*Artifacts*

Historical Perspectives
INTASC 1

*Fall 2007 Reflective Statement*

To me this standard means that a teacher thoroughly understands the subject matter that they are teaching as well as how they should teach their subject matter.  By mastering this standard a teacher will exhibit skills that are essential to teaching.  By having a good knowledge of their subject matter a teacher will be able to easily relate the subject matter to their students and their student's lives.  One experience that I have at Ball State what really has impacted my thoughts on this standard was with my history 411 class that I am currently taking with professor Glen has given me an even better insight into this particular standard.  Professor Glen has an excellent understanding of his subject matter.  Sometimes, in order to help his students better undertstand a certain subject matter in history, Professor Glen will relate the subject to current day affairs. 

One such example is when we were discussing the limitations that the United States government placed on Americans traveling abroad after the sinking of the Lusitania because they were afraid of accidental involvement of the U.S. in war.  We could not understand how Americans would accept these limitations without a fight.  Professor Glen comapared this situation to the restrictions placed on Americans on airplanes after 9-11.  This gave us the ability to understand the atmosphere of that time period and how it effected the situation. I find this particularly helpful when trying to understand the magnitude or political importance of a situation in history.  Professor Glen is capable of relating historical events to current situations because of his understanding of the historical event.

Another illuminating example is from my medieval history 463 class with Professor Suppe.  When discussing the crusades Professor Suppe compared the atmosphere with today's issues in the Gaza Strip between Israel and Palestinians.  This comparison between historical events and current day issues really helped me put the issue in perspective.  The religious tension and the contested possession of what many believe to be holy land is an issue that has long plagued mankind and it is evident that the issues that were had in the past, are still present in today's society.

When I am a history teacher I will look at past political, economical, and environmental issues and compare and contrast these issues with today's current issues.  One such example I would probly use would be comparing the treatment of soldiers returning from the World Wars and their "hero's" welcome home.  This can easily be compared to the atmosphere today and the "hero's" welcome that many soldiers recieve when returning from Iraq and Afghanistan.  This example gives us insight into American politics and the perceptions of today's soldiers. Another example that I would compare would be the attack on Pearl Harbor with the attack on the World Trade Centers on 9-11.  Both of these instances in American history have been used politically as entry into war for America. I would hope that these comparisons would give my students a better perspective on historical events and how conflict can lead to the unity of a country just as easily as it can lead to the destruction of one.

When I become a history teacher I plan on emphasizing the use of logic, reason, intuition, intellect, creativity, and observation to my students as tools of inquiry when assessing the situations found in history.  I hope to teach my students that you must think beyond the face value of a situation.  I hope they can make the connections between situations, such as how the stock market crash of 1929 led to many people losing their life savings, which in turn led to many people being homeless, which led to the creation of shanty towns, which had a lasting impact on many people's lives and the economic situation of America.  So when my students think of the stock market they think beyond the little ticker tape that scrolls across the bottom of their parent's tv screens.  My students will be able to see the far reaching impact that such events can have on a society.


*Rationale*

My artifact is a test taken in my Celtic history 482 class in the fall of 2007 with Professor Suppe.  I have submitted the essay portion of the test as my artifact because it is one of my strengths.  On the first page of the actual test you will see I recieved a C for the over all grade, however on the last page you will see that I scored an A- on my essay.  My essay question was over the term "heroic"  being used to describe Celtic society.  In my response to the question I discuss my views on the term hero.  I discuss the different meanings of the term "heroic" as it pertains to today's society as well as what the term meant in Celtic society.  I compare and contrast the differences of the terms in different societys.

I also discuss the political issues that many Celtic societys faced.  I also evaluated the family unit found in most Celtic societys and the impact that the family unit could have on a situation, such as marriage and politics.  In my essay I also discuss gender and the different gender roles that were played in Celtic society and how it had an impact on the term "heroic" in reference to Celtic society.  I believe that this artifact clearly exemplifies INTASC 1.  My essay demonstrates how Celtic societies, particularly during the 12-13th centuries, constructed values.  I define what the Celtic people felt was honor, which was closely related to militarism.  I evaluate how that term has not entirely changed, but instead developed and evolved in a similar fashion.

While grading my test Professor Suppe mentions my need to incorporate poetry and art into my essay.  In retrospect I could have disccused the various forms of poetry that glorified the Celtic warrior as a hero, even going so far as to impress that dying in battle is better than coming home alive.  These poems truely show the way the Celtic people defined the term "hero".  I should also have incorporated the various sculptures created during this time period by the Celtic people and their multiple dipictions of warriors going and even dying in battle.  In the future I will have to think of my answers in all aspects of a culture, not just the obvious ones.

In my essay I believe I show my comprehension of the issues and events experienced by the Celtic people, as well as my understanding of the Celtic culture and how it can and in many cases does relate to our own present day culture.  This essay clearly addresses the issues of conflict and the need for cooperation as well as comparing history with current day events and covering some of the major historical developments, not only in cultures but also in the way cultures think, experience, and interpret.

