Falter, John. "Recruiting Posters for Women From World War II." Department of the Navy - Naval Historical Center. 1 Jan. 2001. Naval Historical Center. 24 Apr. 2008
Japanese American Internment Camps. 2007. You Tube. 30 Apr. 2008
A League of Their Own - Part 5. Dir. Penny Marshall. Perf. Geena Davis, Tom Hanks, Madonna. 1992. You Tube. 22 Apr. 2008
Minear, Richard H., and Theodor Seuss Geisel. "Rationing & Recycling." Political Cartoons by Dr. Seuss. 1999. 8 Apr. 2008
A Nisei Story. Dir. Daniel Masaoka. 2006. You Tube. 30 Apr. 2008
Panchyk, Richard. World War II for Kids. Chicago: Chicago Review P, Inc., 2002. 24-69.
Rosie the Riveters of World War II. 2008. You Tube. 21 Apr. 2008
"United States Home Front During World War II." Wikipedia. 27 Apr. 2008. Wikipedia Foundation. 4 Mar. 2008
"World War II - Japanese Internment Camps in the USA." History on the Net. 3 Oct. 2007. History on the Net Group. 30 Apr. 2008
**Blogger will not let me properly indent where it should be**
Thursday, May 1, 2008
Works Cited
Causes & Effects of Japanese Internment in the United States
Concept Map
Below is a concept map. Please fill in the bubbles on the left hand column with the causes of Japanese Internment in the United States. In the right hand column, fill in the effects. Try this on your own, first.
We will go over this as a class once every one has had a chance to write down some ideas.
Japanese Internment in the United States during World War II
Name: Kori Kivley Date: April 22nd-23rd, 2008
Subject: 6th Grade Social Studies 65 minute class period
National or State Benchmarks Addressed:
Taken from the Minnesota Academic Standards in History and Social Studies:
I.I.4. Students will evaluate the impact of World War II on the home front and on American culture, including Japanese internment, Tuskegee Airmen, and “Rosie the Riveter.”
Key concepts/skills/values: Japanese internment’s negative effects
Objectives: By the end of this lesson, students will be able to:
1. Identify the causes and effects of Japanese Internment
2. Define terms from the book, “Farewell to Manzanar” located on pages xiii-xv
Provisions for Individual Differences:
The first provision was made for a student with attention deficit/hyperactivity disorder. She learns well visually, so the videos incorporated into this lesson. Her aid may also be present doing this time if need be. She will need extra time defining the terms and reading the book.
The second provision was made for an ESL student. With the videos I will be showing the students from You Tube, he will be able to see the material presented in different ways. He will also need additional assistance and time in the pull-out program for reading and defining the terms.
Materials:
1. Concept Map Worksheet for Causes & Effects of Japanese Internment
2. Worksheet for defining terms as homework
3. Video Clips:
a. http://www.youtube.com/watch?v=RhN-IK0VOgo&feature=related
i. “Japanese American Internment Camps” - created by a student
ii. Play up until 4:27
b. http://www.youtube.com/watch?v=QqlNthzBU2I&feature=related
i. “A Nisei Story”
Sequence of Learning Activities
Anticipatory Set:
The students should have finished reading “Farewell to Manzanar”, so showing the videos at the beginning of the lesson will be engaging and refresh their memories about the story. This should take 7-8 minutes
Frame:
Give an overview of the lesson. Start off by talking about the causes and effects of the Japanese internment. Explain to them this was an important event in history that should never be forgotten due to the traumatic aftermath. Students will also define the important terms from the book, “Farewell to Manzanar” and understand these as well. Students are encouraged to write the definitions in his/her own words. This should take about 6-7 minutes.
Procedures and Strategies:
1. After showing the students the video clips, have them work on their Concept Maps.
2. Students should write down their own thoughts and ideas, then they may share them with others. Give them 15 minutes.
3. Once they have had a chance to write something down, regroup as a class.
4. A copy of the Concept Map worksheet will be written on the board, so students will be able to copy down the material.
a. Causes of Japanese Internment in the United States:
i. Japan was apart of the Axis Powers
ii. Attack on Pearl Harbor on December 7, 1941
iii. Executive Order 9066 signed by President Roosevelt
iv. United States felt unsafe with Japanese in their country
**There are more causes, and I think students will come up with more as the discussion transpires**
b. Effects of Japanese Internment in the United States
i. Many Japanese moved back to Japan
ii. Experienced depression
iii. Public Law 414
**These can be both immediate and long term effects. Again, there can be many**
c. This discussion should take about 25 minutes.
5. After this discussion, students will receive an assignment. They should use their book, “Farewell to Manzanar” as well as other sources to define the following terms. The terms will be written on the board, and they should copy them down on a separate sheet of paper.
a. List of terms:
i. Issei vii. Pearl Harbor
ii. Nisei viii. Executive Order 9066
iii. Sansei ix. Manzanar
iv. “Shikata ga nai” x. Habeas Corpus
v. Alien Land Bill xi. Public Law 414
vi. Immigration Act
b. Students will be asked to find four more important terms or ideas from this event and write those down as well. Each student should have a total of 15 terms defined at the end of the assignment. This should take 5 minutes to explain, and another 5 minutes for them to write down the terms.
Assessment:
Objective 1 will be graded based on how well they are filling out their Concept Maps. The map should have all 6 bubbles filled in with answers relating to the causes and effects of Japanese Internment. I will be walking around the room, making sure they are staying on task and answering any questions they have. I will make a mental note of those who are succeeding and of those who are struggling.
