Portfolio

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Portfolio of
Doug S. Panfalone
(513) 226-2218
dougpanfalone@gmail.com

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Table of Contents
Introduction
Biography………………………………………………………………………………………………………………………….………..4
Résumé ……………………………………………………………………………………………………………………………………5-6
Educational Philosophy……………………………………………………………………………………………………………….7
Building Positive Relationships
Overview…………………………………………………………………………………………………………………………………….7
“All AboutMe”……………………………………………………………………………………………………………………….….8-9
BonusBucks and Auction……………………………………………………………………………………………………………10
Monday “StoryTime”………………………………………………………………………………………………………………...11
Positive E-Mail ……………………………………………………………………………………………………………………….…..11
Mr. Panfalone’sStudent of the Week………………………………………………………………………………………..12
The HomeworkPizzaPartyCompetition…………………………………………………………………………………...13
ClassroomManagement
Overview……………………………………………………………………………………………………………………………….……14
ClassConstitution…………………………………………………………………………………………………………………..15-20
DailyAgendaandStudentLearningObjectives…………………………………………………………………………..21
Managing AbsentStudents………………………………………………………………………………………………….….…22
Table of Contents..………………………………………………………………………………………………………………….…..23
The Study Plan……………………………………………………………………………………………………………………….24-25
The HomeworkLog ………………………………………………………………………………………………………….………..26
Self-Evaluation…………………………………………………………………………………………………………………….27-28

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Parent Communication
Overview andHome AccessCenter………………………………………………………………………………………..29
Edmodo/Conferences.……………………………………………………………………………………………………….……30
ParentNight……………………………………………………………………………………………………………………………31
ParentNightHandout ………………………………………………………………………………………………………….....32
Sample of Lessons
Overview…………………………………………………………………………………………………………………………….33-34
“WorkingIn Colonial America”:WritingPromptandRole Play..……………………………………………….35
“Today inHistoryExtra Credit”……………………………………………………………………………………..……36-37
“Cornell Notes:Battle of Gettysburg”……………………………………………………………………………………...38
“StudyingPrimarySourcesthroughQRCodes”…………………………………………………………………..39-40
“Letterto the Editor” (Cross-CurricularWritingPrompt) ………………………………………………………….41
“How DidPresidentWashingtonHandle the Situation”(Critical Thinking) ……………………………….42
“PeerEditingForm:Bill of RightsEssay”……………………………………………………………………………………43
“The Causesof the RevolutionJigsawCooperativeLearning”.………………………….……………….…44-45
“SouthernColonies:LearningthroughVisuals”………………………………………………………………………..46
“Where inthe Worldare 3rd World Countries?”………………………………………………………………..47-48
“Résumé of our FoundingFathers”………………………………………………………………………………………49-55

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Introduction
My name is Doug Panfalone and I am a teacher in the Lakota Local School District located in
suburban Cincinnati. I have been in the field of education for over 15 years. My career began
after attending Miami University (Ohio). Like many educators, I began my career substitute
teaching. I was in a sub in a variety of schools in the suburbs of Cincinnati.
In 1998, I took a job at Lakota Ridge Junior filling in for a teacher who had taken maternity
leave. The extended assignment lasted from Halloween to end of the year. Though my area of
expertise is social studies, the extended assignment was Intro to Foreign Language for 8th
graders. With my proficiency in Italian and a lot of hard work, I taught the basics of Spanish,
Latin, French, and German. With my social studies background, I emphasized the geographical
and cultural aspects of these four languages.
After a few years of subbing, a lot of hard work, and persistence, I obtained a social studies job
at Liberty Junior in February of 2000 and I have been there ever since. Within a few years of my
teaching career, I went back to Miami University to earn my Masters degree. During my first
four years I taught 7th grade geography. In 2004, Ohio made some changes and the 7th grade
curriculum became world history. I currently teach 8th grade American history and have been
doing so since 2008.
During my tenure at Liberty Junior, I have taken on a variety of leadership roles including
chairman of the Diversity Committee, chairman of the Social Studies department, co-chair of
the Academic Awards committee, and advisor for Student Council. I have been involved in
curriculum design at the district level.

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Doug S. Panfalone
5472 Sunrise View Circle ● Liberty Township, Ohio 45044● (513) 226-2218
dougpanfalone@gmail.com
OBJECTIVE:
Dedicated educator with sixteen years of experience, seeking a position which will make use of
my teaching abilities, excellent communication skills, and my self-motivated disposition.
PROFILE:
 Self-motivated individual with a reputation for going beyond what is required
 Strong work ethic
 Abilities in leadership, planning, and organizational decision-making
 Passionate about learning
 Detail oriented and thorough
 Developed diverse skills as a teacher that can be easily transferable
EXPERIENCE:
Liberty Junior School, Liberty Township, Ohio 2000-present
History Teacher
 Currently teaching 8th grade American History
 Taught 7th grade Geography and World History
 Department Chairman (2005-2013)
 Co-Chair of the Academic Awards Committee (2001-2011)
 Received the Most Inspirational Teacher of the Year Award (2007)
 Chairman of the Diversity Committee (2002-2004)
 Member of committee which contributed to Blue Ribbon status (2002)
 Advisor for Student Council (2000-2004)
 Establishing and maintain positive relationships with students, parents, and colleagues
 Establishing high expectations for students
 Continuously seeking out new methods to improve instruction
 Experience in a teaming environment
 Managing classroom behavior by presenting clear expectations and procedures,
emphasizing the positive, and providing consistent rewards and consequences.
 Differentiating instruction through the integration of technology, cooperative learning,
reading strategies, problem-based projects, and other useful methods
 Use of 3M technology
Study Skills Workshop 2014-present
Creator and Presenter
 Developed a workshop for parents offering various techniques in the areas of
organization, time management, and study skills.
 The workshop provides practical solutions through PowerPoint, handouts, and a book.
 Volunteered my time as the workshop is non-profit
 Established positive relationships with parents and community members

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Lakota School District, West Chester, Ohio 1999-2003
Summer School Teacher
 Taught advance-credit for High School level Government
 Taught makeup courses for High School level Government and American History
Ridge Junior High 1998-1999
Introduction to Foreign Language Teacher
 Served as a long-term sub from October to June
 Utilized my proficiency in Italian to teach an 8th grade Intro to Foreign Languages course
 Taught the basics of Spanish, Latin, French, and German
Private Instruction 2004-present
Tutor and Guitar Instructor
 Tutor students from all grades including upper elementary through high school
 Tutor students in areas of organization, study skills, test prep, reading and writing, and
social studies
 Provide beginning guitar lessons
 Develop guitar lessons that accommodate the needs of various learning styles
 Use a variety of assessments to evaluate the performances of students
Walgreens 1993-2003, 2011-2012
Stock Clerk, Assistant Manager
 Worked part-time during undergraduate years in order to finance education
 Promoted to assistant manager during senior year of undergraduate
 Worked as an assistant manager through the first years of my teaching career
 As a manager I had the responsibility of creating the weekly schedule, training new
employees, customer service, ordering, and stocking
EDUCATION AND TRAINING:
Bachelor of Science- Major: Secondary Social Studies Education
Minor: History and Political Science
Miami University, Oxford, Ohio (1997)
Masters of Education- Major: Secondary Social Studies Education
Miami University, Oxford, Ohio (2005)
Licensure- 5 Year Professional License- High School (7-12)
REFERENCES:
Ron Spurlock
Administrative Consultant
Retired Assistant Superintendent
Lakota Local Schools
5572 Princeton Road
Liberty Township, Ohio 45011
(513) 874-5505
ron.spurlock@lakotaonline.com
Additional References
Dee Tome
Retired Colleague/Mentor
2506 Nichols Road
Hamilton, Ohio 45013
(513) 255-0221
Available Upon Request
Roxanne Pilcher
Parent of a Tutored Student
5862 Kearny Ct.
West Chester, Ohio 45069
(513) 755-2932
pilcher@fuse.net

