Post Peace Corps

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United States - Wisconsin - Appleton
Post Peace Corps
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As a returned Peace Corps Volunteer with over 20 years of social studies teaching experience, I like my lessons to be practical and well organized.
 
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Students identify the type of their most local form government and then each surrounding level of government from local township, village or city up through school district, county, state and federal government.
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People live the way the do because it makes sense to them based on a variety of factors such as history, climate, physical features of the place, culture, traditions, and beliefs. Students will choose a country and follow the rubric to develop a
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Use the concept of participatory budgeting to engage students in country research which is then used to guide a class vote on community budget allocations. While participatory budgeting began in Brazil, this research project could be applied to any
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We often understand the privileges of our life by considering what life would be without those privileges. Students will understand the rights guaranteed by the U.S. Constitution by creating a story in which people do not have rights like we
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Creatively use legos to engage all learners! Students brainstorm, work with group members, prioritize and build lego structures to learn basic economic concepts. This activity could be used as an active summary review for middle school or works
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Students choose a product and identify its factors of production. After creating a basic supply and demand curve for the product, students develop scenarios for shifts in supply and demand and illustrate the shifts in graphs. This project allows
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Students choose a career and use it to calculate their monthly income. They then calculate home, transportation, food and leisure expenses. Two adapted forms are included for students needing additional help. The project ends with a presentation
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Students learn law of supply by making a prototype product and negotiating a purchasing agreement with the teacher. In the production simulation, each student receives $20 to be used toward purchasing classroom supplies needed in production.
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Go through 14 scenarios as a class, in groups, or individually. Students learn and practice identifying scenarios as a shift in demand or supply and then draw the direction of the shift. Great for introducing the idea of shifts in supply and
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TEACHING EXPERIENCE

23 years teaching high school social studies including civics, economics, world cultures, law and student leadership.

MY TEACHING STYLE

Practical, clear organization with student choice embedded

HONORS/AWARDS/SHINING TEACHER MOMENT

Green Bay Chamber of Commerce Golden Apple Award 2003 EconomicsWisconsin Teacher of the Year 2013 Fulbright-Hays to New Zealand 2002 Gilder-Lehrman Teacher Seminar 2005 Colonial Williamsburg Teacher Institute 2015 Earthwatch Teacher Fellowship 2001

MY OWN EDUCATIONAL HISTORY

B.A. Luther College in Political Science M.S. U-W Madison in Educational Administration

ADDITIONAL BIOGRAPHICAL INFORMATION

Peace Corps Volunteer Guinea-Bissau, West Africa

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