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history Teacher by Day and By Night Shop

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I have been teaching for 13 years. I have taught in New York, Connecticut, California, and Colorado teaching US History, Modern World History, Ancient World History, Social Problems, World Religions, Geography, Economics and more. I believe teaching is an art and find joy in creating hands-on activities that engage my students. My expectations are high for my students and myself.

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I have been teaching for 13 years. I have taught in New York, Connecticut, California, and Colorado teaching US History, Modern World History, Ancient World History, Social Problems, World Religions, Geography, Economics and more. I believe teaching is an art and find joy in creating hands-on activities that engage my students. My expectations are high for my students and myself.
Chinese / China Revolution (Time of Mao) Dinner Party- STUDENTS LOVE THIS ASSIGNMENT!
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Chinese / China Revolution (Time of Mao) Dinner Party- STUDENTS LOVE THIS ASSIGNMENT!

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You are hosting a dinner party and are inviting 12 historical figures from our unit this school year. Some of your guests may not get along, they are from different cultures, and some may not eat what you have planned. It is your job to create a successful dinner party using the criteria below. PART 1: CHOOSE YOUR GUESTS You must have people from the following time periods. You can only be general about one person from each column, otherwise they all have to be specific individuals. (Example of general would be : War Hawk “someone doesn’t like war” during Vietnam era. Be sure to give a BRIEF Description of who they are STEP 2: SEAT YOUR GUESTS. Draw a table and explain you seating choice. (You might not want someone people to sit next to one another b/c they might fight, or you might want them to sit next to someone else b/c they might fight; you might want to group people with common interests…you decide and tell why thoroughly Step 3: Topic of Conversation A good host NEVER lets his/her guests sit in silence and knows their guests well. For each person come up with a topic of conversation or a question for them to answer. Step 4: Food What will you serve your guests? Think of their needs and or what they are associated with (example is someone fought in Germany, serve them German food; Gandhi cannot eat meat, so you might want to order him lettuce) Step 5: Entertainment You might want to provide a song that represents your guests. (Example: Rosa Parks is known for not sitting on the back of the bus- therefore she might really enjoy OutKasts “Rosa parks song where the line quotes “everybody move the back of the bus…” , Whereas Agent Deep Throat (from the Nixon hearings, the informant that refused to give up his name might use the Ting Ting’s “That’s not my name” because he refused to reveal his identity) Be sure to give reasons as to why they get that song
Components of Culture w/ connections to today worksheet
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Components of Culture w/ connections to today worksheet

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Background: In prehistoric times, bands of humans that lived near one another began to develop shared ways of doing things: common ways of dressing, similar hunting practices, and favorite animals to eat. These shared traits were the first beginnings of what anthropologists and historians call culture Culture is the way of life of a group of people. Culture includes common practices of a society, its shared understandings, and its social organization. By overcoming individual differences, culture helps ti unify the group. Components of Culture Common Practices Shared Understandings Social Organizations • What people eat • Clothing and adornment • Sports • Tools and technology • Social customs • Work • Language • Symbols • Religious beliefs • Values • The arts • Political beliefs • Family • Class and caste structure • Relationships between individual and community • Government • Economic systems • View of authority How Culture is Learned: People are not born knowing about culture. Instead, they must learn culture. Generally, individuals learn culture in two ways. First, they observe and imitate the behavior of people in their society. Second, people in their society directly teach the culture to them, usually through spoken or written language. Below is a diagram of Observation and Imitation (Green), and direct teaching of culture (Blue)
Debate the Issue: Truman vs. MacArthur Cold War: Should the United States invade China?
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Debate the Issue: Truman vs. MacArthur Cold War: Should the United States invade China?