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Educational Philosophy
It ismy sincere belief thatall studentscanachieve academic success. Although my students come from
variousbackgrounds,itpossibletoreach each andeveryone of themby addressingtheirlearningstyles,
interests, and needs. When planning units, I create activities that reach both my visual and auditory
learners. I vary the activities by incorporating cooperative learning, individual assignments, writing
prompts, projects, video clips, analogies through storytelling, note taking, problem-based activities,
worksheets, role playing, the use of technology, and many other strategies. The variety keeps history
interesting while also addressing the various learning styles of my classroom.
I am alsoa firmbelieverinthe PygmalionEffect.Isethigh,yetreasonable,expectationsformy students
because studentswillachievesuccesswhentheirteachersexpectthemto.Fromthe first day of school I
explain to my students the number one goal of my classroom; to help my students develop a strong
work ethic. Yes, the dates, people, and events of history are all important. I am very passionate about
history.However,more importantthanourstudyof historyisthe students’developmentof awork ethic
that will translate tofuture successinthe global market. Helping students acquire good habits, such as
organization, time management, planning, goal setting, and follow through, will help not only the
studentsbutthe future of our communities.Helpingstudentsvalue the importance of hardworkis a key
component to my teaching style.
Building Positive Relationships
In order to help students cultivate these important life skills, teachers must first build positive
relationshipswithstudents. A level of trustbetweenthe studentandteachermust exist. Students need
to feel as though their teacher truly cares about them in and outside of the classroom. As part of my
Masters programat Miami University,Istudiedthe effectsof positive relationshipsonstudent behavior
and academics. In my thesis, entitled “ Assessing the Effects of Attending Students’ Extracurricular
Activities”,Iexplainhowsimplyshowinguptostudents’athleticevents, school dances, plays, concerts,
and other extracurricular activities can help foster positive relationships that translate to academic
success and good behavior. Through surveys and group interviews, I had many students tell me how
importantitwas to see theirteachersatthese events.One student,Nick,explained how he works hard
inall of hisclassesbutgivesmore effort and participation in the classes where the teacher shows they
care. So, other than attending the students’ extracurricular activities, in what ways do I establish
positive relationships with my students?

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“All About Me”
I set the tone from the first day of school; I want students to know that I care about beyond the
walls of the classroom. In an effort for students to get to know each other and for me to get to
know them, I have students complete a handout entitled, “All About Me”. This handout asks
about students’ top three vacations, favorite TV shows, if they had enough money where would
they travel, and etc.
“All About Me” Web
_______________________________
My Name is…
Tape or glue a
recent picture here.
Top Three Favorite Movies
1.
2.
3.
Top Three Vacations
I’ve Taken
1.
2.
3.
Extracurricular Activities or
Hobbies
1.
2.
3.
Places I’ve Lived Before
1.
2.
3.
If I had enough money to travel
anywhere I would go to…
1.
2.
3.
My Top Three Favorite Subjects
1.
2.
3.
An interesting fact about me
that Mr. Panfalone needs to
know…

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Bonus Bucks and the Auction
1. What career(job) are you interestedinpursuinginthe future?Why?_____________________________
____________________________________________________________________________________________
____________________________________________________________________________
2. Why isit importanttostudyhistory?_____________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
3. What isyour favorite time periodinhistory(eitherworldhistoryorAmericanhistory)?Why?-
____________________________________________________________________________________________
____________________________________________________________________________________________
_________________________________________________________________________________________
4. “Those who do notstudy history are doomed to repeatit.” Explainwhatthisquote meansandthe purpose of
studying history.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5. Describe a life experience thathada greatimpact onyou.This experience couldbe positiveornegative.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
6. Everyone isblessedwithsome typeof skill ortalent.Tell me aboutyours.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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Bonus Bucks and the Auction
As a form of a reward, I use Bonus
Bucks in my classroom. Bonus
Bucks are small, dollar bills that
have a picture of me on them.
Students earn these by helping
with classroomtasks, volunteering
to read, sharing an answer,
earning high quiz/test scores, for
helping out classmates, and by
going above and beyond my
expectations. The more Bonus
Bucks students accumulate, the more purchasing power they will have at the monthly auction.
Each month I hold an auction in which students can bid various items including candy, chips,
pop, extra hall passes, homework passes, etc. In addition, students can bid on what I call the
“Mystery Box”. Students have no idea what’s in the box. It could be something as great as an I-
Tunes gift card or as simple as a paper clip. It’s the risk they take. I based this idea off the old
game show, “Let’s Make a Deal”. Kids love to take the risk and bid. I usually budget about $50 a
month of my personal money to buy the various items in the auction. Auctions usually take
place on Fridays. It’s the end of the week and casual days for teachers, so it’s a nice way to
wrap up the week.
As you can see in the picture (above), I am auctioning off a can of Pringles. The starting bid was
$7 Bonus Bucks. They ended up being sold to the highest bidder for $12 Bonus Bucks. On
auction days, we break the rule of “no
eating in class”.
Sometimes students don’t always get what
they expect when they bid on the Mystery
Box (see picture to the right). The starting
bid for the Mystery Box is $10 and Melina
won with a $15 bid. Unfortunately, she
opened the box only to find scalloped
potatoes. Melina took it with great stride.

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Monday “Story Time”
I begin every Monday with “story time”. When students walk into class, they document new
handouts in their binder and write down their homework in their planners. During that time on
Mondays, students participate in “story time”. This usually lasts about five minutes and it is an
opportunity for any student to tell me and the class a story about their weekend. Students
share what movie they watched on Friday night or describe the cool new video game they
purchased. Some stories are funny while others are sad. Either way, students have the chance
to open up a door to their lives for me and others in the classroom. Allowing this time every
Monday shows students I care about them in and outside of the classroom. In addition, sharing
stories builds a sense of community which helps facilitate cooperative learning activities.
Positive E-Mails
In the age of technology, most of my students’ parents and have a Smart phone and have
immediate access to their e-mail. Therefore, it is a goal of mine to send between eight and ten
positive e-mails per week. I choose students that have completed exceptional work, who have
been helpful to their peers, or participated beyond what is expected. Parents love hearing good
news from their children’s teachers. Sending positive e-mails makes students feel valued for
their hard work. This translates to positive behavior and academic success in the classroom. I
keep track of all those who I have e-mailed by creating a “Positive E-mails” folder in Microsoft
Outlook. My goal is to spread the wealth by sending every parent a positive e-mail at some
point during the year.

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Mr. Panfalone’s Student of the Week
Each week, I choose one student who I nominate as “Mr. Panfalone’s Student of the Week”.
What do I look for in a student of the week? A nominee should demonstrate a strong work
ethic, positive attitude, and a willingness to participate in class discussions and activities. In
addition, I review students’ grades, behavior, homework completion, and their general
performance in class.
Every Thursday I determine who will be the nominee. I will inform the student that they are the
student of the week, give them $10 worth of Bonus Bucks, and take their picture. To ensure
students receive full recognition, I send their parents a positive e-mail explaining why I have
nominated their child and ask permission to post their picture and a write up on Edmodo. As
you can see below, I announce the winner and post it on Edmodo (on Friday) as a way for the
student to feel a sense of pride through public recognition.

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Homework Pizza Party Competition
Each quarter I host a competition between my six class periods. As students turn in homework,
I keep a running tab of each class’s homework average. At the end of the quarter, the class with
the highest class average receives a pizza party. However, to promote the importance of
homework, I set the bar at 90%. The highest class must be above a 90% class average. During
the class period, students are permitted to bring in their I-Pod, Gameboys, or other electronics.
Students play board games or cards. There have been times when students have brought in
their Play Stations and I have hooked it up to the 3M projector.
In any event, students earn an entire 50-minute class period of pizza and fun. As you can in this
picture, my 4th period is having a blast during their pizza party. I have established a connection
with a local pizza vendor who is willing to come at any time if I give him a heads up. One year I
had a class pizza party at 8:45 a.m.!

