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“Curriculum Plan Part I” should serve as the basis for Part II.  Keeping the descriptions of the community, school/school district and students in mind and the targeted course/subject matter and grade level you’ve chosen, work out the following components in a 10-15 slides PowerPoint presentation

CSD 632 Fall 2021

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CURRICULUM PLANNING PROJECT, Part I

I. Samantha Clark

II. Heidelberg Elementary School is located in Clarksdale, Mississippi. It is about an hour and a half south of Memphis, TN. The area around Clarksdale is rural. The town of Clarksdale has 14,903 citizens according to the census report. Clarksdale is home to Coahoma Community College, Clarksdale High School, Coahoma County high school and there are 4 elementary schools, 2 middle schools, 9th grade academy, Charter School and 3 private schools. The mayor of Clarksdale is Chuck Espy. The City of Clarksdale chamber of commerce and Mayor Chuck Espy sponsored Clarksdale small business forum was heavily attended, and will now become a bi-annual event to help Clarksdale business grow. It is also an opportunity for business owners to discuss their needs so that the City can help local businesses prosper as much as possible. Clarksdale has 2 major grocery stores and they are Wal-Mart and Save-A-Lot. They have about 10 fast food restaurants. The town hosts many different festivals throughout the year such as the juke joint festival and other popular blues festival. Clarksdale is famous for its rich background in blues. There many famous blues singers from the area. Many African Americans musicians developed blues here. It was founded in 1882 by John Clark and is now a major city of the county. It’s famous for “The Crossroads” which is an intersection of Hwy 61 and Highway 49 in Clarksdale. Clarksdale was once most known as the buckle in the cotton belt.  In that earlier era when cotton was King, Clarksdale also had historic, exceptionally rich arts and cultural traditions running out of and parallel to its better-known agricultural attentions. The cost of living in Clarksdale is often 50% less and more than it is in many other parts of the country.  Large homes are available here at less than $40 per sq. ft., and luxury homes can be found under $70 sq. ft., some with pools and on a golf course. The median household income is $30,223 and the percentage of people living in poverty is 35.7 %. The unemployment rate in Clarksdale, MS is 10.1 %, recent job growth is -5.1%, and future job growth is 12.4%. The city of Clarksdale is a close-knit community but it is also known for having a high crime rate. There have been several gang related shootings and crimes lately in the city.

III. Heidelberg Elementary School is a Pre-K- 4th grade school. There are 261 students at the school. There is one Pre-K class and two sections of grades K-4th grade. The student population is made up of 52% female students and 48% male students. The school enrolls 100% economically disadvantaged students. There are 12 equivalent full-time teachers and 1 full-time school counselor.

Heidelberg School Math & Science is ranked #323-431 in Mississippi Elementary Schools. At Heidelberg School Math & Science, 27% of students scored at or above the proficient level for math, and 27% scored at or above that level for reading. Compared with the district, the school did better in math and better in reading, according to this metric. In Clarksdale Municipal School District, 21% of students tested at or above the proficient level for reading, and 22% tested at or above that level for math. Heidelberg School Math & Science did worse in math and worse in reading in this metric compared with students across the state. In Mississippi, 40% of students tested at or above the proficient level for reading, and 43% tested at or above that level for math. The school is currently rated a B. Due to the pandemic, the students took state assessments last school term but the scores didn’t affect the school’s rating for the upcoming year. The school’s minority student enrollment is 98%. The student-teacher ratio is 22:1. The students at Heidelberg don’t have many extra curricular activities to be involved in. There is an after-school tutoring program called Mississippi Reading Roadmap. It is a tutoring program that helps give remediation to students who struggle with reading.

