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Table of Contents
I. Introductory Letter p.2
II. Lesson I: Imperialism Projects p.3-12
III. Lesson II: Unit 5 Essay p.13-20
IV. Lesson III: March 2 Warm-Up p.21-25
V. Lesson IV: World War I Technology p.26-31.
Appendix: Teaching Philosophy p.32
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I. Introductory Letter
To whom it may concern: My name is Matthew Caprio. This is the showcase portfolio of
my student teaching experience in an urban education setting. This experience illustrated an
example of diversity in demographics and learning styles. My experience has allowed me to
utilize what I have learned in my courses as a teaching candidate from the themes and domains
of the Leading Teacher Program. This portfolio contains a compilation of assessments which
ranged from formative, summative, and authentic assessment. Finally, this portfolio reflected
how I made progress as a leading teacher candidate and reflected the impacts on student learning
through their work.
Thank you for your consideration,
Matthew Caprio
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II. Lesson I: Imperialism
Projects
Figure A: Lesson Plan
Student Teacher Name Matt Caprio
Coop Name/Signature __________________________ School Taylor Allderdice Room #483
Subject/Lesson Title World History Grade Level 10th Grade Time Needed 1 to 2 Class
Periods
Date February 9, 2016
Behavioral Objectives Studentswill apply understandingof European ImperialisminAfrica to
create a presentation.
Common Core
Standards
PENNSYLVANIA STATE STANDARDS
8.1.12. A: Evaluate chronological thinking.
8.1.12. B: Synthesize andevaluatehistorical sources.
8.1.12. C: Evaluate historical interpretationof events.
8.1.12. D: Synthesize historical research.
8.4.12. A: Evaluate the significance of individualsandgroupswho
made major political andcultural contributionstoworldhistory
since 1450.
8.4.12. B: Evaluate historical documents,material artifactsand
historicsitesimportanttoworldhistorysince 1450.
8.4.12. C: Evaluate how continuityand change throughouthistory
has impactedbelief systemsandreligions,commerce andindustry,
innovations,settlementpatterns,socialorganization,
transportationandrolesof womensince 1450.
8.4.12.D: Evaluate how conflictandcooperationamongsocial
groupsand organizationsimpactedworldhistoryfrom1450to
presentinAfrica,Americas,Asia,andEurope
Content NATIONAL COUNCIL ON SOCIAL STUDIES STANDARDS
ERA 7: An Age of Revolutions,1750-1914
STANDARD 3: The transformationof Eurasiansocieties inaneraof
global trade and risingEuropeanpower,1750-1870.
5. 4
4
o Standard 3C: The studentunderstandsthe consequences
of political andmilitaryencountersbetweenEuropeans
and peoplesof SouthandSoutheastAsia.
STANDARD 5: Patternsof global change in the era of Western
militaryandeconomicdominance,1800-1914
o Standard 5D: The studentunderstandstransformationsin
South,Southeast,andEast Asiainthe era of the “new
imperialism.”
o Standard 5E: The studentunderstandsthe varying
responsesof Africanpeoplestoworldeconomic
developmentsandEuropeanimperialism.
PA Core Standards
ReadinginHistoryandSocial StudiesCC.8.5.9-10: A,B, C, D, E, F,
G, H, I
WritinginHistoryand Social StudiesCC.8.6.9-10:A, B, C,D, G, H
Materials/Resources
Used
Student-produced presentation on European Imperialism.
Procedures
Time Elapsed Time
Four student groups will present their findings on the Scramble for
Africa. There is a thirty minute maximum (three groups are allotted
a maximum ten minutes for the group presentation. If necessary,
teacher will ask groups questions on areas that may have been
missed.
Students not presenting will listen to the other groups as each
respective group completes and creates their presentation.
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5
Assessments/Evaluation Student Presentations are performance assessments of
understanding of content.
Accommodations and
Adaptations
ELL studentswill be able tocompleteprojectaswell.
Diversity Performance assessmentisaportionof dailyindividuallife.
