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Neighborhood association keeps watch on crime statistics and notifies members of upcoming events in the community. The area has multiple ethnicities including, Slavic, African, Black, Vietnamese, Chinese, Hispanic, Korean, and Native American. There is one shopping mall in the area, mall 205, which in the scope of Portland malls this is the smallest of them all.
Neighborhood association keeps watch on crime statistics and notifies members of upcoming events in the community. The area has multiple ethnicities including, Slavic, African, Black, Vietnamese, Chinese, Hispanic, Korean, and Native American. There is one shopping mall in the area, mall 205, which in the scope of Portland malls this is the smallest of them all.
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Neighborhood association keeps watch on crime statistics and notifies members of upcoming events in the community. The area has multiple ethnicities including, Slavic, African, Black, Vietnamese, Chinese, Hispanic, Korean, and Native American. There is one shopping mall in the area, mall 205, which in the scope of Portland malls this is the smallest of them all.
Copyright:
Attribution Non-Commercial (BY-NC)
Formatos disponibles
Descargue como PPTX, PDF, TXT o lea en línea desde Scribd
1945 Table of Content 1. Learning context David Douglas High School is rather scattered and incoherent. Many who reside in the neighborhoods cannot formulate a concise description of the area. Unlike some neighborhoods in Portland, that are specifically characterized, the area around David Douglas is not. The general consensus, from people in the area, is that this was not a distinct community, with many individuals citing a lack of neighborhood associations or commonalities. Nonetheless in the community around David Douglas, one commonality that some people recognized was that there are a lot of hard working members of the community who work in the construction industry or the retail and service industries. The geographic area for the district includes the Powellhurst-Gilbert neighborhood, which is the most concise neighborhood. The other areas include Hazelwood and Mill Park; these are the two neighborhoods north of Powellhurst-Gilbert. The Powellhurst-Gilbert neighborhood has a neighborhood association. This is a strong and active organization promoting civic involvement in the neighborhoods near David Douglas. This organization keeps watch on the neighborhood crime statistics and notifies members of upcoming events in the community. The neighborhood association has a popular website that directs individuals to multiple resources which relate to the community status. These communities are mostly residential neighborhoods, which have quite a few low incoming housing projects. There is one shopping mall in the area, Mall 205, which in the scope of Portland malls this is the smallest of them all. The businesses in the area are mostly fast food restaurants and bars/clubs. Although this neighborhood has a reputation for being at low socio-economic levels there are many growing businesses in the area; there is an increasing number of medical businesses entering the community. Many people feel that this growth in business will help the area transition out of poverty. According to individuals who live and work in this community, the neighborhood has it challenges to overcome but is overall a diverse and productive area of Portland. One of the greatest assets of the community is its cultural diversity. The area has multiple ethnicities including, Slavic, African, Black, Vietnamese, Chinese, Hispanic, Korean, and Native American. People have the general opinion that the diversity in the neighborhood makes for a rapidly growing economy. Businesses are booming throughout the area, which gives many people hope that the area will flourish more as the year’s progress. Although there is great optimism about the area, there are still concerns about the community. The area has a high crime rate and gang problems, which plague the businesses throughout the community. Police involvement in the community and the schools has increased in recent years, which is helping the crime problems. The other challenge of the neighborhood is the poverty that has traditionally characterized this part of Portland. The numbers of free and reduced lunches at David Douglas schools has been steadily rising over the past few years and is projected to continue to increase. The community definitely reflects this trend in poverty, but some hopeful members of the community feel that there is a transition taking place that will help the neighborhood economy grow, eventually lowering the numbers of poverty of the area. There are many community churches in the area that are vital resources for people. Many of the popular churches are Slavic and Vietnamese, which reflect their large populations of people in the David Douglas school district. The Native American Description of School David Douglas has a very large campus. The social studies building where my classroom is located is the newest building in the school. All of the classrooms have new desks and large windows. There are all wired for internet and there is a projector system that allows me to project my computer onto the front board. Each classroom also as a SMART board slate, which is a fabulous piece of