposed to some the information covered in objectives two and three in a previous grade. Second, the students could have gained some understanding of the information by reading material concerning American government. Third, the students could have learned some of the concepts by watching American news outlets and searching the internet. Finally, the least probable assumption is that some students guessed correctly approximately on fifty percent of the questions.

The post-assessment data from the chart above shows that the students were successful in meeting the quantitative criteria listed in each objective. Each objective required the students to master at least eighty percent of the knowledge presented. The eighty percent mark was established after a discussion with my cooperating teacher. After going through the instructional process for each objective, it is evident that the students mastered enough of the material to surpass the eighty percent goal. The students’ success can be attributed to the types of instruction used and the formative assessments given throughout the learning process. With each objective, instruction was given and the students completed a follow-up activity. These follow- up activities were geared toward making students use various skills to express their knowledge of the material. The combination of teacher-direct instruction and student centered learning ultimately helped the students in this class reach the objectives.

In addition to analyzing the differences between the whole class pre- and post-assessment scores, I decided to analyze a sub-group. The subgroup I chose to compare is based on gender, because males and females often have totally different high school experiences that could affect the learning process. My findings, however, reveal little difference when it comes to learning and mastering new concepts between genders. In each objective, the average pre- and post- assessment scores of each Objective 2 Gender Comparison of Pre/Post gender were relatively Assessment close. The greatest 100% 90% difference in scores was 80% 86% 87% 70% highlighted in the 60% objective three pre- 50% 61% 59% Female 40% Male assessment. This 30% difference could be 20% 10% attributed to the same 0% factors as listed in Pre-Assessment Post-Assessment paragraph two.

In each post- Objective 3 Gender Comparison of Pre/Post assessment, the average Assessment 100% score differed between 90% 94% 93% 80% males and females by one 70% percent. During the 60% learning process each 50% 56% 59% Female 40% Male gender received the same 30% types of instruction, and 20% 10% based on these results, 0% each responded similarly Pre-Test Post-Test on the post-assessment. The students clearly learned the material, as there was a vast improvement in post-assessment scores. Despite these findings, one should be relatively careful not to draw any major conclusions from this small sample of students.

The evidence in these charts shows definite improvement from pre-assessment scores to post-assessment scores, which is ultimately the goal of teachers all across the nation. This trend of improvement could be unique to this section of students, but based on these findings, I am going to continue to use the teaching strategies I am currently employing for this class because they seems to be working.

Element 7 – Reflection

Part 1

Throughout the student teaching experience I have had the opportunity to witness several different types of classroom management plans. The more I observed other teachers teach, I realized that each of them employed similar techniques when managing their classroom. Each of teachers I watched had one thing in common; they were more proactive than reactive when it came to managing their classroom. For instance, each teacher stressed the importance of building quality relationships with the students. All of them believed that this was important because the students tend to work harder and be better behaved for teachers they respect. Apart from relationships, each teacher also used proximity to prevent problems before they occurred.

To minimize the possibly of misbehavior, each teacher either used assigned seating charts to split up students or moved around the classroom to let their presence be known. The more I watched, the more it became clear to me that I needed to incorporate these techniques into my classroom management style.

When I began to take over classes for my cooperating teacher I began implementing my own classroom management plan. Unlike the teachers I observed, I made it a point to greet my students at the door before each hour. The more I did this the better I got at judging how the students’ day was going. The greeting served as a way for me to gauge the overall attitude of each class. I also made it a point to incorporate the things I had observed from the other teachers into my management plan because they seemed to be highly effective. Using the proactive approach was extremely beneficial. For instance, on one occasion a student was talking while I was instructing, but instead of making a big deal out the situation, I moved closer to where the student sat and the problem went away before it could get out of control. That was a huge success for me, so I continued to implement that strategy.

As the semester went on I learned that teachers cannot effectively run their classrooms on

threats and threats alone. Students who misbehave might be intimidated by the first threat of

consequence, but if there is no follow-through, they will continue to misbehave over and over

again. Given this fact, I believe that it is important to establish authority early on in the

semester. Establishing authority does not mean being a hostile teacher, but rather letting students

know that they will suffer a consequence for persistent misbehavior. I had an instance where I

warned a few students once not to draw on their desks, but they continued to do it. After their

first warning the problem continued, so the next time I saw writing on the desks I gave each of

the students a detention. In the detention the students cleaned all of the desks in the room, and

afterwards we discussed how school property should be respected. After this instance, the

problem ceased, and the other students in the class realized that misbehavior would lead to

consequences.

Part 2

Maryville High School (MHS) is a Professional Learning Community (PLC), and the

district administration stresses the importance of collaborative activities in the classroom. I have

always liked the idea of collaboration between students because it teaches them how to interact

in an intellectual way. These types of group activities also provide students the opportunity to

work together as a team, and teamwork is something they will have to master to survive in

society today. The world operates through millions of personal interactions, and students today

need to develop the ability to work with various groups to complete a common task. At the

beginning of my student teaching experience I would let students form their own groups, but as time went on I realized that the same students were working with each other over and over again.

Because students need to develop the ability to work with people they may not know or be comfortable with, I began to assign the groups myself. I put an emphasis on having my students work with students they normally do not work with. In the future I plan to mix group work up so that students have the opportunity to work with everyone in the class.

Part 3

During my student teaching experience, I have been able to identify several strengths and weaknesses that can be used to help me improve as a teacher. My strengths include knowledge of my content area, classroom management, and organizational skills. My weaknesses include occasionally having trouble communicating my thoughts and ideas to students and developing quality relationships with students. I feel that my knowledge of my content area is sufficient for the grade level I am teaching. There is definitely room for improvement, but at this stage in my career it is quite good. I also feel that classroom management is also one of strengths. In my time teaching I have not had any major instances of misbehavior. Finally, my obsession for being organized has been quite beneficial because I know what I am doing days in advance and have activities planned out for every lesson. I believe that being an organized teacher is one way to help reduce stress, in what can be a relatively stressful occupation.

In terms of weaknesses, I feel that there are times where I am not able to clearly communicate my thoughts effectively to my students. There were times I used big words to describe things in class and my students just looked at me. I could tell they did not understand what I had just said, so I had to find a different way to describe the things I was talking about. I sometimes forget that my students are being exposed to the some of the material for the very first time and may not know the subject vocabulary or terminology. This is not a major problem, but it is definitely one I will continue to work on in the future to make myself a better teacher. I feel that I have good relationships with most of my students, but I want to have even better ones.

When I have a job and my own classroom I want to get to know each one of my students individually. I also want to do a better job of attending extra-curricular activities. I feel that supporting my students in activities outside the classroom will further the development of quality relationships.

In the end, the student teaching experience for me has been wonderful. I have been overwhelmed with support from my cooperating teacher, other teachers in the building, the MHS administrations, and my college supervisors. I have learned so much about myself and about what it takes to be an effective teacher. I look forward to the job search and interview process and hope to get a job where I can continue to build on the foundations I have laid in the last semester.