Homework/Extension
Activities
N/A
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B. Reflection of Instructional Plan
This lesson plan consisted of students choosing a country which practiced imperialistic
policies during the Scramble for Africa. Prior to this project and its subsequent
assignment of a presentation, the students in all sections of the class had been exposed to
material related to the Scramble for Africa, which was the European partition of Africa.
As the students were exposed to the content in this unit, the students were then allowed to
select a country (England, France, Germany, Belgium, Portugal, Spain, or Italy) and
address how each country practiced imperialism. Finally, this plan connects to the
evidence of student learning as the plan with an attached rubric allows students to have
the opportunity for authentic assessment.
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C .Artifact of Student Work:
Beatrice
Milnes
Where did England colonize?
❖ Colonies in South Africa
➢ In order to sail around to India
➢ Used as rest stop, refueling
❖ Obtained Egypt
➢ Wanted to be able to access India
➢ Easy to control as at the time they had no leader
❖ Colonized Sierra Leone
➢ Colonized by freed slaves as a new home
➢ Colonized for British by Africans
❖ Other Colonies Included
➢ Zimbabwe, Zambia, Uganda, Swaziland, Tanzania, Somalia, Seychelles,Nigeria, Mauritania, Malawi, Kenya, Lesotho,Gambia, Ghana, and
Botswana
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What drew them to these lands?
➔Motto “From the Cape to Cairo”
➔Needed passage around Africa in order to trade with India
◆ Ships to and fro were often wrecked or ran out of supplies
➔Easy access to gold, pepper and slaves
◆ Europeans had gotten used to high end imported goods
➔Eager to expand trade
◆ They wanted to benefit from more extensive trade
➔Wanted to “help” Africains by trading with them
◆ In order for them to comply
➔Rivalries for power between countries
◆ Wanted to stay on par or above other European powers
➔Simply won them from other counties
◆ Treaty of Versailles gave England many of Germany’s colonies.
◆ Berlin Conference
Who were the natives in these regions and how
were they affected?
➢Indirect Rule
○ Gave the different tribes the ability to keep their culture
➢Egypt
○ Higher class Egyptians accept English rule
■ British industries would sell goods to them
■ Sent their children to british schools to get them good jobs
○ Lower class Egyptians partially accept English rule
■ England did not interfere with their beliefs
■ They were not as helpful to them as they were to the higher class
➢West Africa
○ As an effect of England trying to abolish the slave trade, West Africa accepted British rule
■ England allowed the rulers to lead their own people
■ West Africans followed British ways as well as paid British taxes
○ Lower class
■ Crops and original products were often taken or destroyed
■ They had to rent their land back from the British
Who were the natives in these regions and how
were they affected? Continued
★ South Africa
○ Boers (Dutch descendants in Africa)
■ Gold, diamonds, and trade in general
brought conflict
■ Other europeans disliked british rule,
wanted farming life but England
brought industries
■ They thought the native africans should
be slaves
● England refused to force the
natives into slavery
■ Boer War of 1899-1902
● Boers lose and gain a small
part of south africa
○ Native Africans
■ Were slaves under the Boers
■ Freed in Boer war but still had little
freedom under british rule
■ Low paid and only offeredthe most
dangerous jobs
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How did the colonization begin?
❏Industrialization
❏ Steam boats allowed access to other parts of africa
❏The discovery of the goods that Africa had
❏ Gold, Diamonds, Pepper, etc...
❏The success of merchants sailing around Africa to India
❏ They knew that trade with India would continue
❏ This would benefit it immensely
❏Were awarded the rights to certain countries
❏ Zimbabwe, Zambia, Uganda, Swaziland, Tanzania, Somalia, Seychelles, Nigeria, Mauritania,
Malawi, Kenya, Lesotho, Gambia, Ghana, and Botswana
How did the colonization end and when did the
British leave?