In my Reflective statement I mention relating historical events to current day events to help my students better understand history.  I feel that this essay is a perfect example of my ability to do just that.  In this essay I relate todays definition of a hero to the Celtic definition of a hero and how those definitions are similar and different.  I also feel that if I had included mention of art and poetry in my essay I could have related that to today's popstars and singers and the songs they write about patriotism and honor.

Celtic Test




*Fall 2008 Reflective Statement*
INTASC 7

Intasc 7 standard states "The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals".

To me this standard means that the teacher plans well rounded curriculums that accurately cover subject matter, meets state and curriculum standards, and keeps students interested and the community involved.  The teacher should make sure that their lesson plans are created keeping in mind what their students should know and in what way would they best benefit from learning.  It is very important for teachers to master this standard because by planning ahead and creating lesson that are well rounded will ensure that students will be able to understand and comprehend what they are being taught.

I feel that this standard is vital to a solid student education.  In order to create an educational and effective lesson plan a teacher must first have a good knowledge base of content area.  It would be impossible to teach or create a superior lesson without having a copious amount of content knowledge.  It is also imperative that teachers follow state  and curriculum standards, which were created to guide teachers as well as unify teachers with standard goals and objectives.  However to be more than just a standard teacher, one must go above and beyond and take into careful consideration the needs of the student's while creating lesson plans.  Educators must take into account stuents abilities, their strengths and weaknesses and how to appropriately address these within the lesson they are planning. 

When I become a history teacher I will be sure to have comprehensive, well planned, knowledgable lesson plans that incorporate various forms of learning and address my student's various learning abilities.

*Fall 2008 Reflective Statement*
INTASC 1

INTASC principle 1 states "The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students".

History is a complex and subjective content area.  In the subject of history we discuss events from multiple perspectives of an issue and take on the task of understanding complex issues.  This cannot be done without comprehensive knowledge and understanding of subject matter.  How can someone investigate a complex subject such as the entrance into the Vietnam War without a true understanding of the history of the country, their colonization, their culture, background, geography, and anscestory?  It simply cannot be done.  Without content knowledge one cannot be an effective and inspiring educator.  Educators are leaders in the course of inspiring knowledge.  If you don't have a proper map and understaning of map reading an educator cannot blaze the trail of education for students to walk down.  As a future history teacher I understand that in order to show students the complexity of a situation and how events are interweaved and situations entangled with each other in order to have a better understanding of a larger situation I first must have a complete and thourough understanding of subject matter.

In my courses at Ball State University I have aquired in depth content knowledge.  I have learned the importance of comprehending the full extent of a situation, looking beyond just the face value of an event into the depths of a situation, and the importance that these things play in really understanding events throughout history and their implications and impacts in society.  I have been taught the process by which someone needs to investigate a situation for further learning and understanding and hope to be able to teach this process to my students with the same efficiency that my professors taught it to me.  I will strive to instill the importance of thought processes such as habit of mind, themes, and narratives the foundation on which my lesson plans will be built.

Vital themes, narratives, habits of mind may all sound like useless words to someone who is untrained in how to utilize these sources of organization.  Without vital themes, narratives, and habits of mind and the proper knowledge of how to use these sources correctly I don't believe I would ever be an efficient and productive educator.  Vital themes, narratives, and habits of mind allow me to specify for my students the importance of the situation, exemplify for them the precise information and goals in which our lessons are trying to achieve.   Throughout my courses at Ball State I have learned the importance of really knowing my subject matter, as well as how to present the knowledge of my subject matter in an effective and worthwhile way to not only meet State Standards but to also fulfill my role as an educator for students.



*Rationale*

This artifact is a lesson plan from SS 395 with Dr. Drake-Brown in the fall of 2008.  This lesson plan is in the geography content area.  This lesson plan clearly exemplifies INTASC principle 7 in many different ways.  My focus statement demonstrates my knowledge of the geography content area.  My objectives in this lesson are clearly stated and meet with what I believe to be standards in which my student's would be able to achieve but are at the same time challenging.  My focus statement shows ability to incorporate geography with historical thinking, human interaction, and the environment.  In this lesson I strive to help student's understand the relationship between geography and history as a matrix of time and place and as a context for events as well as understand how things happen and how things change, how human interactions matter, but also how their consequences are shaped by the means of carrying them out in a tangle of purpose and process.

 This lesson also meets with Indiana State Standards for Geography and History of the World.  Standard 6.4 Analye how transportation and communication changes have led to both cultural and convergence and divergence in the world.  This lesson also meets with Indiana State Standards for Geography and History of the World standard 9.3 identify and describe ways in which humans have used technology to modify the physical environment in order to settle areas in different world regions.  Evaluate the impact of these technologies on the physical and human environments affected. I also address different forms of teaching and student's different learning styles with my various forms of procedures.  In this lesson I use direct instructions, group work, hands on analysis of maps, and my method of assessment allows for student's to express their knowledge in more than one form.  This lesson plan is a wonderful example of my knowledge of content, subject matter, students, community, and curriculum goals.