Objective 2 will be graded when students hand in their assignment on a separate sheet of paper with their completed definitions on it. This will be graded out of 15 points, one point for each definition.
Recruiting Poster Activity
Materials:
a. White poster board
b. Photos/pictures (at least 3)
c. Pencil
d. Markers
Recruiting posters were a big deal during World War II. People designed these posters to persuade people to join the army. In this activity, you will find picture from magazines, newspapers and/or the internet that have to do with enlisting in the army. You will then put together a poster with a unique slogan that will catch people’s attention. You may also draw pictures too, if you would like.
Use your imagination! The sky is the limit! :-)
On April 17, you will present your posters to the class.
Example:
http://www.history.navy.mil/ac/posters/wwiiwomen/81-156-aa.jpg
"World War II for Kids" By Richard Panchyk p. 24
Roles of Women in the United States during World War II
Name: Kori Kivley
Date: April 15th-17th, 2008
Subject: 6th Grade Social Studies
60 minute class period
National or State Benchmarks Addressed:
Taken from the Minnesota Academic Standards in History and Social Studies:
I.I.4. Students will evaluate the impact of World War II on the home front and on American culture, including Japanese internment, Tuskegee Airmen, and “Rosie the Riveter.”
Key concepts/skills/values: equality, women’s job positions before and after WWII
Objectives: By the end of this lesson, student will be able to:
1. Identify the different jobs women held during World War II.
2. Classify the differences between women before and after World War II
3. Define the term, “Rosie the Riveter”
4. Create a recruiting poster contributing to the war effort.
Provisions for Individual Differences:
The first provision was made for a student with attention deficit/hyperactivity disorder. She learns well visually, so the videos and poster making were incorporated into this lesson. Her aid may also be present doing this time if need be.
The second provision was made for an ESL student. With the videos I will be showing the students from You Tube, and my DVD collection, he will be able to see the material presented in different ways.
Materials:
1. Notebook paper for the Venn Diagram
a. Compare/contrast women before & after World War II
b. See Wikipedia http://en.wikipedia.org/wiki/United_States_home_front_during_World_War_II#Civilian_consumption_and_rationing
2. Magazine & newspaper clippings, clip art, and other images related to World War II (i.e., President Roosevelt & other leaders tanks, airplanes, battleships, submarines & soldiers, Statue of Liberty)
3. Examples of War time poster – World War II for Kids p. 24
a. Rosie the Riveter
b. phone & gas companies
c. army recruiting
4. Video Clips
a. Rosie the Riveter:
b. “A League of Their Own”:
i. Time: 4:12 – 5:45 minutes
Sequence of Learning Activities
Anticipatory Set:
Have the students pull out their notebook, & begin by making a Venn diagram. One bubble should be Pre-War Women, and the other Post-War Women. The overlapping of the bubbles will be what has stayed the same for women. Have the students try to put information they already know in the two bubbles. Give them about 15 minutes. We will come back to this at the end of the lesson to demonstrate what the have learned.
Frame:
Provide an overview of the lesson by talking about what women did pre & post World War II.
Personally ask the students what they think the term “Rosie the Riveter” means. Make a consensus on the blackboard. The “Rosie the Riveter” concept began once women began working in the factories, since the men went off to war. They were needed in particular factories that made war time products, like rocket nozzles, for example. My great grandmother was a Rosie the Riveter, and she did this very job – show rocket nozzle. Women did continue to hold habitual jobs, like waitressing. They were also given the opportunity to work as bank tellers and different types of sales jobs. Many women also became pilots, helping the United States Air force, so the male pilots were able to be on the front lines. Most women were continued to hold the role of a housewife on top of working a full time job. Many did struggle with this change.
-From Wikipedia
Procedures and Strategies:
1. Show the students the video clips from You Tube & “A League of Their Own.”
a. This should take about 7-8 minutes
2. Discuss any questions they might have.
3. Students will choose a particular job women did during World War II
a. Create a recruiting poster
i. Examples: factories, nurses, pilots, women’s baseball
b. Students will look through magazines, newspaper and resources on the internet
i. Give them 15-20 minutes to do so
c. Students will have the chance to find photos at home
i. Posters will be due on April 17th.
4. Come back together as a class, revisit Venn diagram – write it on blackboard for students to copy down on notebook paper (10 minutes)
a. What are the types of jobs that women held?
b. Which one did you chose to do your poster on & why?
c. What are some of the differences between women before & after World War II?
5. Finish up by answering any final questions (5 minutes)
a. Students will hand in their Venn diagram for participation points
b. Revisit the term “Rosie the Riveter” and ask them the question again
c. Hand out the worksheet to be completed with their poster
Assessment
Objective 1 will be graded based on the class discussion we have after watching the video clips. I will mentally take note of who is paying attention and sharing their answers with the class. As the teacher, I will make mental note of who is struggling, and who is succeeding.
Objective 2 will be graded based on participation in the discussion as a class, as well as handing in a completed Venn diagram. The Venn diagram should have everything on it that the blackboard has. It will show they were paying attention.
Objective 3 will be graded based on the videos and class discussion as well. Students should be able to show and tell me what Rosie the Riveter means. Students will be able to show me this concept through their Venn diagram and posters. As the teacher, I will keep track of what each the students said, by what I have written on the blackboard.