South Africa was the first to gain
independence in 1910
Most other countries in Africa didn’t gain
independence until after WW2
Egypt- 1922
still gained control of Suez Canal but were
soon pressured out of it
Ghana- 1957
Political movement led by leader Nkrumah
Other Colonies- 1960-1968
Led by Jomo Kenyatta
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How successful was the overall colonization?
❖ England gained a lot of money by trading
with India and other Africans
➢ Taxes of the indigenous brought in
revenue
❖ Freed many slaves
➢ Did not force most of the natives into
slavery
➢ Ruled indirectly
❖ Had to fight many wars to maintain power
➢ This cost the crown money and reserves
Citations
www2.newcanaan.k12.ct.us
www.gresham.ac.uk
exhibitions.nypl.org
www.britannica.com
www.japanafricanet.com
http://www.nationalarchives.gov.uk
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C. Reflection of student learning and Evidence.
I had selected this piece of evidence in the simple reason that this evidence reflected
authentic and performance assessments. In doing so, I felt that this piece of evidence which came
from a group of students who rarely participate in the classroom have an opportunity to have
their respective voices heard. This piece of evidence is one group’s presentation on England’s
Imperialism in Africa. I intended that my students accomplish the following objective: Students
will apply understanding of European Imperialism in Africa to create a presentation. I felt that
this evidence reflected that the students had applied earlier knowledge on the Scramble for
Africa and they produced specific examples of European imperialism. This connected to one PA
standard, in which students were assigned to “Evaluate how conflict and cooperation among social
groups and organizations impacted world history from1450 to present in Africa, Americas,Asia, and
Europe. This assignment allowed students to se examples of the conflict between Europe and Africa. I
decided to spend some time scaffolding associated content to explain what was needed in all classes. If I
were to do this differently, I would have spent some more time scaffolding the content. This piece
reflects the beginning stages in which I was becoming a master practitioner, and had integrated
technology in the classroom. I had felt that these outcomes had their origins in the presentations.
This group met the intended outcomes and fulfilled every target from the lesson and rubric.
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This page is the designated place for the rubric for this project.
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III. Lesson II: Imperialism
Essays
A. Lesson Plan
Student Teacher Name Matt Caprio
Coop Name/Signature __________________________ School Taylor Allderdice Room #483
Subject/Lesson Title World History Grade Level 10th Grade Time Needed 1 to 2 Class
Periods
Date February 23, 2016
Behavioral Objectives Studentswill recall relevantterms associatedwith imperialisminAfrica
and India.
Studentswill apply understandingof imperialismtocompose an essay.
Common Core
Standards
PENNSYLVANIA STATE STANDARDS
8.1.12. A: Evaluate chronological thinking.
8.1.12. B: Synthesize andevaluatehistorical sources.
8.1.12. C: Evaluate historical interpretationof events.
8.1.12. D: Synthesize historical research.
8.4.12. A: Evaluate the significance of individualsandgroupswho
made major political andcultural contributionstoworldhistory
since 1450.
8.4.12. B: Evaluate historical documents,material artifactsand
historicsitesimportanttoworldhistorysince 1450.
8.4.12. C: Evaluate how continuityandchange throughouthistory
has impactedbelief systemsandreligions,commerce andindustry,
innovations,settlementpatterns,socialorganization,
transportationandrolesof womensince 1450.
8.4.12.D: Evaluate how conflictandcooperationamongsocial
groupsand organizationsimpactedworldhistoryfrom1450to
presentinAfrica,Americas,Asia,andEurope
Content NATIONAL COUNCIL ON SOCIAL STUDIES STANDARDS
ERA 7: An Age of Revolutions,1750-1914
STANDARD 3: The transformationof Eurasiansocietiesinaneraof
global trade and risingEuropeanpower,1750-1870.
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o Standard 3C: The studentunderstandsthe consequences
of political andmilitaryencountersbetweenEuropeans
and peoplesof SouthandSoutheastAsia.
STANDARD 5: Patternsof global change inthe era of Western
militaryandeconomicdominance,1800-1914
o Standard 5D: The studentunderstandstransformationsin
South,Southeast,andEast Asiainthe era of the “new
imperialism.”
o Standard 5E: The studentunderstandsthe varying
responsesof Africanpeoplestoworldeconomic
developmentsandEuropeanimperialism.
