David Senderoff

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United States - Connecticut - West Haven
David Senderoff
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“The mind is not a vessel to be filled, but a fire to be kindled.” ― Plutarch
 
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This activity could be conducted in-class or as homework. The goal is for students to sort through selected primary sources, selecting evidence that will lead to students determining how the United States and the Soviet Union became political
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Using primary sources, students determine the challenges faced by Jamestown colonists by determining what was available to eat during three critical phases in the "Starving Time."
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This activity was designed as an extension activity to be done for homework. The specific skill is critical-analysis of primary sources. The content would fit best at a point in which students are studying the age of discovery or African
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Short homework handout in which students view image, and read a short passage from Cortez. The questions that are provided are meant to prompt critical thinking, or develop lines of inquiry. I use this after practicing primary source analysis, or in
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7th, 9th
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This activity is an extension of a two day introduction to sourcing. In this handout, students are asked to consider a page of a secondary source book, and analyze the text, as well as respond to the quality of the source. Note, this is offered
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TEACHING EXPERIENCE

I've been teaching History and Social Studies for twelve years. Many of my students do not read at grade level, however, my classes are heterogeneous, and not "leveled." Most of my lessons are designed to include proficient readers as well as integrated cues for those students who might need more support. My school is a 'mastery-based learning' school. Many of my lessons will fit in with that model, but not exclusively. I like to get my students into historical documents, so I will upload lessons and units that focus on primary-source analysis.

MY TEACHING STYLE

Facilitator, with a touch of Demonstrator!

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

B.A. History 2002 California State University Northridge M.S. Secondary Education 2005 University of New Haven

ADDITIONAL BIOGRAPHICAL INFORMATION

I took the long way toward finding my way into teaching. I was not ready for college when I first graduated high-school. However, a few years in the Army Infantry demonstrated that I probably could succeed in a classroom, and if I did, I would really appreciate it! So I began to take classes part time, until I satisfied myself in an attempt to be a musician (without regrets!). It took two changes of majors until I was inspired to interpret history, rather than study timelines of history. Learning to find, and analyze primary sources, and use them to interpret the past transformed my experience as a student, and led me to the doors of Education as a career. I still play the bass guitar in the summer, but I have not looked back on my decision to be a teacher ever since!

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