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Classroom Management
It is my belief that effective classroommanagement involves three importantcomponents: clear goals/directions,
structure, and routine. When students know what is expected from them on a daily basis,learningcan takeplace.
When the goals of the classarefirmly explained atthe beginning of the year, students are awareof the direction
for this class.Finally,when students areprovided specific routines (i.e.what to do when absent), a senseof
structure will facilitateorganization and learning.In my firstyears as an educator, I was introduced to the ideas of
Harry Wong. In his book, “The FirstDays of School”, Wong emphasizes the importance of creatinghabits with
students. Effective management involves providingclearly explained procedures for the classroomand consistent
discipline.
The firsthandout I have placed in this section is entitled, “Mr. Panfalone’s ClassConstitution”. Students receive
this packet on the firstday of school.Itoutlines my goals for the class,rules,procedures,and outlineof the
curriculum.I spend the firsttwo days of school reviewingthe classconstitution,as itisthe basisof my class.
One frustratingaspectof classroommanagement is addressingtheissueof absentstudents. Keeping up with
absent students can be challenging,yetmanageable. On page 21, I describethe procedures I lay out to help absent
students obtain their missingwork and turn it in promptly.
Partof Harry Wong’s philosophy is thatstudents thriveon consistently.On page 22, I explain how I use a “daily
agenda” as a way of setting the tone for the classperiod.Using3Mtechnology, I display thegoals of the day,listof
activities,titles of new handouts,and the night’s homework on a daily basis.Students come to my class everyday
knowing what will be expected of them.
In order to help students with organization,I havestudents create a social studies binder.On page 23, you will see
the table of contents I provideeach student. Each handout receives a title and number in the binder. Periodically,I
will givebinder quizzes to ensure students are up-to-date with their organizational habits.
Another challengefor junior high teachers is the issueof studying.Most students do not know how to study.
Throughout the year, I expose students to over 15 different methods of studyingaddressingall types of learning
styles.On pages 24-25, I have included a copy of a “study plan”to help students plan out how they will study for a
test days in advance.
In the age of technology,studentshave manydistractionsthatcanresultinincompletehomework.I
emphasize the importanceof homeworkinmyclass.Onpage 26, youwill findahomeworklog.When
studentsdonot complete homework,Ihave themfillthisout.Theirfirstincompleteassignmentisa
warning.Subsequentassignmentswillresultinphone callshomeandotherdisciplinaryactions.
The last handoutof thissection(pp.27-28) is entitled,“1st
SemesterSelf EvaluationandGoal Setting”.
Thisis the handoutI use on the firstday we returnfromChristmasbreak.I relate ittoNew Year’s
resolutionsandwe discusswhymostresolutionsfail (lackof aspecificplanand/oraccountability).Ihave
studentsidentifytheirstrengthsandweaknessesandcreate goalsforthe upcomingsemester.

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Mr. Panfalone’s Class Constitution
PREAMBLE
I, Mr. Panfalone,AmericanhistoryteacheratLibertyJuniorSchool,inordertoforma positive learning
environmentconducivetolearning,establishaclearsetof proceduresandexpectations,insure students
understandthe goalsof the class,provide studentswithanoverview of whatwe will be learning
(curriculum),promote the importance of studyinghistory,andsecure the rightsof studentsandteacher,
do ordainand establishthisConstitutionforMr.Panfalone’sAmericanhistoryclass.
ARTICLEI: GOALS OF THE CLASS
Section1: Work Ethic
1. The numberone goal of thisclassis to ensure studentsdevelopastrongworkethicand are
preparedtobe competitive inthe global marketinthe future.
2. Havinga strong workethicmeanshavingthe abilitytorealize how importantitistowork
hard to gainsuccess.You don’tgetanythingthatyou don’tearn.Givingyour100% effortis
expectedinthisclass.
Section2: BecomingHistorians
1. Studentswill developanunderstandingof whyitisimportanttostudyhistory.
2. Studentswill learntothink/read/writeashistorians.
3. Studentswill gainafundamental understandingof ourcountry’shistoryandheritage.
Section3: Study Skills
1. Throughoutthe year,studentswill be introducedtovariousstudytechniquesto helpthem
prepare forquizzesandtests.
2. Studentswill be givenahandoutentitled,“StudyPlan”asa way to planout theirstudy
habitsforeach individualquizandtest.
Section4: ProblemSolvingSkills
1. Many of the activitiesinthisclasswill require studentstogobeyondthe basicknowledge of
historyandsolve problems.
2. Studentswill be givensituationsinwhichtheywill have tooffersolutionsanddefendwhy
these solutionswouldworkbest.
3. Studentswill participate indiscussionsanddebatesinwhichtheywillhave todefendtheir
positionsandofferevidencethatsupporttheirarguments.
Section5: Reading and Writing
1. In supportof the language arts departmentandinaccordance withCommonCore
standards,readingandwritingassignmentswillbe majorcomponentsof the social studies
curriculum.
2. We will readasa class frequently.
3. Studentswill be givenwritingpromptsonmanyoccasions.

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Section6: Primary Sources and Multiple Perspectives
1. Studentswill be able torecognize the difference betweenprimaryandsecondarysources
and the advantages/disadvantagesof each.
2. Studentswill utilize primarysourcesinordertogainmultiple perspectiveson anygiven
historical event.
ARTICLEII: RULES OF THE CLASSROOM
Section1: Academic Integrity
1. “Honestyisthe bestpolicy”.
2. Academicintegrityistakenseriouslyinmyclassroom.Iwill nottolerate ANYformof
cheatingincludingcopyingothers’homework,cheatingduringaquizor test,tellingstudents
inotherclass periodswhat’sonthe quizor test,copyinginformationstraightfromabookor
the Internetandclaimingit’syourwriting(plagiarizing),orbeingdishonestwiththe teacher.
3. Cheatingwill resultinazeroon the assignmentaswell asan afterschool detention.
Section2: GoldenRule
1. Treat otherstudentsas youwouldwantto be treated.
2. Let’sleave sarcasm,put-downs,profanity,andnegative commentsoutof the classroom.
3. Come to classwitha positive attitude.
Section3: Respect
1. As the teacher,mygoal is to makinglearninghistoryasinterestingaspossible.Ienjoy
havingfuninclass. However,rememberthe teacherisincharge of the classroomand
shouldbe respected.A disrespectful tone orattitude towardsthe teacherisunacceptable.
2. Your classmatesshouldalsobe respected.Bullying,name-calling,andotherformsof
disrespecttowardsyourclassmateswill notbe permittedinthisclassroom.
3. If you have a questionorcommentduringclass,please raise yourhandandwaitto be called
on.Do notblurtout commentsor questions.
4. Violationsof respectwill resultinconsequencessuchasdetentions,conferences,orvisitsto
the principal’soffice.
Section4: Homework Completion
1. Homeworkisan essential partof school andlearning.Ithelpsreinforce whatyoulearnedin
classtoday and preview what youwill learntomorrow.
2. Homeworkalsohelpsyoudeveloptime managementskillsandbecome responsible.
3. Homeworkisnotan option.I expectyougive your 100% effort bycompletingALLof your
homework.