PA Core Standards
ReadinginHistoryandSocial StudiesCC.8.5.9-10: A,B, C, D, E, F,
G, H, I
WritinginHistoryand Social StudiesCC.8.6.9-10:A, B, C,D, G, H
Materials/Resources
Used
Student-produced handouts, study guide, Essay preparation power
point, rubric
Procedures
Time Elapsed Time
Three student groups will present their findings on the Scramble
for Africa. There is a thirty minute maximum (three groups are
allotted a maximum ten minutes for the group presentation. If
necessary, teacher will ask groups questions on areas that may
have been missed.
After the presentations, teacher will introduce the culminating
project of this unit, an essay. Students are to copy down the
relevant information as this presentation contains what is needed
for their essay. This should take a maximum ten minutes for
completion.
After essay is introduced, teacher will pass out Unit Five Study
guide and students will begin work on the Unit Five Study guide.
This will take a maximum of ten minutes, and will carry over into
homework.
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Assessments/Evaluation Student Presentations are performance assessments of
understanding of content. Additionally, essay will be utilized as a
part of the summative assessment for the test.
Accommodations and
Adaptations
Rubricwill be providedtogive aconcrete image of what isexpectedinthe
essay.
Diversity Studentneedswillbe metthroughaccessto rubric,andother supports
will be provided.
Homework/Extension
Activities
Studentswill beginworkingontheiressayandfinishthe Unit5 Study
Guide.
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Figure B. Reflection on Instructional Plan:
This lesson plan consisted of students composing an evaluative essay on
Imperialism. Students were assigned to compose an essay based upon their understanding
of imperialism in Africa and in Asia. Prior to this project and its subsequent assignment
of a presentation, the students in all sections of the class had been exposed to material
related to the Scramble for Africa, and information related to imperialism in India.
Students were then assigned to compose an essay. I had intended for students to compose
an essay. The connection exists between this artifact and student learning by having
students actively compose the essay. I scaffolded the content to show how to outline the
essay. The outcome then has its origins from the outline, which I permitted students to
keep.
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Figure C: Artifact of Student Work:
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European Imperialism
Imperialism is when one country who is more powerful conquers another country which
is less powerful. Fueled by racisms and justified (Falsely) by social Darwinism, European
nations saw opportunity to colonize the world. This has happened in India by the British and in
Africa by a multitude of European countries which included Great Britain, Portugal, Spain,
France, Germany Belgium, and Italy. These countries had immediate positive and negative
effects on their colonies but in the long run, had tremendous effects the land, economy,
government and lastly the people. These are the driving forces of imperialism.
One has to ask them self what was the purpose of imperialism and how does it work,
what were the goals? The main goal of imperialism by European countries was to colonize and
divide Africa and Great Britain’s plan was to colonize the entire subcontinent of India. They
wanted to establish government in these areas and control either through direct or indirect rule.
An Additional goal of the colonizing country was to gain profit and land from imperialism. They
also were interested exploiting these regions, as a way to promote and sustain industrialization in
there country. Also they wanted to industrialize India and Africa, not for India and Africa to
profit from but for themselves to gain wealth from. They wanted the natural resources of India
and Africa, and had plans for the people to work as laborers. They also saw India and Africa as a
new import and export market and as way for them to expand their markets and trade with other
countries.
A crucial point of motivation for the Europeans to colonize Africa and for Great Britain
to colonize India was wealth and power. They saw India as a “place of opportunity” and a way
for the mother country to gain enormous profit and power. This was the mean motivation to
colonize because there was fierce competition in Europe for which country had the most money
and power. The measure and result was colonization. Another motivation for imperialism was to
spread religion. When the Europeans came to colonize India and Africa they tried to force
Christianity onto the people, even though they didn’t want to practice Christianity and in some
cases had they own religion. Like in India, where the majority of the population was either Hindu
or Muslim, and in Africa which consisted of a numerous amount a small tribes and groups, each
having their own beliefs and traditions.
