Work Sample Part 1

8/14/2019 Work Sample Part 1

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Katelyn BlakesKatelyn Blakes

U.S. History PostU.S. History Post


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Table of Content


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David Douglas High School is rather scattered and incoherent. Manywho reside in the neighborhoods cannot formulate a concise descriptionof the area. Unlike some neighborhoods in Portland, that are

specifically characterized, the area around David Douglas is not. Thegeneral consensus, from people in the area, is that this was not adistinct community, with many individuals citing a lack of neighborhoodassociations or commonalities. Nonetheless inthe community aroundDavid Douglas, one commonality that some people recognized was thatthere 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 areasinclude Hazelwood and Mill Park; these are the two neighborhoodsnorth of Powellhurst-Gilbert. The Powellhurst-Gilbert neighborhood hasa neighborhood association. This is a strong and active organizationpromoting civic involvement in the neighborhoods near David Douglas.This organization keeps watch on the neighborhood crime statistics andnotifies members of upcoming events in the community. Theneighborhood association has a popular website that directs individualsto multiple resources which relate to the community status.

1. Learning context


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These communities are mostly residential neighborhoods, which have quite a fewlow incoming housing projects. There is one shopping mall in the area, Mall 205, whichin the scope of Portland malls this is the smallest of them all. The businesses in thearea are mostly fast food restaurants and bars/clubs. Although this neighborhood has areputation for being at low socio-economic levels there are many growing businesses inthe 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 ofpoverty. According to individuals who live and work in this community, theneighborhood has it challenges to overcome but is overall a diverse and productivearea of Portland.

One of the greatest assets of the community is its cultural diversity. The area hasmultiple 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 boomingthroughout the area, which gives many people hope that the area will flourish more asthe years progress. Although there is great optimism about the area, there are stillconcerns about the community. The area has a high crime rate and gang problems,which plague the businesses throughout the community. Police involvement in thecommunity and the schools has increased in recent years, which is helping the crimeproblems.

The other challenge of the neighborhood is the poverty that has traditionallycharacterized this part of Portland. The numbers of free and reduced lunches at DavidDouglas schools has been steadily rising over the past few years and is projected tocontinue to increase. The community definitely reflects this trend in poverty, but somehopeful members of the community feel that there is a transition taking place that willhelp the neighborhood economy grow, eventually lowering the numbers of poverty ofthe area. There are many community churches in the area that are vital resources forpeople. Many of the popular churches are Slavic and Vietnamese, which reflect their


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David Douglas has a very large campus. The social studies buildingwhere my classroom is located is the newest building in the school. All of theclassrooms have new desks and large windows. There are all wired for

internet and there is a projector system that allows me to project mycomputer onto the front board. Each classroom also as a SMART board slate,which is a fabulous piece of technology that allows me to access mycomputer from anywhere in the classroom and make notes on the boardusing the SMART pen technology. The school is on block scheduling with 4class periods each day. The class periods are 90 minuets long. For David

Douglas High School, student achievement is low but improving andassessment scores are slightly below the state averages.

David Douglas School District is a high poverty school district. There areno schools that are above poverty or even at a low poverty rating accordingto the federal governments standards. The numbers of free and reducedlunches at the schools have been steadily increasing over the past decade.

David Douglas School mirrors the socio-economic trends of the schooldistrict, with the percent of students in poverty rising drastically. Thefollowing graphs are a bit out-dated but the progression towards higherpercentages of students in poverty has maintained through the most recentyears.

escr p on o c oo


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Descri tion of ClassroomThe class that I am teaching at David Douglas is an 11thgrade class on U.S. Historysince 1945. At the beginning of the semester there were 29 students registered foreach 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 theethnicities, languages and ages of the students. This is a very typical classroom. Thestudents are sometimes hard to motivate, especially on Monday mornings but once theclass gets started the students are engaged. There are a many languages spoken at thehomes of the students, all of them speak English well in the classroom and all thestudents are ELL program graduates. Nonetheless, vocabulary will be a focus of all ofthe lessons.

As a teacher in this school district I need to be intentional about the crime and thepoverty that plague this community. I cannot assume that students will have time andother resources outside of class to do multiple homework assignments. Since manystudents work after school, some are in gangs and still others are homeless most oftheir education needs to take place in the classroom. In general I need to be aware ofthe diversity of the classroom, because the community is not entirely under the povertylevel, 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 studentpopulation. This means that for a given assignment students can use Internetresources, textbook resources, news and video resources depending on their needs.

This type of individualization also works to account for the ethnic and cultural diversityin 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


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2. Unit goals and objectivesThe unit goal is make connections between multiple perspectives ofhistorical events and to analyze the major themes that connect events inU.S. history since the Vietnam War.

The objective is that students will be able to analyze primary sourcedocuments successfully enough to make connections between multipleperspectives of significant events in U.S. history.

Students will also be able to synthesize the significant factors

contributing to a historical event or concept.


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High School Curriculum -U.S. History post 1945 will explore post war Americaand the rise of the U.S. as a global power. The containment ofcommunism as it shaped U.S. policy will be evaluated, especially as it

relates to global conflict. Civil Rights, the counterculture movement andthe 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 ofinformation.

CCG: Explain various perspectives on an event or issue and the reasoningbehind them.

SS.HS.SA.04 Analyze an event, issue, problem, or phenomenon fromvaried or opposed perspectives or points of view.

CCG: Historical Skills: Identify and analyze diverse perspectives on andhistorical interpretation of historical issues and events.

SS.HS.HS.04 Understand how contemporary perspectives affect historical

Grade Level Content Standards and Benchmarks


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Rational

Type the Rationale statement here


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Pretest

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 affecthistory?

6. How did Malcolm X and MLK differ?

7. What is unique about the Vietnam war?

8. How do we fight guerrillas?

9. What is the role of communism in U.S. wars?

10.What is the Cold War?

11.How do we learn history?

Please answer the following questions with as much detail as

Work Sample Part 1

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