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Section5: Rewards and Consequences
1. Rewardswill be giventothose studentswhogoabove andbeyondthe expectations.
2. Mr. Panfalone will make positive phonecalls(ore-mails) home tostudentswhogoabove
and beyond.
3. Studentscanearn A’sto WinCards for exemplarywork.
4. Studentscanbe nominatedforStudentof the Monthor Most Improved.
5. Studentscanearn BonusBucks forparticipatinginclass,volunteeringtohelpthe teacher,
earninggreatquiz/testscores,ordoingexemplarywork.Once amonththere will be an
auctioninwhichstudentscanbid onthingssuch as candy,snacks,drinks,or otheritems.
The more bonusbucksyouhave the greaterchance youwill outbidyourclassmates.
6. Duringeach BonusBuck auction,studentswillhave the abilitytobidonthe “Mystery Box”.
You have no ideawhat’sinit.It couldbe somethinggreatorsomethingassimple asa piece
of string.It’sa risk.The minimumbidis$10 bonusbucks.
7. Each quarter,all six of myclass periodswill be competinginthe HomeworkPizzaParty
Competition.Atthe endof eachquarter,the classperiodwiththe highesthomework
average (atleast90%) will earna pizzaparty.
8. Whenstudentsdonot adhere tothe rulesand proceduresof the classroom, consequences
will be issued.
9. Consequencesinclude student/teacherconference,phone call home (ore-mail),after
school detention,behaviorcontract,conference withparents,andreferral tothe office.
10. Whenthere isa substitute teacherinthe classroomIexpectperfectbehaviorand100%
effort.Studentswill receive doublethe consequencesif theyare trouble forthe sub.If a sub
leavesabad newreportaboutan entire class,thatclass will be disqualifiedfromthe Pizza
Party Competitionand/orBonusBuckauction.
ARTICLEIII: CLASSROOM PROCEDURES
Section1: Attendance
1. It isexpectedthatstudentswillattendschool.There will be times,however,thatyoumay
be sick andwill notmake it to school.
2. Whena studentisabsent,itis his/herresponsibilitytogetthe materialsandreschedule any
quizzesorteststheyhave missed.The teacherwill notcome toyou.Thisis your individual
responsibility.
3. The school districtpolicystatesstudentsreceive one dayof makeupforeachday theyare
absent.
4. I have the day’sagenda/handoutspostedonEdmododaily.Pleaseaccessthese materials
whenyouare absent.Ialsohave an absentbinlocatedon the table as youwalkinmy class.
Each bin islabeled(dayof the week) andcontainsthe agendaandanyhandoutsforthe day.
You may obtainthe materialsfromthere insteadof Edmodoif youprefer.

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5. Please turninmakeupworkinthe mailbox (locatedonthe table asyouwalkin) andput the
flagup.
6. If you or your parentsrequestworkpriortoa familyvacationthenthe workisdue the day
youreturn (school policy).Incompleteworkwill countaszeros.
7. Please be ontime toclass.I expectthatyou are inyour seatwhenthe bell rings. Iwill
permit(2) tardiesperquarter.Thereafterwill resultinafterschool detentions.
8. Studentswill be issued(2) hall passesperquarter.
Section2: The Binder
1. Thisclass requiresa1.5” binderdedicatedonlytosocial studies.Thisbindershouldnotbe
sharedwithLanguage Arts,Math, etc.
2. There are sevensectionsinthe binderandeachwill needanindex divider:Explorationand
Colonization,AmericanRevolution,U.S.Constitution,EarlyPresidents,WestwardExpansion,
Civil Warand Reconstruction,andMiscellaneous.
3. For eachsectionof the binder,we willfillouta“table of contents”.Everyhandoutwill have
a title anda numberinthe binder.
4. In orderto ensure studentsare organized,Iwill give unannouncedbinderquizzesonce or
twice a quarter.
Section3: Materials
1. Studentswill needtoa 1.5” binderdedicatedonlytosocial studies.Bringittoclass every
day.
2. Coloredpencilswill be neededforvariousmapassignmentsandactivities.
3. Studentswill be issuedaplannerintheirhomeroom.Use itandbringit daily.
4. Studentsshouldcovertheirtextbooks(nostick-oncovers).
5. Studentsshouldalsohave pencils,highlighter,paper,andindex cards.
Section4: Grading
1. Studentsandparentscan accessgrades onHome AccessCenter.Gradesare “live”.
2. If you have a question/concernaboutyourgrade,please setupatime whenwe can sit
downand reviewthe grade book(i.e.Advisory,beforeschool,afterschool).
3. I grade usingthe total pointsystem.
4. The followingare the approximatevaluesof assignments:
Homework 10-15 points
PreparationChecks 3 points
ExitSlip/Entrance Slip 10-15 points
Quizzes 30-50 points
BinderQuizzes 30 points
Tests 75-100 points
Projects 50-100 points
Classdiscussions/debates 15-25 points

19
5. From time totime,I will give studentsan“exitslip”whichisgivenatthe endof the period
as a measure of howwell studentslearnedthe material onthe givenday.
6. Othertimes,Iwill give studentsan“entrance slip”whichisgivenatthe beginningof the
periodtodetermine howwell studentslearnedthe materialfromthe day(s) before.
7. I do notapprove of late workas itreflectspoorworkethicand irresponsibility.However,I
will acceptlate homeworkfor½creditthe day followingthe due date.
8. In orderto ensure studentscome toclassprepared,Iwill doa preparationcheck.For
example,if IaskedyoutobringcoloredpencilstodayImaycheck to see thatyou actually
broughtthemand give you(3) pointsfor doingso.Preparationcheckswill occurrandomly.
Section5: Use of Technology
1. From time totime,youwill be askedtobringyour Smarttechnologyfora classactivity.If
youdo not have Smart technologyit’sok.Alternative resourceswillbe provided.
2. WhenusingSmart technologyinclass,studentsare expectedtouse itappropriately.
Viewingunauthorizedwebsites,texting,orgettingonFacebookorothersocial mediawill
resultindisciplinaryactions.Please be smartaboutit.
3. If we are in the computerlabor the mediacenter,Iexpectthatyouuse the technology
appropriately.
4. On quiz/testdays,Smarttechnology(includingcell phones) isnotpermittedinmy
classroom.
ARTICLEIV: CURRICULUM
Section1: The Breakdown of the School Year and Approximate Time Given
1. ExplorationandColonization(20days)
2. The AmericanRevolution(25days)
3. The U.S. ConstitutionandGovernment(30days)
4. The Early Presidents(30days)
5. WestwardExpansion(25days)
6. The Civil War and Reconstruction(38days)

20
#1: Students have the right to a challenging curriculum that allows them to demonstrate their
understanding of the topics and display skills and talents.
#2: Students have the right to information including daily agendas and grades. An Edmodo page
has been created for this class so students/parents can access daily agendas, handouts, and the
textbook. In addition, Home Access Center is the way in which students and parents can access
the student’s grades (live).
#3: Students can be expected to be treated fairly and with respect from other students and the
teacher. The rules and procedures of the classroomapply to ALL students.
#4: Students have the right to get extra help. Liberty Junior has set aside the end of 3rd period
as an advisory period in which students can meet with their teachers to obtain extra help.
Please set up a time with me if you need extra help in social studies.
#5. Students have the right to be exposed to a variety of study techniques to help them better
prepare for quizzes and tests.
STUDENT BILL OF RIGHTS

21
Managing Absent Students
Managing absent students can be a very formidable task. I utilize two important methods for
helping students get on track when they return from an absence. First, I set up an “attendance
table” that students see as
soon as they walk into my
classroom. There is a bin
for each day of the week.
In this bin, I place a copy of
the day’s agenda and any
handouts. Students receive
one day to make up the
work for each day they are
absent. When they have
completed the makeup
work, they place it in the
mailbox and put the flag
up. Also located on this
table is the Model Binder. All handouts have a title and a number. I set up a binder just like the
students. Students can access this binder to ensure their binder is up-to-date and organized the
way it should be.
Since we are in the age of technology, I offer a more “modern” way of obtaining absent work.
Edmodo.com is an educational tool that allows teachers to post handouts and agendas, create
folders of important documents, post links, and communicate with students and parents. Every
day, I post the daily agenda on Edmodo. I scan the agenda and handouts for that day as one
PDF file. Then I post the PDF file on Edmodo. Students can access Edmodo on any computer
with Internet or from their Smart phones. In fact, there is an Edmodo app they can download.