Objective 4 will be graded based on their completeness of their poster. Students should express a clear idea through their slogan and 3 photos/pictures. Students will also be asked to present this poster, and I will be taking notes on this process as well.
Rationing Game
Materials:
a. 6 or 7 rolls of pennies
b. 5 or 6 rolls of nickels
c. 2 Styrofoam cups
d. Worksheet and paper
e. Calculator
How many people are in your group? _________
Multiply the number of people by the 64 red points for meat and fats: _________________
Count out that number of pennies.
Multiply the number of people in your group by 48 blue points for canned foods:_____________
Count out that number of nickels.
These will be your group’s ration points for the month.
Write down the items your group members brought from home and the size of the package:
Item: Package Size (oz.) Item Package Size (oz.)
1. _________________ 6. _________________
2. _________________ 7. _________________
3. _________________ 8. _________________
4. _________________ 9. _________________
5. _________________ 10. _________________
How many points has your group used up? __________
Count out your ration points into a cup. How many do you have left? ___________
Which items would your group NEVER buy?
How did your group do using this rationing method?
Why were these items rationed? (Refer to our class discussion earlier)
"World War II for Kids" By Richard Panchyk p. 53
Wednesday, April 30, 2008
Rationing in the United States during World War II
Name: Kori Kivley
Date: April 7th-8th, 2008
Subject: 6th Grade Social Studies
50 minute class period
National or State Benchmarks Addressed:
Taken from the Minnesota Academic Standards in History and Social Studies:
I.I.4. Students will evaluate the impact of World War II on the home front and on American culture, including Japanese internment, Tuskegee Airmen, and “Rosie the Riveter.”
Key concepts/skills/values: rationing, saving, re-using, recycling, mathematical skills
Objectives: By the end of this lesson, students will be able to:
1. Identify what goods/services were rationed in the United States during WWII
2. Understand why the United States rationed these goods.
3. Create a ‘what if’ scenario in groups on how they would have rationed
Provisions for Individual Differences:
The first provision was made for a student with attention deficit/hyperactivity disorder. She learns well when doing hands on activities, so the rationing game was incorporated into this lesson. Her aid may also be present doing this time if need be.
The second provision was made for an ESL student. With the video I will be showing the students from You Tube, he will be able to see the material presented in different ways.
Materials:
1. Internet – Dr. Seuss Cartoons
2. Examples of products being rationed
a. Coffee
b. Sugar
c. Nylon
d. Gas
3. Photocopy of the excerpt from World War II for Kids p. 50
a. Ruth H. Statement from World War I
b. Copy of War Ration Book No. 4
4. Directions to play Rationing Game from World War II for Kids p. 53
Rationing Cartoon about gas
Rationing Cartoon about recycling scrap metal
http://orpheus.ucsd.edu/speccoll/dspolitic/Frame.htm
Sequence of Learning Activities
Anticipatory Set:
Show the students the coffee, sugar and nylons. Ask them how often they feel they use these products in every day life. List these on the board. Once you get at least 6 or 7 responses tell them that years ago, when their great grandparents were alive, these products were not available all the time. Write on the board how often a family would use these products during WWII. This should take 10 minutes.
Frame:
Give an overview of the lesson. Start off by showing the students the different cartoons from Dr. Seuss relating to rationing. Read them the excerpt from the WWII for Kids. Explain to them that manufacturers were not producing that many goods for the public, due to the war effort. Tell them that fats were especially important because this ingredient was vital when making explosives. Many of the exports had ceased as well since these cargo ships were prone to attacks from Germany and Japan. The President at the time, Franklin Delano Roosevelt, formed the Office of Price Administration (OPA). He did this to prevent some families buying so much, that it would leave other families with nothing. This led to the United States issuing rationing books to each U.S. citizen. The stamps in these ration books had pictures on them or point values. Many people decided to grow Victory Gardens – growing their own fruits and vegetables for their personal use. Introduce the rationing game to the students, and tell them this will help them gain insight now how people in the United States survived rationing during World War II. Each student should have brought 2 food items from home. This should take 10 minutes also.
The Home Front during World War 1, 1916-1918
"My father was in the Civil Defense Unit, and he patrolled the streets. My brother, 13 at the time, was a Boy Scout and he sold Liberty Bonds from a truck. My sister and I had a war garden at the Brooklyn Botanic Gardens, and we grew all kinds of vegetables. We used them for our own use and gave them to neighbors, and my mother canned a good many. And then my mother participated with a group of women who trained women to supply recipes for meatless days that were required. We had that during World War I. Sugar and meat were rationed. Children in the elementary school were taught to knit socks and scarves to send overseas to the men in the service. It was a very patriotic time for people in World War I, as you can tell by the things that we did. When we go into the war, we had to give in the support that we could. On Armistice Day, I remember that my mother was in the city [New York], and the crowds were so active and excited that she was practically carried along, off her feet, by the excitement of the end of the war."
-Ruth H., born 1902(As you can see, the same patriotism existed in both wars, and the people that experienced World War I, were ready to sacrifice again for World War II).
Procedures and Strategies:
Rationing Game:
1. Explain the rules to the class, while writing them on the board.
2. Split the students into groups of 4 or 5.
3. Write down the Rationing Chart from 1943 on the board.
4. Hand out the supplies to each group:
a. 6 or 7 rolls of pennies
b. 5 or 6 rolls of nickels
c. 2 Styrofoam cups
d. Worksheet and paper
e. Calculator
5. Give the students 15-20 minutes to play the game.
6. As a group have them answer the following questions:
a. Which items would your group NEVER buy?
b. Which items would your group ALWAYS buy?
c. How did your group do on the rationing method?