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Lastly, how were the people of India and Africa, impacted by imperialism? After
imperialism in India, the country was left a mess, the country was not self-sufficient and needed
to be put back together. During the British’s time in India the Muslims in India broke off and
created Pakistan. This happened with several other parts of India, including Bangladesh, Nepal
and Bhutan. They all used to be part of India. In spite of this, not all effects of colonization were
not negative in India. As a result of colonization India began to modernize and the Indian
education system was reformed and improved tremendously.
After imperialism in Africa, the continent was left to rebuild and gain stability. After
imperialism, Africa was divide in ways which caused chaos and fighting. The Europeans, when
they colonized Africa, divided the continent without having knowledge of the interactions and
relationships between the local tribes. As a result groups which fought were put together and
groups which were unified were split up. This became a tactic used by Europeans to dive Africa,
because without unity the African continent was easily conquered.
Imperialism isn’t something that I agree with, but it is something that happened, it’s part
of our history and it is part of what makes how we live, and the world we live in the way it is
today. These were the many goal, many motivations and many ways that the people were
impacted by imperialism.
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Figure D: Reflection on Student Work.
I had selected this piece of evidence in the simple reason that this evidence reflected
summative assessment. In doing so, I felt that this piece of evidence which came one student
who does not usually perform well on traditional tests had the opportunity to succeed. This
piece of evidence is one student’s essay. This then was aligned to the objective I had asked in
which students were assigned to apply understanding of imperialism to compose an essay. I felt
that this evidence reflected that the students had applied earlier knowledge on the Scramble for
Africa and the conquest of Asia territories. This connected to one PA standard, in which
students were assigned to “Evaluate how conflict and cooperation among social groups and
organizations impacted world history from1450 to present in Africa, Americas, Asia, and Europe. This
assignment allowed students to see examples of the conflict between Europe and Africa. I decided to
spend some time scaffolding associated content to explain what was needed in all classes. If I were to do
this differently, I would have spent some more time scaffolding the content in some other classes or
provided a guided notes framework. Again, I had made more progress from the earlier stages in my
development; I had now made applications of a curricular design to reflect my alignment to district goals.
This students’ work met the intended outcome of the assignment. Through the student’s work, the goal of
an analytical essay was attained.
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IV. Lesson III: March 2 Warm-
UP
Student Teacher Name Matt Caprio
Coop Name/Signature _______________________ School Pittsburgh Allderdice Room #483
Subject/Lesson Title World History 10 Grade Level 10 Time Needed 1 Class Period
Date March 2, 2016
Behavioral Objectives Analyze and identify the various causes of World War I.
Describe the European politicalcontext in 1914.
Common Core
Standards
PENNSYLVANIA STATE STANDARDS
8.1.12.A: Evaluate chronological thinking.
8.1.12.B: Synthesize andevaluate historical sources.
8.1.12.C: Evaluate historical interpretationof events.
8.1.12.D: Synthesize historical research.
8.4.12.A: Evaluate the significance of individualsandgroupswhomade
majorpolitical andcultural contributionstoworldhistorysince1450.
8.4.12.B: Evaluate historical documents,materialartifacts,andhistoric
sitesimportanttoworldhistorysince 1450.
8.4.12.C: Evaluate how continuityandchange throughouthistoryhave
impactedbelief systemsandreligions,commerce andindustry,
innovations,settlementpatterns,socialorganization,transportation
and rolesof womensince 1450.
8.4.12.D: Evaluate how conflictandcooperationamongsocial groups
and organizationsimpactedworldhistoryfrom1450 to presentin
Africa,the Americas,AsiaandEurope.
NATIONAL COUNCIL ON SOCIAL STUDIES STANDARDS
ERA 8: A Half-Centuryof Crisis and Achievement,1900-1945
STANDARD 2: The Causesandglobal consequencesof WorldWar
I.