22
The Daily Agenda
Educational research shows that students need structure and routine. As you can see in this
picture below, I display the agenda (via 3M projector) on a daily basis. The agenda contains the
educational goals using power verbs from Bloom’s Taxonomy, list of the activities, titles of
handouts, and the homework. When students arrive in my class, we read through the
educational goals as a class. Then I have them document new handouts in the table of contents
of their social studies binder. Finally, I ask students to write the homework in the planners.
The first two weeks of school requires some practice, however, eventually the daily agenda
becomes a routine for students. Students need to know what will be expected from by the end
of the lesson. When stating goals in student-friendly wording, students are more likely to
accomplish what the teacher intends from the lesson.

23
Table of Contents
Section: The American Revolution
Number Date Assigned Assignment
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

24
The Study Plan for Battles Test Part II (Friday, December 6th
)
Parents: In an effort to bolster students’ work ethic and improve study habits, I am having
students fill out a study plan in preparation for Friday’s test over the remaining battles of the
Revolutionary War. The study plan is an opportunity to map out how they will study each night.
Please be sure your child completes the study activity and initial the chart. Thank you in
advance for your support. On the back page, I have provided recommended study techniques.
Simply reading over the notes is not enough. Students need to actively engage in the topics to
achieve success.
Students: Please fill out this chart below and have your parents initial each night indicating that
you completed that activity. This is a 10 point assignment. I will not accept this without your
parent’s initials.
Day How Will You Study?
Which technique?
How much time
did you spend?
Parent’s
Initials
Monday Night
Tuesday Night
Wednesday Night
Thursday Night
Resources to Use:
1. Textbook
a. Trenton/Princeton (pp. 167-168)
b. Saratoga (p. 168-169)
c. Winter at Valley Forge (pp. 172-173)
d. Vincennes (176-177)
e. Yorktown (182-184)
f. Treaty of Paris (184)
Name _____________________________
Period______

25
2. Handouts
a. “Notes on Battles” (#6 in your binder)
b. “Remaining Battles” (#13)
c. “Map of Battles II”
“How can I study? Pick from the following options:
1. Have mom or dad quiz you over the notes we took in class and the handouts we
completed.
2. Rewrite your notes.
3. Teach someone about the battles. Remember, if you can teach it, you know it.
4. Using your Smart Technology, download an app that is a tape recorder. Go back and
tape record yourself reading all of the notes we took in class and handouts we
completed. Then, go back and listen to the recording. This is great for auditory learners.
5. Create sketches of the various topics we learned. Before drawing, think about what you
could sketch that would represent that topic and help you remember it for Thursday’s
test.
6. Create a quiz. Pretend you were the history teacher. What questions would you ask on a
test? Make an answer key too.
7. Create flashcards on www.quizlet.com
8. Create a crossword puzzle at
http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp
9. Reread the chapter(123-124, 133-152)
10. Create a concept web for each topic. For example, draw a bubble in the middle of the
page and write “Battle of Saratoga”. Then draw out little bubbles with bits of
information about that topic.
11. Do you have a better way of studying? Explain here:
________________________________________________________________________
________________________________________________________________________

26
Incomplete/Missing Homework Log
Date Print Your Name Signature Title of
Assignment
Why is it
missing or
incomplete?

27
1st
Semester
Self-Evaluation and Goal Setting
Directions:Read the statementsbelowandrate yourself.One isthe lowestscore andfive the highest.
Organization
1. My notebookisneat,organized,andup-to-date throughout1st
semester.
1 2 3 4 5
2. I bring mymaterialstoclass everyday. 1 2 3 4 5
3. I use a homeworkfolderwhere Ikeepall myhomeworkforthe
night.
1 2 3 4 5
4. I write my assignmentsinmyplannereveryday. 1 2 3 4 5
ClassroomParticipation
1. I raise my handto answersquestionsonadailybasis. 1 2 3 4 5
2. When I don'tunderstanda conceptI askmy teacher. 1 2 3 4 5
3. I am alwaysontask duringclass.My minddoesn'twanderandI
don't doodle inthe middle of class.
1 2 3 4 5
4. I read the dry-erase boardbefore classstartsinorderto preview
whatwe’re goingto doin classfor that day.
1 2 3 4 5
Behavior
1. I am notdisruptive duringclass.Idon’tgoof off. 1 2 3 4 5
2. I neverinterruptthe teacherwhile he istalkingtothe classor toa
student.
1 2 3 4 5
3. I am nevertardyto class. 1 2 3 4 5

28
Effort
1. I complete mostof my homework. 1 2 3 4 5
2. I give my 100% effortatall times. 1 2 3 4 5
3. I am self-guided;Idon'tneedthe teacherstandingdirectlyover
me whenworkingonan assignmentinclass.
1 2 3 4 5
4. I pay attentionduringthe entire period. 1 2 3 4 5
5. I study forquizzesandtests. 1 2 3 4 5
6. If I am absentI am sure to check the board andobtainmy
materialsfromthe bin.
1 2 3 4 5
How did you rate yourself?__________/85
Goals for 2nd Semester (basedonareas that needimprovement)
Directions:Write three goalsyou have for2nd
semester.ThesegoalsMUST relate toschool.Be sure to
include anactionplan.In otherwords,how doyou planto achieve these goals? Explaininthe space
provided.
1.
2.
3.

29
Parent Communication
Parent communication is very important element of effective teaching. Establishing rapport
with parents is equally important. At the beginning of the year I send a parent letter home with
the students. This purpose of this letter is to welcome the parents, introduce myself, provide an
overview of the curriculum, and provide parents with important information (i.e. e-mail
address, Edmodo code, etc.).
Throughout the year, I keep parents informed by sending e-mails. Although I do make phone
calls to parents, in the age of Smart technology, e-mails seem to be the most effective way to
contact parents. I e-mail parents with concerns and questions while also sending them positive
e-mails about their child. I make it a goal to send at least seven to ten positive e-mails per
week. In order to “spread the wealth”, I keep all positive e-mails in a folder so I know who I
have already contacted.
Our school uses Home Access Center for the grading system. This is the best way for parents to
keep updated on their child’s grades. In fact, the grades are “live”. The moment I enter the
grade, parents can see it (via the Internet). Grades are broken down into categories (i.e.
homework, quizzes, tests, etc.) so parents can see which areas are the student’s strengths and
weaknesses.

30
Edmodo
In addition to Home Access Center, Edmodo is another great tool I use to maintain contact with
parents. Edmodo is set up very similarly to Facebook, so students have no problem using the
website. Though Edmodo is primarily for students, parents can use it to see the daily agenda,
get copies of any handouts, access the textbook, and see if there are any important
announcements. I also post important links that students and parents can use to enrich the
lesson. Edmodo allows teachers to design polls/surveys which can supplement the lesson plan.
Edmodo gives parents the ability to keep their child accountability. It’s a great tool.
Conferences
My school hosts four conference nights per year. However, throughout the year I schedule my
own individual conferences when the need arises. During the conference, I begin with positive
comments about the student. I supply the parent with the most recent grade slip and explain
their strengths and weaknesses. Most of the time, I ask the parents to bring their child to the
conference so there is no opportunity for miscommunication. By the end of the conference, we
are all on the same page with a game plan on how to improve the student’s behavior and or
academic progress. The parents, teacher, and student will all give their feedback on how to
progress forward.

31
Parent Night (Curriculum Night)
Curriculum Night is a great opportunity to
set a positive foundation with parents. My
school hosts Curriculum Night within the
first few weeks of school. Teachers have 10
minutes with each class period to explain
the curriculum and expectations of their
class. I have parents sign in when they
arrive and I provide a handout, which is an
overview of the curriculum. I present a
PowerPoint Presentation that explains the
structure of my class and the curriculum
that will be taught. I explain how I use
Home Access Center and Edmodo. Before
parents leave, I provide them with my e-
mail address, classroomphone number, and Edmodo code. Ten minutes is never enough time
so sometimes parents stay after to meet me personally. It is a great way to create rapport
among parents.

