William Artuso
 (10)
United States - New York
William Artuso
3.9
19 votes
'I don't know where I'm going from here, but I promise it won't be boring.'
 
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This activity is designed to give students a basic run-down of how the dictators of the 1930s rose to power. When I used this with my 8th graders, I broke students into groups of three and had each student read about a different dictator. Then we
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3.9
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A look at the Roosevelt Corollary, an amendment to the Monroe Doctrine, which is defined at the bottom of the page for reference.
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4.0
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Newman recalls her young childhood as a child laborer at the Triangle Shirtwaist Co. before the catastrophic fire of 1911. She recalls the dangerous working conditions, long hours, need for unions, and reasons why nobody looked for other jobs.
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4.0
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This is a primary source statement made by JFK regarding the conflict in Cuba, shortly before the Cuban Missile Crisis in which he addresses the tensions between the United States, Cuba, and The Soviet Union. The source is provided at the bottom of
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4.0
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A review of the 19th Amendment.
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4.0
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A review of the 16th Amendment.
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A review of the 17th Amendment.
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A review of the 18th Amendment.
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Question Sheet also available and sold separately -- have students assess the Lizzie Borden trial to determine whether or not she was actually guilty. Use this to practice intro to Criminal Justice terms such as felony/misdemeanor. Search for the
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A political cartoon depicting the Tammany Ring -- a peak of urban corruption in urban centers of the 19th century. Common-core aligned questions.
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Use this sheet to have students research/use their own personal knowledge to assess the ways different groups are portrayed by the news and the film industry. Use this as a transition into many different topics -- I used it as a segway into a lesson
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The question sheet for the evidence file.
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A before & after chart showing societal changes during the Progressive Era. This will be of use to you typically right after finishing the muckrakers.
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4.0
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Two charts/graphs designed to organize and assess student knowledge of U.S. Imperialism.
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PowerPoint and Notes Sheet. This lesson covers a very broad view of the horrors of 9/11, but focuses on the ways the US changed to prepare for potential future attacks. Topics: what were our security concerns on 9/11 itself? Response: How did the US
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A sample of writing by muckraker Frank Norris. I changed the name from "Dyke" to "Duke" for obvious reasons in order to use the material easily in an 11th grade class.
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PowerPoint, Notes Sheet, and reading/writing activity on the Edward Snowden case. Use this lesson to teach students the definitions of terrorism, crime, and crimes against the country (the difference between treason and espionage). When I used this
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I wrote this to address the specific questions my students had about the electoral college. I did my best to write this in a way that was relatable and understandable. I graded this as an open-book quiz. It is extremely detailed in an
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Common Core-Aligned Activity Sheet. 11.5a. Investing in the Stock Market. Use this activity to show students what stock prices for major companies were in 2005. Then, once they've invested their fake monopoly money, list the current share prices
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A look at the Maine disaster which prompted the Spanish-American War.
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3.9
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TEACHING EXPERIENCE

I worked on Long Island for several years before transferring to New York City, where I teach inner city students.

MY TEACHING STYLE

My teaching style has evolved to fit the time, place, and culture of wherever I was teaching. However, my core philosophy has always maintained the same: let the students do the learning with as little teacher involvement as possible. I believe that the role of the teacher shouldn't be to shout information down a student's throat, but instead provide all the materials a student needs to teach themselves the information.

Think about it -- do you learn better from someone talking to you for 40 minutes, or do you learn better from watching an engaging YouTube video that you picked on your own? It should be the same process in the classroom. Give the students the materials and let them decide what to go to first and let them find everything on their own -- just like the way you found that video. You had a topic, you knew which resource to use to learn what you wanted to learn, and above all: you REMEMBERED what you learned.

My teaching style had to change drastically when I moved to Manhattan. A lot of people trash talk city schools, but in reality, it's just a matter of being willing to be open-minded. You need to be able to try new things. A lot of teachers out there have stuck to what they're comfortable with, which is fine, but it won't work if you move from a comfortable, laid-back area to a loud, bustling city.

Lecturing with a PowerPoint in front of 25 students just isn't a thing in New York City. The ratio is 1 to 34 with little help, even in good schools where you have the support of the city and administrators. So, what you need to do is generate activities to have students work in groups. If you do this, then you can walk around and visit each group individually. By doing this, you can shrink the ratio from 1:34 to 1:6. You have an easier time getting across to students this way because let's face it -- in a room where you're outnumbered by that much -- nobody is going to listen to one person where 40 people can talk over that one person, and shouting does nothing except show off an inability to maintain control of your material, your class, and yourself.

Authority can be asserted kindly and information can be retained by the students through group activities where you can make each lesson personal and talk to each student individually or in small groups to make sure everyone leaves the room having learned something.

Each of my activities and lessons here can be flexible to function as lectures for a quiet day or also group activities to give you a chance to walk around and engage in debates and discussions.

Be creative -- you're a teacher, which means you are above all an artist -- find unique ways to make these handouts work if you choose to use them and please, please, please let me know how it goes! I am always looking for new ways to approach different topics.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

Certificate in Foreign Language, Georgetown University.

BA, History, Hofstra University.

MSEd, Social Studies Education (7-12) Hofstra University.

ADDITIONAL BIOGRAPHICAL INFORMATION

I'm just a friendly overachiever, lover of puppies, and supporter of the Oxford comma.

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