technology that allows me to access my computer from anywhere in the classroom and make notes on the board using the SMART pen technology. The school is on block scheduling with 4 class periods each day. The class periods are 90 minuets long. For David Douglas High School, student achievement is low but improving and assessment scores are slightly below the state averages. David Douglas School District is a high poverty school district. There are no schools that are above poverty or even at a low poverty rating according to the federal governments standards. The numbers of free and reduced lunches at the schools have been steadily increasing over the past decade. David Douglas School mirrors the socio-economic trends of the school district, with the percent of students in poverty rising drastically. The following graphs are a bit out-dated but the progression towards higher percentages of students in poverty has maintained through the most recent years. Description of Classroom The class that I am teaching at David Douglas is an 11thgrade class on U.S. History since 1945. At the beginning of the semester there were 29 students registered for each of the classes I am teaching but on average there are only 20 students in class. The attendance at this school is a severe challenge. The following graphs represent the ethnicities, languages and ages of the students. This is a very typical classroom. The students are sometimes hard to motivate, especially on Monday mornings but once the class gets started the students are engaged. There are a many languages spoken at the homes of the students, all of them speak English well in the classroom and all the students are ELL program graduates. Nonetheless, vocabulary will be a focus of all of the lessons. As a teacher in this school district I need to be intentional about the crime and the poverty that plague this community. I cannot assume that students will have time and other resources outside of class to do multiple homework assignments. Since many students work after school, some are in gangs and still others are homeless most of their education needs to take place in the classroom. In general I need to be aware of the diversity of the classroom, because the community is not entirely under the poverty level, my teaching strategies need to include provisions for the students who are economically just fine but still need to have educational resources that work for them. In this case simply having a diversity of teaching strategies that matches the student population. This means that for a given assignment students can use Internet resources, textbook resources, news and video resources depending on their needs. This type of individualization also works to account for the ethnic and cultural diversity in the class. The fortunate thing about teaching history is that incorporating diversity into the classroom is actually quite simple. For nearly every subject there is a group of people affected and that allows for a huge variety of cultural education tailored to multiple 2. Unit goals and objectives The unit goal is make connections between multiple perspectives of historical events and to analyze the major themes that connect events in U.S. history since the Vietnam War.
The objective is that students will be able to analyze primary source
documents successfully enough to make connections between multiple perspectives of significant events in U.S. history.
Students will also be able to synthesize the significant factors
contributing to a historical event or concept. Grade Level Content Standards and Benchmarks High School Curriculum -U.S. History post 1945 will explore post war America and the rise of the U.S. as a global power. The containment of communism as it shaped U.S. policy will be evaluated, especially as it relates to global conflict. Civil Rights, the counterculture movement and the changes that shaped current culture will also be explored. State Standards: CCG: Define and clarify an issue so that its dimensions are well understood. • SS.HS.SA.01 Define, research, and explain an event, issue, problem, or phenomenon and its significance to society. CCG: Acquire and organize materials from primary and secondary sources. • SS.HS.SA.02 Gather, analyze, use, and document information from various sources, distinguishing facts, opinions, inferences, biases, stereotypes, and persuasive appeals. • SS.HS.SA.03 Understand what it means to be a critical consumer of information. CCG: Explain various perspectives on an event or issue and the reasoning behind them. • SS.HS.SA.04 Analyze an event, issue, problem, or phenomenon from varied or opposed perspectives or points of view. CCG: Historical Skills: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events. • SS.HS.HS.04 Understand how contemporary perspectives affect historical Rational Type the Rationale statement here Pretest Please answer the following questions with as much detail as you have. 1. What is the liberal party? 2. What are conservatives? 3. Describe what happened at Tiananmen square. 4. How does propaganda teach us history? 5. In what ways did the civil rights movement affect history? 6. How did Malcolm X and MLK differ? 7. What is unique about the Vietnam war? 8. How do we fight guerrilla’s? 9. What is the role of communism in U.S. wars? 10.What is the Cold War? 11.How do we learn history? 12.How did the Cold War start?