32
8th Grade American History Curriculum Outline
The Breakdown of the School Year and Approximate Time Given:
1. Exploration and Colonization (20 days)
2. The American Revolution (25 days)
3. The U.S. Constitution and Government (30 days)
4. The Early Presidents (30 days)
5. Westward Expansion (25 days)
6. The Civil War and Reconstruction (38 days)
Goals of the Class:
3. Work Ethic - The number one goal of this class is to ensurestudents
develop a strong work ethic and are prepared to be competitive in the
global market in the future.
4. Becoming Historians - Students will learn to think/read/write as
historians (seeposter in the classroomhallway).
5. Study Skills- Throughoutthe year, students will be introduced to various
study techniques to help them preparefor quizzes and tests.
6. ProblemSolving Skills- Many of the activities in this class will require
students to go beyond the basic knowledgeof history and solve
problems. Students will participate in class discussions, debates, and
activities in which they will haveto defend their positions and offer
evidence that supports their arguments.
7. Reading and Writing: In supportof the language arts department and in
accordancewith Common Corestandards, reading and writing
assignments will be major components of the social studies curriculum.
8. Primary Sources and Multiple Perspectives- Students willutilize primary
sources in order to gain multiple perspectives on any given historical
event.

33
Lesson Plan Samples
As you will see in pages 36-56, I have enclosed a variety of lesson plan samples. Although this
does not include every type of lesson, I tried to highlight the major techniques I use in my
classroom.
The first sample is entitled, “Working in Colonial America: Writing Prompt and Role Play”. This
lesson plan allows students to take on a role such as shoemaker, carpenter, blacksmith, etc.
They have to research the part, complete a writing prompt that describes their life (the
advantages, and disadvantages), and take part in a colonial fair.
The second sample is the extra credit I offer students. It is entitled, “Today in History Extra
Credit”. Using the History Channel’s “Today in History” students can research at topic and
complete this handout for one extra point added to the final grade of the quarter. Students are
allowed to complete a total of five each quarter.
“Cornell Notes: Battle of Gettysburg” is a technique I use in my class when note taking. As you
can see, I require students to read a section of the book and take notes in the right column.
When they have completed that section, students will write an overarching question that
represents the main idea of that section.
One of the most important aspects of teaching history is helping students use primary sources.
In addition, it’s important that teachers incorporate technology, such as QR codes, in their
lesson plans. “Studying Primary Sources Through QR Codes” is sample of what I used when I
taught students about the Lewis and Clark expedition.
At my current school, teachers are part of a teaming system. Therefore, the language arts
teacher and I collaborate on a variety of projects. “Letter to the Editor” was a lesson I
completed with students when the language arts teacher was in her persuasive writing unit.
Together we helped students develop better writing skills while also teaching them about the
Civil War.
Helping students develop critical thinking and problem solving skills can be challenging. When
we study the presidency of George Washington, I want student to do more than memorize the
facts about Washington, I want them evaluate his decisions and appointments (Level 6 of
Blooms). In the handout, “How did President Washington Handle the Situation?” students are
challenged to critically think about President Washington’s administration.

34
When students complete prompts in their writing journals, I have them peer edit each other’s
work. I have included a sample of peer editing form I have students fill out when they peer edit
entitled, “Peer Editing Form: Bill of Rights Essay”.
Cooperative learning is a technique I use on a frequent basis. As I tell the students, three brains
are better than one. In the 21st Century Skills model, collaboration is one of the key skills
students will need when they enter the global market. When we I taught the causes of the
American Revolution, I used a cooperative learning technique. It is entitled, “The Causes of the
American Revolution Jigsaw”. Each student is assigned a cause of the Revolution. They will
research the topic and teach other students. In order to ensure they properly teach, I provide
students with a “guideline worksheet”. Students gather in expert groups to help each other
become master “teachers” and then teach their topic in the “teaching groups”.
I subscribe to the theory of Multiple Intelligences (Howard Gardner) which says that every
student has a specific “intelligence” or learning style. Therefore, as teachers, we must address
each of these “intelligences” when designing unit plans. The assignment, “Southern Colonies:
Learning through Visuals”, addresses students who are visual learners and have the spatial
“intelligence. Students will learn about the Southern colonies by drawing sketches that
represent the characteristics of this region.
“Where in the World are 3rd World Countries?” is a problem-based unit in which students are
required to use economic indicators, such as GDP, unemployment rate, literacy rate, life
expectancy, and others, to determine a country that would be considered a 3rd world country.
Then, students will write a report to the president explaining why this country is considered a
3rd world country and why we should send them aid.
I saved the best for last. The final sample I have included is entitled, “Résumé of Our Founding
Fathers”. It is a project that I use to teach about the Constitutional Convention. In addition, this
project helps students with an important life skill; developing a résumé. Students are assigned
one of the (55) delegates that attended the convention. After two days of research, they will
design a résumé for that delegate. In addition, students will create a résumé for themselves as
well. Not only does this project address 21st Century Skills, it makes the topic personally
relevant to the students’ lives.

35
Working In Colonial America”: Writing Prompt and Role Play
Overview
Today youhave beenassignedaspecifictrade (job) thatwas
popularduringthe colonial period(1700’s).Youhave been
providedatwopage handoutfroma colonial coloringbook.
One page showsthe craftsman at workwhile the othergives
a brief descriptionof the jobandexplainsthe toolshe would
have used.Youwill complete awritingpromptaboutyourlife
as thisparticularcraftsman.You will colorbothpagesof the
coloringbook.Finally,onThursday/Fridayyouwill participate
ina colonial fairwhere youwillmeetothersandlearnabout
theirspecifictrade whilealsosharingyourown.While others
are sharingtheircraft,you will be fillingouta chart with
three bulletsof informationforeachcraftyou learnabout.
Checklistof Responsibilities
1. Reading
a. ______ Did youuse the coloringbookhandoutto readabout yourspecificcraft?
b. ______ Did youuse any of the websitesMr.Panfalone postedonEdmodotofurther
your research?
2. WritingPrompt
a. ______ Did youentitle yourwritingprompt,“WorkinginColonial America”?
b. ______ Did youwrite at least¾ of a page?
c. ______ Did youdescribe yourjob?
d. ______ Did youexplainboththe positive andnegative aspectsof yourjob?
e. ______ Did youexplainwhyyourjobissoimportantto the village?
3. ColoringBook Handout
a. ______ Did youcoloreach page?Is itneat?
b. ______ Do you understandwhat’sgoingoninthe picture?Canyou explainit?
4. Preparingfor the Colonial Fair
a. ______ In a 60 secondtime frame,can youdescribe yourcolonial job?
b. ______ Can youpresentboththe positivesandthe negativesof yourjob?
c. ______Can youexplainwhyyourjobissoimportantto a colonial village?
Grading
1. WritingPrompt = 10 points
2. ColoringBookHandout = 5 points
3. Participationinthe ColonialFair = 10 points
4. CompletedChartfromColonial Fair = 10 points
-------------------------------------------------------------------------
TOTAL POINTS = 35 points

36
Name ______________________________ Period________ Date_______________
Directions: Chooseone of the historical events on “This Day in History” locatedatwww.history.com.
Click the link to read the History Channel’s article on this topic. After reading the article, write out
the top 5 facts foundin the article. Then, do some further research. Find a website that has more
information about this topic. Do NOTusestudent-created websites or Wikipedia. After further
research, write out 7 more important facts youlearned. This extra credit is worth 5 points, equal to
½ of a homework assignment. Feel free to do as many of these as you please, however,at the end of
the quarter, extra credit can not value more than 5% of your overall grade. That would be
approximately 4 of these assignments.
My topic is ________________________________onthisdate __________________
I. HistoryChannel’sArticle(Facts)
1.
2.
3.
4.
5.
“Today in History” Extra Credit!!!