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o Standard 2A: The studentunderstandsthe causesof
WorldWar I.
o Standard 2B: The studentunderstandsthe global scope,
outcome,andhumancosts of the war.
STANDARD 3: The searchfor peace and stabilityinthe 1920s and
1930s.
o Standard 3A: The studentunderstandspostwareffortsto
achieve lastingpeace andsocial andeconomicrecovery.
STANDARD 5: Major global trendsfrom1900 to the endof World
War II.
o Standard 5A: The studentunderstandsmajorglobal trends
from1900 to the endof World War II.
Common Core State Standards:
Reading: 1, 2, 3, 4, 5, 6, 7, 8, 9
Writing:1, 2, 3, 4, 9
Content NATIONAL COUNCIL ON SOCIAL STUDIES STANDARDS
ERA 8: A Half-Century of Crisis and Achievement, 1900-1945
STANDARD 2: The Causes and global consequences of World War I.
o Standard 2A: The student understands the causes of World War
I.
o Standard 2B: The student understands the global scope,
outcome, and human costs of the war.
STANDARD 3: The search for peace and stability in the 1920s and 1930s.
o Standard 3A: The student understands postwar efforts to
achievelastingpeaceand social and economic recovery.
STANDARD 5: Major global trends from 1900 to the end of World War II.
o Standard 5A: The student understands major global trends from
1900 to the end of World War II.
Materials/Resources
Used
Power point Presentation on M.A.I.N Causes of World War I
Procedures
Time Elapsed Time
Students Complete warm up upon entry intothe classroom.
Students pick up Unit 6 Student Handouts upon arrival into the
classroom.
Teacher discusses warm-up with students.
Teacher begins MAIN Causes of World War I presentation.
Students will begin pages 1-3 of Student Handouts.
Any work that is not finished will become homework.
Short summary will be provided at the end of the period through a
pair-share activity.
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Assessments/Evaluation Formatively, the warm-up serves to bring backinformation for
students. Pair-share activity will also serve as a formative
assessment.
Accommodations and
Adaptations
For those studentswhomaystruggle withlearningEnglish,the handouts
will be modified.
Diversity Diverse learningstylesare accommodatedforthroughpair-share.
Studentswill learnfrompeers.
Homework/Extension
Activities
Pages1-3 of studenthandouts.
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Figure B. Reflection on Instructional Plan:
This lesson plan consisted of students becoming immersed into the causes of World
War I. As a measure to check for understanding, I had assigned a warm-up. Prior to this
project and its subsequent assignment of a presentation, the students received some
background information on the causes of World War I. The connection exists between
the recall of previous information from previous days. I had intended students to analyze
and identify causes of World War I. Connections ensued from multiple classes to see how
two segments of classes learned (one gifted and one mainstreamed class).
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Figure D: Reflection of Student Artifact
I had selected this piece of evidence in the simple reason that this evidence reflected
formative assessment. I felt that this piece of evidence which came two students in different
classes reflected their understanding. This assignment aligned towards the NCSS Standard in
which students are asked to understand the causes of World War I. I had made the decisions to
discuss this information as measure to recall information on the First World War. If I were to
alter my teaching, I would have structured the warm-up as a group activity. I would have
expanded the lesson for the group of students in my classroom by having students come up to the
board and create a word wall. This shows my progression again into an instructional leader by
planning situation in which students can recall information and discuss the information. The
learning outcomes were met through this piece of sampling. As this was a warm-up from the
second day of classes, the Students and their respective works were meant to determine my
instructional pacing.
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VI. Lesson IV: World War I
Technology Video
Student Teacher Name Matt Caprio
Coop Name/Signature __________________________ School Allderdice Room #483
Subject/Lesson Title World History 10 Grade Level10th Time Needed 1 Class Period
Date March 8 2016
Behavioral Objectives Understand the role of technology in the First World War.
Common Core
Standards
PENNSYLVANIA STATE STANDARDS
• 8.1.12.A: Evaluate chronological thinking.
• 8.1.12.B: Synthesize and evaluate historical sources.