7. Give the students 10 minutes to fill out the questions on their worksheet
8. Once the students have finished their worksheets, have them return to their seats.
9. Discuss the entire class’s results and answer any questions they might have.
10. Students should hand in the worksheet to be graded.
Assessment
Objective 1 will be graded during the class discussions both before and after the lesson. It will show they are paying attention, and who has grasped the idea of which items were rationed and why. As the teacher, I will make mental note of who is struggling, and who is succeeding.
Objective 2 will be assessed during the game playing process. I will be walking around and observing the students. Students will be able to see first hand how the United States was able to ration certain goods. By listening to the class discussions, they should be able to answer the questions to go along with their game. This worksheet will be handed in for a grade.
Objective 3 will be assessed at the end of the lesson when we all come back to together as a group. We will share our results, and see how the students interpret them. Again, I will make mental notes about which students have grasped this idea and which ones are still struggling.
The United States Home Front during World War II Final Project
I have always loved history, and the process of becoming a teacher has allowed me to explore all areas of history within the world & our nation. I particularly enjoy the World War II era. For my final project, I have decided to focus on the United States Home Front and the effects the war has had on our women and minorities - especially the Japanese.
I made three lessons, each one focusing on a particular event or group of people within our country. The first lesson has to do with rationing. This was a life change for the citizens of the United States, and I think it is important for students to understand the impact it has. Rationing could happen in our future, since history has a tendency of repeating itself.
The activity I have my students do is a Rationing Game. It allows them to experience rationing first hand. I've always liked hands-on activities as opposed to lecturing and note-taking. I think the students will really enjoy this activity as well. I have included the lesson plan and activity sheet in the next entry.
The second lesson I created is teaching the students about the roles of women in the United States during the war. Women's jobs were a huge change during the 1940s, and being able to explain and show the students how women were able to survive on their own while husbands and boyfriends were at war is really important. I have the students do an activity where they create their own recruiting poster for women. It is supposed to aim towards a job opening, such as the air force & factories. I also have attached the lesson plan to this blog.
Finally, the last lesson plan I developed is about the Japanese Internment Camp, Manzanar, located in California at the time. This is a really important event in history that should not go unmentioned. Students should be informed of such cruelty, but also be aware of the times and what situation the United States was in. For this lesson, I have my students read "Farewell to Manzanar". I do not focus too much on the story itself, but I do have them learn the vocabulary from it and learn about the causes and effects of the Internment camps. Any questions they have about the story we will address in class, and the story will inform them first hand about the activity that went on in Manzanar. The lesson plan and activity sheet is attached to this blog along with the others.
Overall, I think I have developed a strong unit on the United States Home Front during World War II. For being the first unit I have written in my life, I think I did pretty well. I know there are things I will have to work on, but I won't be able to know until I try. Enjoy my unit! :-)
Wednesday, April 23, 2008
Lakeland Beating
There was an awful story in the newspaper a few weeks ago involving the beating of a high school cheerleader by some of her peers. The news article states that she was coaxed by friends to a girl's house, where she was beaten unconscious, and then beaten again once she woke up. This all supposedly happened because the victim was making negative comments about the girls on her MySpace page. I guess the attackers wanted to prove to the world how 'tough' they are by posting this video of the beating on YouTube.
Knowing that students have the capabilities of commiting such acts, as well as posting them on the internet for all to see, is frightening. Teaching students about cyberbullying is important, especially when something like this incident occurred not too long ago.
Along with this idea, we should be teaching students about the appropriate ways to talk & express their thoughts online. Social networking is a new concept for many teachers today, so they should take time investigating these sites, so they are able to see what their students are capable of doing with the internet at their fingertips. YouTube can be a great resource for teachers, but as you can see, anyone has access to the site, and can post any video they choose.
All in all, I believe it is imperative for teachers to guide their students when it comes to searching the internet. Also, teachers may want to let them know what is appropriate and inappropriate when it comes to sharing information online for the world to see.
Cheerleader, Other Girls Beat Up Teen Girl , Tape the Crime
http://www.wltx.com/news/story.aspx?storyid=60657
*The video of the beating can be found on the website above. I didn't want to post something so graphic in my blog.
Monday, April 21, 2008
Comic Books - A Negative Influence on Youngsters
To be honest, I had not heard of this being an issue in our society. This is probably the case because my parents were born in the 1950s, and both sets of my grandparents have passed on. I guess this topic of conversation never made it to the dinner table!
I always thought of comic books dealing with superheros, ladies needing rescuing, and the eliminating of some ferocious beast or enemy. I also remembered the beloved Archie & Friends collection as well. 
To hear about these comic books depicting images of abuse, cruelty and x-rated material is mind blowing. Personally, I do not find this topic appealing. From my own knowledge, however, I do recall boys being more prone to reading comic books as opposed to their female counterpart.
A main point I continually read, had to do with comic book reading and juvenile delinquency. Boys who read the violent stories often ended up as a delinquent. With this correlation at hand, many people came to the conclusion that these comic books promoted vicious behavior. What reminded me of this issue, were the shootings at Columbine High School in Littleton. The students who went on a rampage shooting teachers and fellow classmates at random, were stimulated by a video game. Video games today seem to be the new-age version of the comic book. Usually, there is some sort of story behind the video game, or at least a goal one wishes to achieve. There are many violent video games on the market, and boys tend to be the ones to navigate towards them.