37
II. FurtherResearch
1.
2.
3.
4.
5.
6.
7.
The resource or website I used was…
_______________________________________________________________

38
Cornell Notes: Battle of Gettysburg
Directions:Readpages483-484 and complete the chartbelow.Aftereachparagraph,jotdownnotesin
a bulletedformat.Thenbasedonthe bullets,create aquestionthatsumsupthe mainpointof that
paragraph. See the example below.
Questions
- Think like a teacher. Create questions
that require critical thinking, not one
word answers.
- Write questions directly across from
the answers in your notes
- Leave a space or draw a pencil line
separating questions
Notes
- Write headings and key words in colored pencil
- Take sufficient notes with selective & accurate paraphrasing. Keep it simple. Less is
more. Do not worry about complete sentences.
- Skip a line between ideas and topics
- Use bulleted lists and abbreviations
- Correctly sequence information
Example
What impact did Pickett’s
Charge have on
 Occurred third day of battle
Charge have on the Battle of
G
 Lee’s last chance to win
Gettysburg?  General George Pickett
 13,000 Confederate soldier charge ½ mile open field
 Confederates = east targets
 High casualty rates
 Lee realized the battle was lost

39
“
Directions: Using your smart technology, scan the QR code to
the left in order to access this primary source. As a group
(spokesperson leading), read the letter Thomas Jefferson wrote to
Meriwether Lewis giving him instructions for the expedition.
Answer the questions below. If needed, dictionaries are provided
on the table in front of the classroom. You may also access online
dictionaries.
1. Who is the author of this letter?
2. Who is the letter being sent to?
3. What was the purpose of this letter?
4. What are some supplies the president suggests the Corps of Discovery brings for
the trip?
5. Which three countries did the president contact in order to explain the mission of
the expedition?
Name __________________________
Period ____
“Studying Primary Sources through QR Codes”
-Thomas Jefferson to Meriwether Lewis Instructions-
June 20, 1803

40
6. Why do you think the president communicated with these countries ahead of
time?
7. What is the object of their mission?
8. What type of information did the president expect Lewis and Clark collect about
the Native-Americans? List the information.
9. What other information were Lewis and Clark expected to obtain?
10. How did President Jefferson expect Lewis and Clark to treat any Native-
Americans they encountered?
11. What precaution did President Jefferson ask Lewis to take in case of his own
death?
12. What did your group find interesting about this primary source?

41
Letter to the Editor
-Persuasive Writing Piece-
Overview:
You have beenworkingona Civil warprojectsince Friday,May1st
. You were allowedtochoose your
owntopic as well asthe type of project.This“Letterto the Editor” will be across-curricularassignment
betweensocial studiesandlanguage arts.Youwill write alettertothe editorof a textbookcompany
explainingwhyyourproject topicisan essential one tobe includedinthe newesteditionof their
Americanhistorytextbook.Forexample,suppose yourtopicisHarrietTubman.Inyour persuasive letter
to the editor,youwill explainwhythe textbookmustinclude HarrietTubman.The editordoesnotneed
a biographyof Tubman.He needstobe persuadedthatTubmanwas a significantpersoninthe CivilWar
Era. Here are guidelinesforthisessay:
1. Use the propagandatechniquespresentedtoyoubyyour language artsteachers
(i.e.Bandwagon,emotionalappeal,etc).
2. Do not give me a summaryof yourtopic.Rather,explainwhyyourtopicis
significant.Textbookcompaniescan’tinclude everysingle detail abouthistory.So,
whyis yourtopicso important?
3. Your lettershouldfollow the formatof aformal letter,aspresentedtoyoubyyour
language artsteachers.
4. The lettershouldbe 1 page,typed,and12 font.
Due Date: Wednesday,May27th
Point Value: 35 points

42
Directions:Rate PresidentWashingtononthe followingfoureventsthattookplace duringhis
administration.First,readaboutitinthe textbook(page numbersprovided).Second,write afive tosix
sentence summaryof the event.Third,determine whetheritwasforeignordomesticpolicy.Finally,give
hima rating (1 out of 10). Explainwhyyougave himthatrating.Be specific.
1. Whiskey Rebellion(textbook 262)
Summarize the situationin5-6sentences____________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Was it domesticpolicyor foreignpolicy?_________________________
Rate the President.How didPresidentWashingtonhandle this situation(on scale of 1-10)?
1 2 3 4 5 6 7 8 9 10
WHYdo you feel that way? _______________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name ___________________________
Period______
How did President Washington
Handle the Situation?

43
Peer Editing Form: Bill of Rights Essay
Evaluator’s Name ____________________________
Author’s Name ______________________________
Directions:Read the author’sessayandrate themon a scale of 1-5. Five isperfectandone is
unsatisfactory.Circle the number.Providehelpful commentsatthe bottomof the page.Make sure any
criticismsare constructive.
1. Didthe authorinclude atopicsentence?Inother
words,didtheyrestate the question?
1 2 3 4 5
2. Didthe authorstate whichamendmentisthe most
important?Didtheyinclude the numberof the
amendment?
1 2 3 4 5
3. Didthe authorcite evidence anduse the wordsof the
amendmenttobackup theiranswer?
1 2 3 4 5
4. Didthe authorcite real-lifesituationsthatsupport
the amendmenttheyhave chosen?
1 2 3 4 5
5. Didthe authorhave legible handwriting? 1 2 3 4 5
6. Didthe authorhave few,if anyspellingerrors? 1 2 3 4 5
7. Didthe authorhave few,if anycapitalizationerrors? 1 2 3 4 5
8. Didthe author’sessayflow?Didthe authorhave
propersentence structure?
1 2 3 4 5
9. Didthe authoruse properpunctuation? 1 2 3 4 5
10. Did the author endthe essaywitha conclusion? 1 2 3 4 5
ADDITIONAL COMMENTS:

44
The Causes of the American Revolution
“Jigsaw “Cooperative Learning Assignment
Directions: As a class, we will participate in a cooperative learning assignment called a “jigsaw”.
Here’s how it works:
 You will be assigned a partner and a topic that relates to the American Revolution.
 You and your partner are the only students who will be experts in this specific topic. So
the whole class depends on you two. Be a RELIABLE classmate!
 You both will become experts on this topic and will prepare to teach it. Remember, if
you can teach it, you know it. If you can’t teach it, you don’t know it.
 You will be given one full class period to prepare. Since you are not really history
teachers, I will give you a “guidelines worksheet” to help you prepare. This worksheet
has a series of questions to help you determine what and how to teach your classmates.
 Two days will dedicated to teaching.
 On the teaching days, you and your partner will go around the room and meet other
partnerships. You will teach your topic (using your guidelines worksheet). Then they will
teach you. As they teach, fill in the correct box on the following pages….
Cause #1: The French and Indian War (textbook page ________)
List (5) Facts you learnedaboutthe FrenchandIndianWar:
1.
2.
3.
4.
5.
How didthe Frenchand IndianWar helpcause the AmericanRevolution?

45
Guideline Worksheet for
The French and Indian War
Textbook pages 120-123 and page 134 (“Britain Needs Money”)
1. Who was involved in the war?
2. Why was this war fought?
3. When did this war take place?
4. Who were some of the major generals?
5. What were the names of the major battles fought in this war?
6. Why did the British feel they had to get involved in this war?
7. How did this war cause a financial burden on Britain?
8. What was decided in the Treaty of Paris?
9. How did the French and Indian War help cause the American Revolution?