• 8.1.12.C: Evaluate historical interpretation of events.
• 8.1.12.D: Synthesize historical research.
• 8.4.12.A: Evaluate the significance of individuals and groups
who made major political and cultural contributions to world
history since 1450.
• 8.4.12.B: Evaluate historical documents, material artifacts,
and historic sites important to world history since 1450.
• 8.4.12.C: Evaluate how continuity and change throughout
history have impacted belief systems and religions, commerce and
industry, innovations, settlement patterns, social organization,
transportation and roles of women since 1450.
• 8.4.12.D: Evaluate how conflict and cooperation among
social groups and organizations impacted world history from 1450
to present in Africa, the Americas, Asia and Europe.
Common Core State Standards:
• Reading: 1, 2, 3, 4, 5, 6, 7, 8, 9
• Writing: 1, 2, 3, 4, 9
Content NATIONAL COUNCIL ON SOCIAL STUDIES STANDARDS
ERA 8: A Half-Century of Crisis and Achievement, 1900-1945
• STANDARD 2: The Causes and global consequences of
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World War I.
o Standard 2A: The student understands the causes of World
War I.
o Standard 2B: The student understands the global scope,
outcome, and human costs of the war.
• STANDARD 3: The search for peace and stability in the
1920s and 1930s.
o Standard 3A: The student understands postwar efforts to
achieve lasting peace and social and economic recovery.
• STANDARD 5: Major global trends from 1900 to the end of
World War II.
o Standard 5A: The student understands major global trends
from 1900 to the end of World War II
Materials/Resources
Used
Videos: Beyond Wires and Pigeons and Silent and Deadly.
Procedures
Time Elapsed Time
Students will arrive in the classroom.
Teacher will begin playing videos that address technological
advances in World War I.
Student will complete and discuss a guided note sheet to answer
questions with the video. Teacher will highlight key points in the
video and discuss.
Assessments/Evaluation Video sheet serves as formative assessment.
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Figure B. Reflection on Instructional Plan:
This lesson plan consisted of students becoming immersed into the usages of
technological advances in World War I. To make the lesson concrete, I showed a video relating
to World War I technology. Prior to this project and its subsequent assignment of a presentation,
the students received some background information on World War I Technology. I had intended
students to identify technology in World War I and this is connected towards to learning as the
video sheet allowed students to take notes and answer questions related to the video. The
instructional plan and the manner that learning was completed through pausing of the video and
closed captioning. My students utilized technology as a measure to further make learning
concrete.
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Figure D: Reflection on Student Artifact.
I had selected this piece of evidence in the simple reason that this evidence came
from a lesson that I had improvised. Additionally, this lesson allowed me to utilize technology to
highlight the technological advances in the First World War. This assignment aligned towards
the NCSS Standard in which students are assigned to identify the causes and global
consequences of World War I. This activity aligned to that standard as the lesson showed one
consequence: destructive technology. I had made the decisions to discuss this information as
measure to make this material concrete. If I were to alter my teaching, I would have thoroughly
planned this activity to permit times for questions and answers. I would have slowed my pacing
of the videos to focus on only one or two of the topics. This shows my progression again into an
instructional leader by again utilizing appropriate technology as one video I displayed for the
class was hard to hear. Finally, this attached worksheet reflected the learning outcomes as this
student was able to demonstrate knowledge and identify technological content related to the First
World War.
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Appendix: Teaching Philosophy
Through my student teaching experience, I have developed two philosophies rooted in
the nature of teaching social studies. Through my experience, I learned that differing points of
views are crucial to understanding world history and other social studies. While there are
limitations, one cannot be instructed on topics through one group’s point of view. One notable
example stems in the Scramble For Africa. Curricula can be adapted to highlight a contrast
between the African point of view and the European point of view. Additionally, I have learned
the importance of scaffolding content in educational settings. Regardless of setting or school
climate, it is our job as instructors to adapt our curricula to the needs of our students. Finally,
engaging students is our most effective way to ensure understanding of content.