Anything violent - comics, video games, movies, etc. - will always be available to children. I'm not sure if eliminating or banning them is the answer. I also feel as though lecturing them about the possible negative outcomes can be useless as well. Children are going to find out for themselves if they like something or not. Parents are not always able to hide their kids from harmful things. I think explaining and showing students the potential harmful effects of any type of material is a way to get their attention. But the question still remains, will this draw them more towards the material, or less? My only solution is to continue to think of ways we can teach our students to make intelligent and ethical decisions about certain issues in our society.
Saturday, April 19, 2008
Computer Games
As an elementary school student, one thing I remember looking forward to the most, was playing games on the computer. Some of the popular games I played as a kid were:
-Kidpix
-Oregon Trail
-Devil's Lake
-Number Munchers
I know there were more, but those are the only ones I remember by name. I would love to use Kidpix to make different pictures. This tool was so fancy back then. I'm sure it has advanced greatly since I was in elementary school.
Oregon Trail was the most popular game in school. I loved playing this. It was very entertaining. I remember having to make big decisions while playing the game, like how much food to buy, how to help a sick family member, or how to get across a river. I had no idea as a child, that the Oregon Trail was such a huge event in history. Having games like this, can increase the intelligence of students, even if they do not realize it.
Looking back on this game, I thought it was simple. Nothing was really that intense about. Only a few clicks on the keyboard, and that was it. It is interesting to see how amused children can be by the simplest games. Sometimes I wonder if this is the case anymore. Many games today are very complex, since there are gaming systems now like XBox 360 and the Wii. The games I see my brother playing, like sports games for example, seem intense. I feel as though he would be bored with the game Oregon Trail at the young age of 10. To be honest, I'm not sure if he has even heard of the game, Oregon Trail.
Overall, I believe games can be implemented in the classroom, when they are educational. I didn't know the historical background behind Oregon Trail as a kid, but now I realize why my teachers would allow us to play this game. These games are greatly increase a student's knowledge and interest in a certain academic area.
Monday, April 14, 2008
Websites for Teachers, Parents, & Students
In my technology for teaching & learning class, we have been asked to search the internet for websites that could possibly be implemented within our classroom. Many websites had extensive lists of activities, lessons, classroom decor, etc. Others, like You Tube, which many would not consider to be a learning tool, does have informative video clips that teachers are able to use within their classroom.
The first one is http://www.crayola.com/. I loved how there were so many different craft ideas for children. I can see myself, as a future teacher, implementing these ideas in my classroom. I would be able to decorate my bullent boards in my classroom, as well as my school's hallways with my students' artwork. I particulary liked the holiday crafts, because that is my favorite time of year. Having a certificate maker online is useful. I would be able to easily print these off when a student were to perform well in reading, for example. The lesson plans offered is another area of this website that I would be able to utilize. I love Social Studies, and there are numerous possibilities on this website.
The second website is http://www.youtube.com/. I would like to be able to show my students short video clips to introduce lessons. Being a visual learner myself, being able to see things helps students grow as a learner. I think it is important to use video clips to aid in your lesson planning. For example, if I were teaching a unit on WWII, I would use a video clip such as this one, with Donald Duck being a Nazi.
After watching this movie, we could have a discussion about Nazis, and what was going on in Germany at the time of WWII.
I see many possible resources on the internet. I know once I become a teacher, I will be referring to many of these to assist in my teaching.
Monday, April 7, 2008
Coaching vs. Teaching
i especially enjoyed the article discussing the differences between coaching and teaching. i found this to be extremely interesting because i had never heard about this idea before.
i find it a little sad that coaches spend more time planning their practices than the lessons going on in the classroom. i can recall from experience, that positive feedback is associated with sports & coaching, whereas negative feedback is connected to teaching. When a person is both a coach and a teacher, often times he/she will chose to spend more time on coaching than teaching. This is frustrating for me. If you chose to be a coach & a teacher, you should be able to juggle both, without one suffering due to time or effort.
the main areas covered in this study were planning, instruction, environment, support, and recognition. i found the instruction category to be interesting, & yet true. coaches spend a great deal of time preparing for their lengthly 2 hour or more practices. they will often have discussions about strategy and skills that could be used. in gym class, however, the majority of the 50 minute period is spent playing games, without any true meaning behind it.
the ratio of students to teachers is 30:1. this is tough when conducting lessons in the classroom, but you are prepared for this when completing your degree in college as well as the licensing program. it can be frustrating at times. i can see why coaches may spend more time on their practices since the ratio for coaches to athletes is 4:1. i know many teachers would perform better if they classroom sizes were smaller.
the support one attains for coaching is also much higher than that of teaching. usually, sporting events draw large crowds, & the pressure to perform well is high. in school, there isn't an audience to entertain. this is a huge difference that i did not think about until after reading this article.
i believe, & i'm sure others as well, that physical education is an essential part of school. physical education is something all students should be aware of, since it relates to their health, and well being. teachers should still take the time to create effective lessons in the classroom, even if they feel their practices are more important. teaching is still their job too. i feel this is an important topic to discuss in the classroom as well. i'm not sure i would make an assignment from this particular article, but i would love to have an open discussion with my students. i would like to present them with photos, diagrams, and facts of how to maintain a healthy lifestyle. a q&a session, i think, would be beneficial here.