46
Southern Colonies
-Learning through Visuals-
Directions:We all learnina varietyof ways.If youare a visual learner,youneedto“see”whatyou’re
learninginthe formof pictures,drawings,diagrams,charts,etc.Asa class,we have read aboutthe
Southerncolonies(textbookpp.88-93).In the followingboxes,draw apicture (use color) of the topic
provided.Inthe linestothe rightof the box,write a short descriptionof the topicandan explanationof
your picture.
Slavery vs. Indentured Servitude
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Maryland as a Catholic Safe Haven
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Name _____________________
Period ______

47
Where in the World are 3rd
World Countries?
The Scenario
You are the director of the International Economic Council. You work for President
Bush. You and your department have a difficult task ahead of you. You must
identify three 3rd world countries throughout the world in which the United States
can assist financially. All three countries must be on separate continents (spread the
wealth). President Bush needs to know what countries are extremely poor and are in
great need of economic relief. You and your department are going to do the research
for him. What countries are considered 3rd world?
How will you do your research?
You will be in the media center on Tuesday (Feb. 11th) and Wednesday (Feb. 13th).
You will have access to the computers on both days. You will need to bring your ID.
We will access the following web site: http://www.cia.gov/cia/publications/factbook/

48
What economic indicators should we look at when determiningwhether they are 3rd
world countries or not?
1. GDP per capita
2. Growth in GDP
3. Unemployment Rate
4. % of people below the poverty line
5. Life expectancy
6. Literacy Rate
7. Inflation Rate
8. Population Growth
9. Fertility Rate
Country#1 ___________________________________
1. _______________GDP percapita
2. _______________ Growth in GDP
3. _______________UnemploymentRate
4. _______________% ofpeople below the povertyline
5. _______________Life expectancy
6. _______________LiteracyRate
7. _______________InflationRate
8. _______________PopulationGrowth
9. _______________FertilityRate
In a short essay,explain why you have concluded this country is a 3rd
world country. Use the statistics you have above.

49
“Résumé of our Founding Fathers”
Abstract
In this lesson, students will create a résumé for one of our Founding Fathers. As we study the
delegates of the Constitutional Convention (1787) and their personal backgrounds, students
will become more familiar with the men who helped shape our country and its government.
Students will be introduced to a host of résumé samples after learning the function of a
résumé. Students will be assigned a specific delegate that attended the Convention and create
a résumé for him. In addition, in order to help foster the idea of relevance and prepare students
for the global market, I will have students create their own résumé as well.
Relevance
My students are 8th graders. In the upcoming summer, retail establishments, like Kroger, will
offer jobs to fourteen-year old students, such as bagging or cart retrievers. By teaching my
students the art of résumé development, I will empower students to take that first step in the
job world. Applying for summer jobs with a résumé will give them a head start over many other
students their age who are unaware of what a résumé even is. In addition, teaching my
students résumé development now will give them to time to practice the skill so they will be
truly prepared by the time they graduate from high school or college.
Rigor
As adults, we all know the challenge of creating a résumé. By having students create a résumé
for their assigned delegate, I am challenging my students to go beyond memorizing the facts of
our Founding Fathers. They must apply their knowledge to a life skill.
Relationship
By having students create these résumés, I show them I care about their future (i.e. job search).
As they are creating their personal résumé, I will get to know my students better. For example,
as they are filling out their “experience” section I will learn what students do outside of school
(i.e. soccer team captain, church choir, 4H club, etc). This project is the perfect time to have
those informal conversations with students and getting to know them beyond the classroom
setting.
Educational Goals
1. Describe the backgrounds of our Founding Fathers.
2. Determine how their education, experiences, and jobs impacted their philosophies and
political beliefs.
3. Determine the purpose of a résumé and identify the components of a résumé.
4. Construct a viable résumé.

50
Resources
1. http://constitutioncenter.org/learn/educational-resources/founding-fathers/
2. http://teachingamericanhistory.org/convention/delegates/
Checklist of Activities (Résumé of Founding Fathers)
Day One
1. _____ As a class,read from the History Alivetextbook pp. 106-108 (15 minutes)
2. _____ Discussion aboutpossiblejobs students can havenext year (10 minutes).
3. _____ Define resume and review the different components (10 minutes)
4. _____ Show them the two websites about the delegates (10 minutes).
Day Two
1. _____ Show the students a variety of examples of resumes (15 minutes)
2. _____ Explain the assignmentof creating a resume for both the student and the Constitutional Convention
delegate (15 minutes).
3. _____ Show and explain the rubric for this project(5 minutes)
4. _____ Assign each student a delegate by usingRandom Name Generator (10 minutes)
5. _____ Homework: To brainstormthe format of the resume.
Day Three
1. _____ Using their Smart technology and/or computer lab,students will research their assigned delegate.
2. _____ Students will review possibleresume formats.
3.______ Homework: Start working on a resume of the delegate.
Day Four
1. _____ Continue workingon the resume of delegate

51
Day Five
1. _____ Create their own resume.
Day Six
1. _____ Both resumes are due.

52
“Résumé of our Founding Fathers”
Project
Overview
In this lesson, you will create a résumé for one of our Founding Fathers who attended the
Constitutional Convention. As we study the delegates of the Constitutional Convention (1787)
and their personal backgrounds, you will become more familiar with the men who helped
shape our country and its government. I will introduce you to a host of résumé samples after
learning the function of a résumé. You will be assigned a specific delegate that attended the
Convention and create a résumé for him. In addition, in order to help explain how this applies
to your personal life and prepare you for the global market, I will have you create your own
résumé as well.
Frequently AskedQuestions
1. What is a résumé? A résumé is a document that people use to showcase their education,
skills, work experience, and characteristics in order to get a job.
2. How will Mr. Panfalone decide who gets which delegate? I will use the name generator.
When your name is called, you will choose one of the (55) delegate not chosen yet.
3. How many résumés do I have to make? One for your delegate and one for yourself.
4. Why would I need a résumé? I am only 14 years old. This summer, companies like Kroger,
will hire students your age as baggers or cart retrievers. Kings Island may even hire students
your age. A résumé will give you an advantage of most kids your age when competing for the
job.
5. How much is this project worth? Sixty points total. Thirty points for your résumé and thirty
points for the delegates. The delegate’s résumé is worth more because it requires research. See
the rubric for specifics.
6. When is this project due? The due date is Friday, December 20th

53
“Résumé of our Founding Fathers” RUBRIC
I. Résumé of the Delegate
1. Did youinclude aheadingwiththe name of the delegate andthe
city/state he wasfrom? _____/6
2. Did youinclude an“objective”thatexplainsthe purpose of the
delegate’srésumé?Isitwell-written? _____/7
3. Did youinclude the delegate’seducational background?Didyou
include all of hisschoolinginchronological order? ____/ 10
4. Did youinclude a“work” experience sectionthatshowsthe
delegate’svariouspositions/jobsbefore attendingthe Constitutional
Convention?Isitinchronological order? ____/10
5. Did youuse properformattingsoit lookslike atrue résumé?Itis
professional? _____/7
TOTAL POINTS _____/40 Points
II. Your Résumé
1. Did youinclude aheadingwith yourname,address,andphone
number? _____/5
2. Did youinclude an“objective”thatexplainsthe purpose of your
résumé?Isitwell-written? _____/5
3. Did youinclude youreducational background?Didyouinclude all
of yourschooling inchronological order? _____/5
4. Did youinclude a“work/experience”sectionthatshowsany
“jobs”you have hador volunteerexperience?Isitinchronological
order? _____/5
5. Did youinclude an“Interests/Activities”sectionthatdescribes
your hobbiesandextracurricularactivities? _____/5
5. Did youuse properformattingsoit lookslike atrue résumé?Itis
professional? _____/5
TOTAL POINTS _____/30 Points

54
Resources for “Résumé of our Founding Fathers” Project
Biographies of the Delegates
http://constitutioncenter.org/learn/educational-
resources/founding-fathers/
Biographies of the Delegates
http://teachingamericanhistory.org/convention/delegates/
Sample of a Student Résumé
http://jobsearch.about.com/library/samples/blhsresume2.htm

55
More Student Examples
http://kuokim.net/resume-template/example-of-resume-for-
high-school-student.php
Professional Resume Outline
http://susanireland.com/wp-
content/uploads/2009/10/FunTemp.gif
Professional Resume Sample
http://www.aspirationsresume.com/Samples/MarketingPR/i
mages/Microsoft_Word_-
_JK_Entry_Level_Marketing_Professional.jpg

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