Teaching Philosophy
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... Getting students engaged means getting them to understand the content by using all of our sens…
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Getting students engaged means getting them to understand the content by using all of our senses. This includes moving, activities, drawing, listening, singing, touching, and tasting
I should always know "why." I believe it is my responsibility to always be able to tell students, parents, colleagues, and administrators "why" I am doing a particular lesson in the classroom. If I can't explain my rationale to my students then I should not be doing that lesson. It is when we are genuine thinking about our rationale that we can separate the trivial from the significant and use our short time together the best we can! A Chinese proverb states, "Tell me and I'll forget, show me and I may remember, involve me and I'll understand." My philosophy is rooted in this quote. As a teacher, I am in the business of creating memories for my students. Getting students involved in the classroom experience makes each day memorable and allows for meaningful learning. I believe that every day I am learning from my students as they are learning from me and that in order for the environment to be safe and open, communication and trust is key.
The role of social studies in school is to give students the tools they need to think about the world in which they live. I believe the role of social studies is to give students ideas and tools to think critically about the world around them; the people, economy, geography, government, and history. The role of the social studies teacher in the classroom is to not only teach the content of history, geography, and government but to show students a new lenses in which to look at their world. I believe we can all understand our own stories better by learning the stories of others. Social studies is where we can stretch our kids and ourselves to understand this complex world and society in which we live. It gives us a way to ground ourselves in the universe and know that we are now alone in our experience. I want my students to understand who they are in relation to others, and in the process often learning that different customs and cultural traditions that might appear "bizarre" are actually understandable with meaning and purpose behind them and that our similarities in this world often outweigh our differences. I want to develop my own and my students' insight into the world around them and expand their thinking in a way they never thought possible.
"A master can tell you what he expects of you. A teacher, though, awakens your own expectations."-Patricia Neal
Lesson Plans
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Type Here are some sample lesson plans I have designed!
Janell Lewis
7th Grade Social Studies
…
TypeHere are some sample lesson plans I have designed!
Janell Lewis
7th Grade Social Studies
Eastern Hemisphere
Trade Simulation
Title: Indian Ocean Trade
Abstract: In this lesson students build upon previous knowledge of trade between countries and add a fourth geographic area to their knowledge of economic systems in the contentancient world. This is the fourth and final installment of your new page here.trade/economy lesson plans that have been integrated throughout their units of study this year. These areas of study were: Ancient Mesopotamia (trade and barter), Ancient Lydia (coined money), Ancient China (paper money), and Indian Ocean Trade (civilizations connecting through various trade). These lessons have been linked together with review activities and fit within the four separate units. The students are able to identify different types of economies throughout the ancient world and establish an argument for which one they think works best with evidence and support.
Subject Area: Social Studies
Grade Level and Course Title: Seventh Grade/The Eastern Hemisphere
Unit of Study: Growth of Trade, could also be used in Asian History, or African history/studies
Rationale: Africa's role as a world economic power is rarely introduced and discussed at the middle school level. This activity helps students to see the inter workings and benefits of sea trade as well as connecting the role Africa city-states played in the economy of the world. This will challenge students previous notions of Africa as a primitive isolated people that did not contribute to our growing global economy. Students will also gain perspective on sea technology and the role this played in the advancement of trade. It is my goal that students will further develop their concept of cultural diffusion. Throughout the year, we have discussed ways that ideas, goods, and aspects of culture were moved throughout the world. It is my goal that this activity will show the students how humans and civilizations were all connected and will further their ideas of cultural borrowing and diffusion.
Duration of lesson: 2-3 class periods
Goals and Objectives: (Goals listed as Roman Numerals and Objectives as letters)
Students will understand the role that the seas and oceans played in international trade.
a. Students will Brainstorm and understand ways in which sea trade is different then land trade.
b. Students will understand the role that weather played in the development of sea trade.
c. Students will discuss ways in which technology has influenced trade today and contributed to a global economy.
Students will see the development and role that African city-states played in Indian Ocean Trade.
a. Students will learn about the Swahili city-states and the role they played in Indian Ocean trade.
b. Students will see how Eastern Africa was not a passive isolated area and contributed to the world trade and economy.
Students will be able to plot trade routes on a map.
a. Students will use their Eastern Hemisphere map to plot important areas of Indian Ocean trade.
b. Students will be able to see visually how these locations were able to interact with each other and exchange ideas via sea trade.
Students will see how both goods and cultural ideas were traded resulting in the spreading of culture and religious ideas. Theme: Cultural Diffusion
a. Students will understand the goods that were trades between Asia and Africa: Ivory, gold, Copper, Salt, Silk, Porcelain, and cotton.
b. Students will apply their previous knowledge of cultural diffusion to expand upon the concept and develop ways in which religious ideals and concepts were traded along with goods.