Monday, March 10, 2008
98 Degrees: 90s Boy Band
I grew up listening to boy bands. They were one of the most popular types of bands in the 90s. I particularly loved the Backstreet Boys, but for this assignment, I wish to conduct some research on another popular boy band known as 98 Degrees.
The band, 98 Degrees, is made up of four singers, 2 of which are brothers, all from Ohio. They are Nick & Drew Lachey, Justin Jeffre & Jeff Timmons. After deciding to create a band, they moved to Los Angeles, and waited for their chance at fame. At a Boyz II Men concert, the group finally received that chance. The R&B group saw talent in these 4 boys, & they were invited to tour with Montel Jordan. In 1997, 98 Degrees signed with Motown Records (98 Degrees Official Website). The band had created five albums together, before splitting apart to pursue their solo careers. In 2002, they had reached 10 million records sold for their album, The Collection (Wikipedia).
As you can see, the boy band was rather successful from 1997-2002. They had numerous songs that landed in top positions on many musical charts. Some include, Invisible Man, Because of You, I Do (Cherish You) and Thank God I Found You with Mariah Carey and Joe (Billboard Charts). All of these songs are expressions of love – either those they have lost, or those they currently have. I know when listening to Backstreet Boys back in the day, I loved hearing how sensitive boys could be when it came to loving or caring for a girl. I think this is why so many girls adored these boy bands. Also, with each song being played on the radio, a girl somewhere was able to relate to the feelings 98 Degrees was confessing in their songs.
After reading “Bread and Butter Songs: Unoriginality in Pop” by Ann Powers, I remembered this being an issue while growing up. Many of my friends refused to listen to pop music, specifically boy bands because they were unoriginal and did not write their own lyrics. 98 Degrees actually did this same thing. They took the country song by Mark Wills, titled I Do (Cherish You). As Ann Powers states in her article, in the pop music industry, it is ok to take others’ song lyrics, as long as they present it in a different manner (Powers 238). This is what 98 Degrees did. They turned a slow, twangy country song, into a pop song with some R&B smoothness in the beat. It makes the song more appealing to many people, especially the teen girls.
http://www.youtube.com/watch?v=_4wirSuglyc
^I Do (Cherish You) By 98 Degrees
http://www.youtube.com/watch?v=OdEKMZybABk
^I Do (Cherish You) By Mark Wills
I have always loved boy bands, some a lot more than others. I knew many people thought the unoriginality label made them the worst type of music out there, but I still enjoyed listening to them. How they presented themselves in concerts and/or on their music videos goes along with the lyrics in the song – and 98 Degrees did a nice job of putting these two things together. They performed and carried themselves in a way that made them appealing to their young teen audience. I know this, because at one point, I was one of those teen girls who loved these boy bands. I too was experiencing all these feelings. Each one of their songs expressed how I felt at many turning points in my young life.
Lesson:
I had an interesting assignment in one of my high school English classes that I really enjoyed, and I hope to use it in my classroom some day. I had to choose a song where the singer was expressing their hardships within an environment they could not escape from. The song I chose was, Fast Car by Tracy Chapman. We had to use some main ideas given to us, and show where in the song these ideas were being expressed and why. I really enjoyed this assignment because my song really nailed the overall idea. This assignment pertained to me, and what type of music I liked, which made it more worthwhile for me to do.
I would do a similar assignment here with my students. I would have them choose a song and write about how this song affected their life in some way. They should be able to reference a turning point in their life, where they felt happy, sad, etc. and turned to music as medicine. It would be a short 2-3 page paper, in a journal type format. This assignment could be used as an introduction for me at the beginning of the year to help me learn about each of my students.
Wednesday, March 5, 2008
Popular Culture & the United States Home Front during WWII
For my final project, I would like to incorporate popular culture into a unit designed to teach students about the United States Home Front during World War II.
I am going to research this area, & I have done so a little bit already. I would really like to focus on rationing, the role of women (employment, housewives, "Baby Boom", etc.), and the role of minorities. I have found some background information on Wikipedia so far, but I need to look for other resources still.
To give you some background on the 3 areas I intend to cover, here is a brief overview. Again, this is from Wikipedia, so I will be able to go more in depth once I gather more information.
Rationing - Many products were not being made/built during WWII such as vehicles, and new homes & appliances. Other products like meat, butter, sugar, coffee, gasoline, tires, shoes & clothing were all rationed. Each person received a coupon book. Many people supported this idea, but there people called the 'black marketeers' who were buying these items without their coupon book. These people were prosecuted by the government.
Roles of Women - Women started working more, & this is when the "Rosie the Riveter" was first introduced. The women were now working jobs that were usually only held by men. Being a housewife was becoming difficult while certain products were being rationed, and many women found it difficult to juggle both the housewife role and a job. The "Baby Boom" also came around in this time period, since many couples waited to marry until after the war. From 1941-late 1950s, is considered the Baby Boom era.
Role of Minorities - The FEPC was created, which stands for the Fair Employment Practices Committee, which allowed for minorities to hold jobs, regardless of their race or religion. The Japanese Internment Camps were being held in the United States, however this ended later when the Roosevelt stated, "Americanism is not, and never was, a matter of race or ancestry."
These ideas I would like to touch upon & use to create my unit. I may go more in depth with some areas more so than others. This is just a general idea of the information I wish to include.
I will then relate these issues to popular culture today, by the activities we do in class, after learning these lessons.