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Debate the Issue: Truman vs. MacArthur Cold War: Should the United States invade China? Debate the Issue: Truman vs. MacArthur Cold War: Should the United States invade China? Background of the Issue: China’s troops advanced, driving US soldiers and marines back into South Korea. General Douglas MacArthur favored a strong response that included an invasion of China. President Truman disagree. Read the options below, and then you decide: What should happen, Should the United States invade China? Questions: 1. Why did MacArthur want to invade China? 2. Why did Truman NOT wish to invade China? 3. Who do you agree with? Why?
World War II: DBQ:  The Battle of Midway:  What if Japan Won?
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World War II: DBQ: The Battle of Midway: What if Japan Won?

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DBQ: The Battle of Midway: What might have happened if Japanese forces had won the Battle of Midway? The Battle of Midway is considered a major turning point of World War II. But why was it so important? How was it viewed by the participants? What might have happened if Japanese forces had won the Battle of Midway? Task: Use your knowledge of World War II and the documents to answer the questions and then the essential question
Progressive Era: Theodore Roosevelt
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Progressive Era: Theodore Roosevelt

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Progressive Era: Theodore Roosevelt Students will be introduced to Teddy Roosevelt and see what he was like as a man and a president Students will create a an outline of Roosevelt’s presidency & be able to write an essay based on his progressive reforms
Rome: THE RISE OF CHRISTIANITY- Lesson Plan
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Rome: THE RISE OF CHRISTIANITY- Lesson Plan

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THE RISE OF CHRISTIANITY OBJECTIVES: Describe how the conditions Jews faced in Judaea contributed to the rose of Christianity, Identify the difficulties early Christians experienced in the Roman Empire, and Explain the changes that helped establish Christianity and stabilize the church during the late Roman Empire MAIN GOAL: To understand that the rise of Christianity and its gradual spread across the empire changed the culture of the Romans Time: 1 Class Period (57 mins) LESSON PLAN IN DETAIL: 1. Bell Ringer: I will put a map of the spread of the Roman Empire on an overhead and ask my students to write down what they know about Roman Religion and the Religion of groups in the areas Rome controlled (5 mins) 2. As a class, we will read the textbook chapter entitled “The Rise of Christianity”. Students will “bump” read. (20 mins, Total 25 mins) 3. Students will then break into assigned groups and complete the worksheet that goes along with this reading (15 mins, Total 40 mins) 4. We will then go over the worksheet (10 mins, Total 50 mins) 5. Closure: Students will take a short quiz based on what they learned today. ( 7 mins, Total 57 mins) Homework – DBQ Packet on Rise of Christianity and questions to go with it.
The Roman Army Needs You! Create a Brochure enlightening people about the Roman Army Assignment
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The Roman Army Needs You! Create a Brochure enlightening people about the Roman Army Assignment

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The Roman Army Needs You! Create a Brochure enlightening people about the Roman Army Assignment The Roman Army The Roman Army was one of the strongest superpowers that this world has ever known. Rome can attribute much of its power to its army and its conquests of other countries and tribes. Your task is to make a brochure for the Roman Republic’s army. You MUST include the following information:
Ancient Greece: CREATE YOUR OWN GREEK SUPER HERO
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Ancient Greece: CREATE YOUR OWN GREEK SUPER HERO

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CREATE YOUR OWN GREEK SUPER HERO Directions: Please “create” a Greek super hero by addressing the items below. There is a rumor that their will be super hero battles so be ready. A. Appearance: what does your superhero look like? You may choose to draw a picture, or simply describe the appearance of your species. B. Name: what is his or her name? C. Form of Communication: what is their signature “saying”? D. Transportation: do they walk, fly, ride an animal? E. Weapons: what sort of weaponry do they have? Do they even have weapons, must be ancient no lasers? F. Super Powers: what super power(s) do they have, must be appropriate to Greek Culture? G. Family: who is he or she related to, parents etc.? H. Education/Intellectual Development: how or from who did they learn their skills, or where they just born with them? I. Careers: what does your super hero do when he/she isn’t being superheroey? J. Companions: do they have companions or friends? K. Arch-nemesis: who is their greatest rival L. Their journey: what event happened to make them “realize their super powers”.