Lesson Plan SS395



*Rationale*

This artifact is a unit plan from SS 350 with Dr. Drake-Brown in the spring of 2008.  This unit plan is in the historical perspectives content area and covers the subject matter of the American Revolution.  This lesson plan clearly exmplifies INTASC principle 7 in many different ways.  My focus statement demonstrates my knowledge of historical content area and in particular the American Revolution.  My objectives in this unit plan are clearly stated and meet with what I believe to be standards of education in which my student's would be able to achieve and yet are are challenging.  In this lesson I seek to enable students to be able to describe and list the various taxes and acts that Great Britain passed over the Colonies, which helped to lead to the American Revolution, discuss in detail the issue of taxation without representation, describe the Boston massacre as well as the immediate ramifications and eventual outcome of the Boston massacre, analyze and evaluate the significance of the Boston Tea Party, Compare and contrast Tories, Whigs, and Loyalists with Patriots and Rebels, orally discuss the major battles of the Revolutionary war and the impact each had on the war, recognize and analyze the significance of the propaganda of the Revolutionary War, discuss the importance of documents such as the declaration of the Declaration of Independence, Bill of Rights, and the Federalist papers and their impact on the American Revolution, evaluate the roles of leaders, followeres, and traitors such as Paul Revere, Benedict Arnold, Benjamin Franklin and John Adams during the revolutionary war.

This unit plan also meets with Indiana Academic State Standards, SS 8.1.3, 8.1.28, 8.1.9, 8.3.2, 8.2.1, 8.1.4, and 8.1.5. In this unit plan I address different forms of teaching and student's different learning styles with my various forms of procedures.  I use direct instruction, group work, hands on analysis of documents, multiple activities that engage student's, utilization of documents such as text books, notes, student work, and novels.  In this unit plan I demonstrate knowledge of and power, authority, governance, time, continuity, change, individuals, groups, institutions, civic ideals and practices, people, places, and environments.  In this unit I strive to instill historical thinking skills in my students, particularly historical comprehension and historical analysis and interpretation.  This unit plan also seeks to help students perceive past events and issues as they were experienced by people at the time, to develop historical empathy as opposed to present mindedness, red widely and critically to recognize the difference between fact and conjecture, between evidence and assertion, and thereby to frame useful questions, understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped by the means of carrying them out in a tangle of purpse and process, the ability to grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations, and to understand the relationship between geography and history as a matrix of time and place, and as a context for events.  This unit plan is a wonderful example of my knowledge of content, subject matter, students, community, and curriculum goals.

Lesson Plan SS 350





*Rationale*

This artifact is a midterm blue book exam from History 301 -Vietnam War taken second summer session 2008 with Professor Edmonds.  This midterm exam clearly demonstrates INTASC principle 1, my ability to understand and demonstrate my understanding of content knowledge.  In this midterm exam I answer questions that demonstrate my knowledge of the Vietnam War and America's involvement in the Vietnam War.  Some of the questions I answer in this midterm demonstrate my knowledge of military lingo used during the Vietnam war, such as MAVC which is an acronym for Military Assistance Vietnam Command, what the United States was called during the Vietnam War.  In this midterm I also show my knowledge of the incidents that led to the Vietnam war, such as the Gulf of Tonkin incident and the history of French Indochina.  This midterm also allows me to demonstrate me knowledge of books and articles that we read and discussed in class and relate this books and articles back to the overall feel and issues that were occuring in Vietnam during the War.  This artifact is not a multiple choice test, it is an essay exam.  This allowed me to show my knowledge of content area and create my own ideas and demonstrate how those thoughts and beliefs connected to subject matter.  I believe that this midterm exam is a perfect example of my ability to retain and demonstrate my content knowledge for the area of History.

Midterm for History 301





*Rationale*

This artifact is a book reaction paper for History 491 - The Ottoman Empire taken Spring of 2008 with Professor Argo.  This book reaction clearly demonstrates my knowledge of content area and ability to demonstrate my knowledge in accordance with INTASC principle 1.  In this reaction paper I discuss the similarities between three noted authors opinions on the life of people in the Ottoman Empire.  I discuss various views on the rise and fall of the Ottoman Empire as well as my own opinions and interpretations of the rise and fall of the Ottoman Empire.  I use examples from both authors as well as from class discussions to support my ideas, making direct connections to classroom content.  In this book reaction paper I discuss various aspects of the Ottoman Empire and how they lived their lives, discussing religion, origins of the Empire, and cultural traditions.  I also discuss how gathering information on the Ottoman Empire would be difficult and why, such as cultural issues that would make gaining information difficult such as the interweaving of historical facts and cultural legends.  I support many of my ideas with direct connections to course materials and classroom discussions.  I believe that this artifact is a clear demonstration of my content knowledge of the History of the Ottoman Empire and my ability to demonstrate content knowledge.

Paper for History 491



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