Some ideas for activities:
1. Rationing - I will have my students ration what they use today on a daily basis within the home & classroom. I will give them a ration book, just like during WWII, with coupons they are able to use. I am still thinking as to what items I would want them to ration.
2. Roles of Women - I will have my students compare and contrast the jobs today, with the jobs women held during WWII, and write a paper about this. This area could also get into more issues regarding appropriate dress and behavior of women during this time.
3. Roles of Women - I would like my students to create a blog of a typical male/female's life during WWII, up until their age of about 12 or 13 years old. I would like them to compare what the child does in their life, with what the student does in his or her own. (This activity is still in the making. I'm not sure where I want to go with it yet!)
4. Minorities - I think it would be fun to hold a simulation in class, of what it would be like to be in an internment camp, to a certain extent. I would have my students go through things, not torture, but other forms of punishment. Like, no recess, staying in their seats for a certain about of time, etc. (This activity is still in the making too.)
These are a few activities I have in mind. I hope to think of others as I start doing more research. This is the schedule I hope to follow in the next few weeks:
Week of March 24th-28th: Look for/get resources online & in the library.
Week of March 31st- April 4th: Think of lesson ideas for each content area.
Week of April 7th-11th: Work on Lessons for Rationing
Week of April 14th-18th: Work on Lessons for Roles of Women
Week of April 21st-25th: Work on Lessons for Minorities
April 28th-29th: Put bibliography together & do any final touches to the paper.
Hopefully I'll be able to follow this schedule somewhat. I will try to start my research next week, but this is what it will be like once Spring Break is over.
Tuesday, February 26, 2008
West Side Story & Pop Culture
For my paper, I specifically focused on the musical West Side Story & Pop Culture.
I feel as though the musical, West Side Story, has made an impact on many generations. I remember loving it growing up as a child. I think this is due to a few reasons. One is that teenagers are performing in the musical, two, love and revenge are two main emotions being expressed among the gangs and their friends, and third, an association within a group brings about closeness and unity. All of these aspects within the production bring all the age groups together, and this is why I feel the musical, West Side Story, is still being performed in High Schools today.
With teenagers playing the roles within the musical, viewers are able to relate to this awkward stage in their life. Teenagers bring a sense of innocence and infatuation. As a viewer, you are able to see this between the young lovers Maria and Tony. People of all ages are able to relate to this time period in their life, when love seemed so definite in your life.
Love and revenge are emotions that every one has felt at one point in time. Even though this musical was created back in 1961, issues regarding love and revenge are still the same as today. This allows children and young adults viewing and performing the musical today, to understand that decades ago these same events were still occurring. Love between two individuals is still the same feeling in 1961 as it is in 2008.
Revenge is another emotion seen throughout the musical. Throughout life, people will wish to seek revenge on an enemy. People relate to the part of the musical where the Jets and the Sharks fight. Revenge is an inevitable emotion. It’s a natural feeling when someone has been betrayed. I would hope however, it would not lead to killing anybody. This musical again, is able to reach all ages through this aspect of the production as well.
Groups are a part of life that every one strives to be in. As human beings, people want to feel included and make contributions they feel are important to their every day lives. The Jets and the Sharks are gangs, but they are also a type of group. They are like a family, always there for each other. All generations of people have been apart of a family, biological or not. Therefore, people have been able to express feelings and find support within some type of group that they belong to.
All of these ideas give me reason to believe that this musical relates to pop culture and grasps the attention of all age groups. I also wonder, however, why many people do not know the history behind this musical. I personally remember watching this musical in my 5th grade classroom and having no recollection of my teacher explaining to us that this musical was referring to the increase of Puerto Ricans moving to the United States just after World War II (127). I had no idea it was causing so much turmoil within the United States, but I do see as to why.
As an educator, I do not want to make this mistake. I would like to be able to give my students a history of something we are studying in class so they are able to understand why we are learning about a certain subject. It only seems fair. Nowadays, I feel as though showing children that interracial couples are more prominent now than before, would help them to see how times have changed as well. This is one idea to focus on when telling them about the movie. Diversity is such a key issue today, so tying in this movie about the Puerto Ricans moving to the United States, and Maria and Tony falling in love, could lead to a discussion about acceptance and decreasing stereotypes and prejudice.
I now wonder as to why my teacher did not give my class and me a history lesson on these issues behind this musical. Is it because people relate to this musical on so many levels, that there is no need for an explanation on the reasoning behind its creation? I do not know this for sure, and I am not saying we as educators should continue this, but it is just a thought. If not for reading this article, I would not have known that it is so important to look into the history of everything you wish to incorporate into your classroom.
Tuesday, February 19, 2008
lesson plan changes
i'm not sure if the students are looking at actual maps of the world first or not, but i would make sure that happens first. then i would have them find the country on a blank map and draw different colored lines connecting all the countries to the united states
i would show a video or have the students read an article and introduce the topic this way. then i would have them bring in at least 5 things that represent their culture. they can bring more if they want, but ten things seems very overwhelming, especially for younger students.
having the students sketch is a good idea, but if that takes too long, they can write it too. the students will have to have cultural backgrounds of a few different countries in order to make an educated guess. i would want to make sure the video or article i show at the beginning will touch upon that. i think talking about where these items are manufactured and their cultural origin may become confusing, so i would want to focus on cultural origin OR manufacturer location, and then switch. when doing the maps, they can have 2 then, one for cultural origin and one for manufacturer location. then at the end they can look at both maps and tie in all of their ideas. they can use corresponding colored pencil colors on both maps to represent the same item.
colored pencils is a good idea as i said up above. i would want the students to do more of an opinion analysis. they can look at what they use from other countries, and see how we need these other countries to make these things for us. it could also lead to a discussion about different cultures around the world. maybe i could relate it back to the video or article i was showing as my introduction to the topic i did a similar assignment to this in my college geography course, and it was very interesting. it can definitely be used in elementary schools, on a simpler level.