Michigan Department of Education, Grade Level Content Expectations:
7-W1.2.1
7-G1.1.1
7-G1.3.3
7-E3.1.1
Key Concepts:
Trade and economics
Lesson plan and background resources:
The Indian Ocean Trade by: Joan E. Celebi
http://www.bu.edu/africa/outreach/materials/handouts/indian.html
Map of Trade routes:
http://worldmapsonline.com/UnivHist/30299_6.gif
Instructional Resources (Equipment):
Textbook or World Map
Eastern Hemisphere map handout
Indian Ocean handout
Technology and weather handout
Indian Ocean Map-Overhead
Overhead projector
Props: Gold, copper, salt, Ivory, Porcelain, cotton, and silk
Raw materials for students (paper)
Gold Coins for students to use (gold plated chocolate candy)
Descriptions of Ports for students (paper)
Student Materials Needed:
Text book or atlas
All hand outs and something to write with
Journals
Balance sheet, instructions, price list, and group diary
Day One
Sequence of Activities:
*All time allotment is an estimate
1. Using their textbook, have students locate city-states and geographic locations this lesson will be discussing. These include: India, Southeast Asia, China, and Eastern Africa. Then, using their textbooks, have them plot routes used for Indian Ocean trade. After they are done plotting trade routes, show students Indian Ocean Trade map overhead and compare to the maps they just created. Then have them do the discussion questions in their journal. Following their own reflection time, discuss questions as a class. (20 minutes)
2. Handout the Indian Ocean Trade story and background information. Read information on Indian Ocean Trade and Swahili City-States as a class. (10 minutes)
3. Teacher-led, Class Discussion: What items were imported into Africa from Asia? What items did Africa export to Asia? Show class examples of these products today. (5-10 minutes)
4. Discuss with students importance of technology and weather in the increase of trade. Show them weather and technology overhead. (10 minutes)
5. Wrap-Up: Assign students in groups of four and have them predict weather or not they think sea trade is going to be more practical then land trade and why. Have each group nominate a spokes person and share out with the class their ideas. (10 minutes)
Day Two
Sequence of Events:
*Students will be able to apply the background information they learned yesterday to a practical simulation that will build on their knowledge of trade. If the simulation goes over class period it can continue to beginning of next day to allow for meaningful experience and discussion.
1. Verbally review concepts from yesterday: Imports and Exports of East Africa and Asia. Review how the sea contributed to increase of trade. Review the role that the Swahili city-states played in the Indian Ocean Trade. (5 minutes)
2.Trade Simulation (pass out instructions-2 minutes)
3. Break students back into same groups of four from previous day. (2 minutes)
4. Once students are in their groups, review with them the previous trade and economies we have discussed and what methods each of the ancient civilizations used. (Lydia, Mesopotamia, China, Egypt-5 minutes)
5. Go over instructions, price list, and balance sheet with students. (5 minutes)
6. Student activity-Simulation Begin! (Simulation should take about 35 minutes).
Teacher instructions:
7. After students understand the balance sheets and rules they can have 5 minutes to make an initial “profit plan.” They should set goals in order to make a profit.
8. The students then have to physically travel from port to port trying to make a profit by trading their goods. Each group starts out with 5 gold coins and different raw material (the raw materials are on cards that the teacher passes out)
9. As the students travel, the different ports will have current weather conditions and the students are to imagine different situations that could come up along the way and record this in their diaries. Each port will have raw materials located in it and it is the students job to decide what they want to trade and how much at that particular port. Purposely let the students take this in their own personal direction so a variety of situations can arise.
10. Closure and discussion questions-see teacher worksheet (5 minutes)
Assessment: Students will receive participation points for their group participation in the activities. They will also receive a class work grade on their map of Indian Ocean Trade routes and group diaries. At the end of this lesson their final assessment for all four trade simulations will be a comparative essay. They will take a stand on which of the three types of economies we discussed was the “best” and they will have to support this argument with detail and evidence. They will also answer questions and participate in group discussion addressing the importance of sea trade for the development of trade and economy applying what they learned in the Indian Ocean Trade Simulation.
Application Beyond School:
The students can apply these concepts of trade and economies to their knowledge of present day economics and international trade. In our global community, it is important for students to make connections with trade and how the global world is connected. They will be able to apply their knowledge of the ancient world trade to economic concepts of today.
Connections:
Arts
The students will use art techniques to chart the trade routes of the Indian Ocean Trade Unit.
Geography
The students combine their historical knowledge with their geographical knowledge to understand how these areas are all connected and what that means for growing economies.
Mathematics
Students will use math skills to add and subtract value of goods and gold coin value to determine their profit for this simulation.
Technology:
Students understand the importance of advancements in goods and technology and how these are connected with trade and economy.
Teacher Reflection and notes:
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Professionals in Teaching
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Professionalism in Teaching
There are certain qualities that distinguish professionals in teac…
Professionalism in Teaching
There are certain qualities that distinguish professionals in teaching. The characteristics mentioned below are all traits that can be found within me. I am proud to say that I possess the necessary qualities that identify teaching professionals.
Classroom Management
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Classroom Management
An effective classroom management plan is crucial for maximum student lea…
Classroom Management
An effective classroom management plan is crucial for maximum student learning. A classroom with a successful plan would display an environment rich with structure, enthusiams, and repect. This fully maximizes the potential for students to feel comfortable and safe in their learning environe,tm. Here are some of the requirements for my classroom management plan.
Teaching Philosophy
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My
My Teaching Philosophy
My teaching philosophy lies in the belief that all students can l…
My
My Teaching Philosophy
My teaching philosophy lies in the belief that all students can learn and want to learn; it is our job to find how they learn best. What can we do to get students interested, how do we captivate them, how do we motivate them? Each student should be presented with the same opportunity, the opportunity to become competent, intelligent, responsible citizens that will one day lead this world. With social studies as my anchor, it is my philosophy that it is our job as teachers to nurture and challenge students in every aspect to allow them to see their worthiness and potential. I have an obligation to every single student--they must learn!
I believe....
