A Song of Worksheets and Grading

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A Song of Worksheets and Grading
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This DBQ provides several documents, including numerous primary sources (Federalist Papers, Brutus), and relevant background information on the battle between federalists and antifederalists to ratify the U.S. Constitution. Students should work with
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A Song of Worksheets and Grading is happy to offer this viewing guide goes along nicely with the A&;E biography of Mohandas Gandhi. The questions act as a nice supplement to other classroom activities covered during a unit on India, civil
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A series of quotes are presented to students. They work either alone or with a partner to determine which philosopher is more likely to have been the author. Additionally, students must explain their rationale for choosing one philosopher over the
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A snapshot of the differences between Malcolm X & Martin Luther King, Jr; this brief writing assessment asks students to compare the two Civil Rights leaders and place their respective quotes in context. Presumably, students would have some
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Document based questions geared toward an American government and civics coursed. May also be used in a U.S. History course to illustrate the historical development of gerrymandering and constitutional principles outlined for apportionment in the
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PowerPoint and corresponding notes which students fill in related to the formal amendment process in the United States. Teachers may wish to use the attached PowerPoint presentation to have students fill in as you present. The notes highlight the
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Maps depicting U.S. states with an answer sheet for students. I have only had students do twenty-five states in the past (numbering 25 random states) but you can certainly modify this to include more or less depending on your needs. Great map and
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This viewing guide and essay assignment is an excellent resource to use when viewing part 3 of the PBS Islam: Empire of Faith series. It asks students to identify major events and periods of Ottoman history in order to track the rise and slow
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Questions that ask students to extensively detail the powers of Congress in the U.S. This can be completed using various Internet sources or edited to fit the needs of whatever textbook you use in your classroom. A total of 22 items for students to
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Within this product there are numerous helpful resources that can be incoporated into a lesson on the Vietnam War (focus on the United States role) and Domino Theory. There is a brief overview reading of domino theory and its context in Vietnam, a
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This worksheet opens with a chart in which students compare formal and informal qualifications of those in the U.S. Senate and House. Then, it asks students to answer questions related to historical changes and trends within the two bodies of
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This project asks students to research minor party, "third" party in the United States to create a pamphlet, brochure, or poster. This is a great opportunity to introduce students to other parties and remind them that there are numerous alternatives
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This is an excellent way to engage students regarding the purpose of government. With a few short prompts which ask students to reflect and write agreement or disagreement with the statements, students begin to consider the overall purpose of
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This worksheet can be ecompleted using a U.S. History textbook or through Internet resources. It seeks to help students learn key foreign policy policies and decisions made under Presidents Theodore Roosevelt and William Howard Taft during the age
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This brief activity asks students to analyze major issues (how to count slaves in total population, interstate commerce, and the slave trade) debated at the Constitutional Convention. Segments form the Constitution are included with reflection
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This writing activity or assessment asks students to compare two contemporary views of Japanese internment form the WWII era. Students are given two quotations, one from writer Walter Lippmann and the other from Justice Frank Murphy in Korematsu v.
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Students will analyze the opinions of two U.S. leaders on their beliefs surrounding the debate on whether the U.S. should join NATO in the early stages of the Cold War. Students will read two opinions and compare the views while placing them in
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Two political cartoons that can complement any lesson on the Roosevelt Corollary or American foreign policy during the early 20th century. This can be completed independently or cooperatively by students. I typically collected student responses as
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Study guide that can be utilized for upcoming tests on federalism in the U.S. Key terms and questions are included.
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This activity can be used to encourage reflection on the amendments to the U.S. Constitution. Students can work individually or with a partner to respond to the questions while reading the amendements. There is an extension activity in which
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TEACHING EXPERIENCE

In my four years as a social studies teacher in Pennsylvania and Massachusetts I taught a variety of subjects at the high school level including Western Civilization, World History, World Cultures, American Government, Psychology, U.S. History from Reconstruction to the Present, and Global Conflicts in the Modern World. Throughout my career as a teacher, I developed and implemented curriculum, units, lessons, activities, and assessments to engage learners and check for enduring understandings. Additionally, I have experience collaborating with colleagues and supervisors to improve current materials and develop student skills.

MY TEACHING STYLE

I am a firm believer in cooperative, authentic, and problem-based learning. While I am passionate about relaying content to students, I believe harvesting valuable skills must be interwoven with content to enhance the student experience. I continually utilized primary resources, case studies, and writing exercises to develop student skills while helping them to engage actively in the content. Additionally, I believe in giving students the opportunity to work through problems and resources together to construct understanding. This requires the efficient and responsible use of strategies and resources, such as technological devices, that add value and meaning to activities, lessons, and assessments. Ultimately, I want to empower students to take ownership of their education and develop valuable skills and knowledge that will persist throughout the life.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

B.A., History Education, University of Delaware M.Ed., Higher Education Administration, Northeastern University

ADDITIONAL BIOGRAPHICAL INFORMATION

I now work as an adminstrator at a large university in the Boston area. However, I still make resources and materials for the classroom...for fun!

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