Tuesday, February 5, 2008
barbie, fiona, avril, & lil' kim
http://www.youtube.com/watch?v=uTpvjNn2BUM
http://www.youtube.com/watch?v=C2eUCfREAbw
http://www.youtube.com/watch?v=hrDIlVsUmK4
after watching these videos, i was a little disturbed with some of the images i saw. first off, i thought fiona apple looked very sickly, almost like she had an eating disorder or a drug addiction. i feel like she was giving the impression to girls that being this skinny will get the boys to notice you. i also feel as though it is telling boys girls that are considered 'attractive' are indeed this thin. i personally thought it was disgusting. i have never been considered fat in my life, but never skinny either, & i have never had a problem with my body. but after watching this video, i can see why girls might want to be this thin. i also thought she was being rather provocative. she was in bed with what appeared to be a naked man, moving around in a sexual sort of way, trying to get attention from the viewer. she also does some stripping, not revealing her naked body, but showing her taking off different layers, down to her undershirt. gross. she looks like a slut in this video. i never really liked her music either.
avril's video, i thought, was the most tame. i like her music, and i like how she is different from most girls in the way that she dresses & carries herself. she is not coming off as a slut, to me, however she too is in bed with a boy. she is showing herself fighting with him too, which can give the wrong impression to young couples. they might think it's ok for them to hit each other... until someone gets hurt. i would hate for boys to think it's ok to hit their girlfriend, when she is pissing them off. the violent parts of this video were the only parts that made me nervous.
now on to the lil' kim video... oh man. the only words i can think to describe this video are disgusting, appalling, slutty, sexual, and vulgar. she is swearing left & right, showing off her boobs & opening her legs in sexual manner, & i find all of this inappropriate. i don't think kids need to see this type of behavior, because it will give girls & guys the wrong impression. girls should not be acting like this in middle school or high school. in college, you are an adult, & you can what you please. but if a young girl were acting like this, i would be mortified. this behavior is wrong to me, & needs to be spared from children.
a point that stuck with me from the barbie article, was the fact that the magazine depicted girls as being the typical 'housekeeper' role, by giving them craft ideas like cooking, sewing and needlework. i loved these type of crafts as a young child, & my mom was never worried about me. she never thought i would be doing only these activities for the rest of my life. i was still a very athletic girl, participating in softball & cross country. i never restricted my activities to those that were only for girls. i tried to do boy things as well, it was just that i loved many of the girls activities. i don't think this should be taken too seriously, if girls like doing them. obviously it is a different story if they feel they are forced to due to their gender.
i have also heard that the image of barbie gives the wrong impressions to girls. first of all, that she is white & blonde, which is telling girls that this is what they should look like. if barbie is another ethnicity, she is not just barbie, but native american barbie, or hawaiian barbie. it's frustrating for many girls. i also think they put the stereotypical dress on these barbies.
i also think her body image is telling girls they are only desireable by guys, only if they are thin. her measurements (38-18-34) are not even possible if you were to put them on a actual human person. i have heard barbie has caused many girls to develop eating disorders, which makes me sad. girls should be happy with the bodies they are given... since each & every one of us is beautiful in many different ways. :-)
Monday, January 28, 2008
facebook & myspace
i have realized that in my college career, i have always been able to rely on facebook or myspace to get in touch with my friends. i really don't know what i would do otherwise, if i didn't have their number or e-mail address. it's very easy to look anyone up by just typing in their name. it's crazy how technology has made such advances within a few years. i enjoy browsing these sites to see what my friends are doing, & i'm sure they do the same thing. but i really enjoy setting up my page to reflect my personality. i find this easier to do with myspace than i do facebook, but i love both.
facebook is the site that all of my friends use, and pretty much everyone i know has. myspace is what a lot of my friends call 'stalkerspace' and the only reason i had one was because facebook was only letting people who were attending a college or university join. some of my friends did not attend college after high school, so in order to keep in touch with them, i joined myspace. now that anyone can join facebook, i decided to keep my myspace page because i enjoy expressing myself with pictures and quotes, as well as doing surveys, something that is harder to do on facebook. although i must say, facebook is becoming more intense with all of the applications you can add to your profile, & i love it.. because you are able to find out even more about people.
i feel people feel more comfortable expressing themselves behind a computer. there is almost that saftey wall that protects them from what people really think. & i have also found, that if someone expresses what they like through their page strongly, others will often follow & do the same. it's very interesting, & i know that i am one of these people as well.
there is also a whole new language that goes on with facebook & myspace. the abbreviations people use is something that easily confuses those who are not exposed to it on a regular basis. sometimes i find myself not understanding what my little cousins are telling me, & it scares me! i hope i'm not already considered "old" at the young age of 21!
all in all, i do love both myspace & facebook as a means of keeping in touch with people, posting photos, and expressing yourself through words, quotes, and pictures. if i didn't have something like this online, would pay more attention to my quote book/scrapbook that i have.
yess.. i still like keeping a diary so to speak. at ACTUAL one with a binding filled with pages & everything.
but i'll talk more about that some other time.
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