Colonel Cormier
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United States - Rhode Island - Jamestown
Colonel Cormier
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"To whom much is given, much will be expected"
 
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Five documents from the so-called Dark Ages are researched to discover the feel of the early Middle Ages in Western Europe. Students view the actions of warriors, knights, nobles and the Church and draw conclusions about their likely courses of
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3.8
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What was slavery like in the Colonial North? This is a big research question. To start the discussion is to dispel old stereotypes about a free North, opposed to a slave-ridden South before the Civil War. Colonial America is seen as a patch-work of
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4.0
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Let's face it - pirates are cool and fun! With recent popular culture, though, it gets harder to separate the fact from the fiction. In this DBQ young teens are challenged to read primary sources and draw their own conclusions about what a pirate
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4.0
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Memoirs are a sort of a primary source that can give us an eye-witness account, but they were written long after the events described. How should we rely on memory? What is useful to us in these accounts? This Document-Based Query takes the
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3.8
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What excites young imaginations? What intrigues them, or appeals to them? Well...who knows? This activity offers kids a number of options to choose from. They will draw a picture taken from whatever part of their imagination is sparked by a wide
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Learners come together to apply the past year's knowledge in a new and exciting frontier: undersea habitats. Groups of 5-8 use multiple intelligences to craft a town wholly under the sea. This can take as little as 5 one-hour classes to as long as
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I swore I wouldn't use half the math I was taught in Middle School in real life. I was completely wrong. Here's a compilation assorted real-world problems I had to deal with, leading to a profound apology to all the teachers I could find. Although
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Students take part in an activity whereby they get to raise the banner of revolution and state their grievances to the Powers that Be! You can do this activity either after learning about the Declaration of Independence or after you've finished the
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A Personality Profile is an introductory exercise geared to helping a learner to practice the skills associated with inquiring into whom someone was, what shaped them, their possible motivations for past actions and making predictions of possible
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Students use primary documents to research how people from a very different culture clashed against the Roman Empire, at a time when most of Western Europe was Celtic tribal lands. The results of Boudicca's uprising determined the future of British
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This is just a way of showing the 'powder keg' with a 'fuse' that ignites World War One. The letters MAIN are down the side; students fill in Militarism, Alliances, Imperialism and Nationalism and the definition you prefer, depending on your text or
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Columbus Meets the New World is an activity that is simple to describe and implement, but challenging to execute. Students are called upon to use visual clues, gestures or movements or any non-verbal communication skills to introduce themselves to a
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This internet activity challenges the learners to find out the real story behind some of the brave women who contributed to their cause in the American Civil War (1861-1865). In their search, students quarry websites to discover information that is
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Why on Earth would women pick up and leave a home to go to a wild west wilderness in the 1840s, 50s and 60s? There are hundreds of extant settler women's diaries of the period - they need to be read and cherished for the invaluable resource that
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This DBQ addresses the theme of The Origins of Power. Where does power come from? Who gets it? We are using the Emperor Charles the Great (usually called ‘Charlemagne’ in the English world) as an example of someone who gathered up and kept
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How would you define ‘power’ in the ways of the human world? This is how I start out teaching the Social Studies. Not History, mind you, but the assorted ways that people have acted and interacted! Okay – to be fair, I start off a new year’s
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TEACHING EXPERIENCE

Once Upon a Time, I graduated the Command & General Staff school of the Army War College and taught deploying headquarters units how to evaluate areas and develop courses of action to restore ruined provinces. I then used the GI Bill to finish the master's degree and began catching them younger - teaching teens how to evaluate people and the strange things they do. What motivates people? How does geography or society or upbringing shape our lives and countries? Since 2011, I've been teaching in high school and then middle school.

MY TEACHING STYLE

Once the basic groundwork of a knowledge base is laid, we are then free to have discussions about the "why" and "how" of social, economic and political forces, and how people's environments and eras shape their decisions.

HONORS/AWARDS/SHINING TEACHER MOMENT

Phi Alpha Theta and Kappa Delta Pi

MY OWN EDUCATIONAL HISTORY

Bachelors' in Political Science Masters' in Education Command & General Staff school of the US Army War College

ADDITIONAL BIOGRAPHICAL INFORMATION

My wife and I do enjoy a nice historical re-enactment, as well :)