Ms Hansens History

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United States - Massachusetts - Brookline
Ms Hansens History
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Social Studies lessons to actively engage middle school and high school students
 
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Incident Report of an injured child in a factory in the U.K. Original document scanned as well as transcribed for easy reading. Includes comprehension and analytical question sheet. Originally developed for 10th and 11th grade World II but could be
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Four excerpts of oral histories from scientists that worked on the atomic bomb. Includes analytical question(s) after each excerpt, as well as two overall general questions about the use of the atomic bomb. Students should have some prior knowledge
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This packet uses a more visual web to show how expository essays are written, as well as the body paragraph graphic organizer to help student structure the body paragraphs of their essays. It also includes an opening page that explains the basics:
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Vocabulary worksheet of basic words necessary to understand the ideologies of Communism and Capitalism. Included is a section where students can brainstorm pros and cons of both systems. Originally used for 9th grade Modern World History to preteach
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The reading packet includes 2 sections from Karl Marx's Communist Manifesto (Section I: Bourgeois & Proletarians, and Section II. Proletarians & Communists) in unmodified and modified versions for different leveled students. The adapted
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A compilation of testimonies by young children who worked in coal mines in the United Kingdom during the 1840s. The commission that gathered this testimony eventually lead to the Mines and Collieries Act of 1842 in the U.K. which banned women and
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3.9
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In 1945, Dr. Farrington Daniels, a scientist working on the atomic bomb, asked 150 scientists working on the atomic bomb how they thought it should be used. This worksheet has students brainstorm advantages and disadvantages for each of the 5
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Single page worksheet (both blank copy and filled in copy) of the basics of African Griots. The worksheet begins with a Think, Pair, Share exercise about what it means to be civilized. The filled in copy has ideas for discussion questions for this
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A list of vocabulary terms for learning about World War One with a key of definitions included. This was made for high school freshmen in world history and the definitions reflect the age this is designed for. Could easily be used for older grades,
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A 3x3 reminder card of the Kylene Beers and Robert Probst Notice and Note Non-fiction signposts. Include text mark-up symbols & sentence starters. Cards will fit in the Target 3x3 adhesive pockets when printed 4 to a page.
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I use this graphic organizer to enhance the student reflection process after a long writing assignment (like a DBQ). Students respond to prompting questions about their writing process, their document analysis and intro paragraph, body paragraph,
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This graphic organizer helps students structure body paragraphs for expository essays. It walks students through how to decide on a topic sentence, pick evidence to support the topic sentence, and how to analyze the evidence (something students tend
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This is a prompt and a rubric for a project focused on four different Eastern philosophies- Confucianism, Daoism, Legalism, and Buddhism. A subjective rubric is also included (I don't use 'must include x amount of examples', just point values 1-5).
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Basic fill in the blank notes about the introduction to and the first through fourth Crusade. Includes the filled in as well as blank versions.
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Basic fill in the blank notes about the Roman Catholic Church. Includes answer key. Originally developed for 9th grade World History I students, could be modified for younger or older grades. It is a good overview if you are working with students
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This is a worksheet that I use for every unit, I just change the header to reflect the title of the unit. I typically spend one day pre-teaching the necessary vocab for the upcoming unit and then students break into groups and spend the remainder of
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TEACHING EXPERIENCE

I currently teach World History I to eighth graders in Massachusetts. I have taught U.S. I and World History II. Most of my experience is in the middle grades general ed classroom but I have taught inclusion classes and in SEI classrooms.

MY TEACHING STYLE

I try to differentiate instruction as much as possible so that all types of learners can benefit from my lessons. I use a mixture of mini-lectures (I try extremely hard to not lecture for more than 20 minutes at a time), individual work, and small group work. I love teaching with images and artifacts (mostly images of artifacts because I don't work in a museum :) ). I think that using materials as history allows students to make stronger emotional connections to the past that may not be possible with conventional lectures and secondary source readings.

HONORS/AWARDS/SHINING TEACHER MOMENT

MY OWN EDUCATIONAL HISTORY

Graduated from the University of Kentucky with a Bachelor of Arts degree in Secondary Social Studies Education and minor in Psychology. Just finished my Master of Arts in Teaching Social Studies from Boston University in September 2014.

ADDITIONAL BIOGRAPHICAL INFORMATION

Most of my lessons use the Massachusetts History and Social Science Curriculum Frameworks as a content guide as well as the Common Core ELA- History/ Social Studies standards as a general instruction guide. I have a real passion for curriculum development so if you have any suggestions regarding my lessons please do not hesitate to drop a line!

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