IV. The students in my class Kindergarten and ages range from 5 to 6 years old. The majority of the class falls into the Average and remedial group. I have a few that are advanced. There are 15 African-American students in my class. I have fewer students in my class this year due to Covid-19 and a lot of the students leaving going to the charter school. Most students come from lower-class families. There are very little disciplinary problems with the students. I have a few students who like to get a little rowdy every now and then. Nothing major this year. Most students actively participate in the class. They are engaged and they give feedback. They ask questions if they don’t understand. The students participate in interactive activities and hands on activities that are sent home weekly in their homework packets. This year started off slower with the student’s performance due to being mostly virtual the year before. The classroom environment is very friendly and appropriate for learning. The room is decorated with lots of bright colors and flowers. There are lots of motivational posters and educational anchor charts that are on a Kindergarten level hung around the room. I have some parental involvement. Due to Covid-19, the parents aren’t allowed to come in the classroom as much as they were allowed in the past. I use school status to communicate with the parents weekly. I also call the parents to let them know how their child is preforming monthly.

V. I will teach math (counting, numbers) to Kindergarten students. The course materials will cover counting and adding objects and identifying numbers. The students will understand how math will help them in real world. Counting is important because the meaning attached to counting is the key conceptual idea on which all other number concepts are based. Children have often learned the counting sequence as a rote procedure. They need to learn the meaning of counting by using counting skills in a variety of meaningful situations. Counting and math will help students out in real world situations. By learning to count, you will be able to count money, use counting and numbers for problem solving and so much more. The expected outcome is for students to learn how to count and be able to apply it to the things that they do in their everyday life. They will need to know how to read numbers and count money. This will help them to get jobs in the future, etc.

10th grade world history, 19th century

MAT Student

Imperialism transitions to world war I

Did imperialism lead to the start of World War I.

What effects did imperialism leave on people across the world?

First Sequence: Imperialism

Focusing on the students I teach at Raymond High School, I want to help them understand this content by making it relevant to where they are right now.

Raymond is a predominantly African American school where the students are only concerned with the small town around them. Students do not have much experience beyond their small town.

Using this lesson, we will journey to native cities (virtually) to understand the impact of imperialism.

Lesson 1: what is imperialism?

Guiding Question: Are the effects of Imperialism still present today?

Bellringer: Explain in 5-6 bullet points, what the artist is implying with this cartoon.

Discuss the cartoon and what imperialism is.

Lesson 2

Students will be given a list of surrounding cities in which they will choose to occupy.

Students will be split into groups of three and will research the city of their choice.

Students will decide if they would enforce the idea of “The White Man’s Burden” where they will come in a teach the citizens of that town their ways and expect them to conform.

Students will decide if the town is thriving and implementing somethings would suffice or if they should completely conform.

This is where students will decide if ”Social Darwinism” would be more appropriate.

Rubric

For this lesson students will be graded on whether they clearly decided between enforcing Social Darwinism or White Man’s Burden.

Students will also be graded on the research presented on their city. Example: What are the school districts like? Is the city growing financially?

Students will also look into their police department and the safety of the community. Will it be easy or complicated to occupy the city in which the student is researching?

Will this take over lead to civil unrest?

Lastly, students will use their research to decide if their town (Raymond) could benefit from some of the things used in the city they are researching.

Lesson 3

Students will be assigned a case to investigate the bombing of The Maine.

Students will determine who was at fault and what lead to it happening.

Assessment

Students will be responsible for creating a detailed report to show the finding of their investigation.

Students will need to include suspects, interviews, and initial findings.

Students will use google and other sources to gather their information.

Reports will be 3-5 pages and must include all areas of learning.

Second Sequence: World WAR I

Students will be able to identify the dates, years, and causes of world war I.

Lesson 1 Why did world war I happen?

Students will have a lecture on World War I Begins.

Upon completing the lecture students will take part in a Timeline Race.

Students will scan the QR Codes on these picture using a QR reader.

The reader will then give the students the date in which the event listed happened.

Upon completion of the timeline on paper, the students will each be given an event. One student will be tasked with putting students in order according to the dates they learned prior.

The lesson is designed to get students moving and working with one another to remember significant events.

Lesson 2

Students will have a bellringer in which they will be able to list the central power and allied powers on a map for accuracy.

Students will then go through lessons on Trench Warfare.

Students will have guided notes and PowerPoints that help them understand the significance of this part of World War I.

Upon completion of the notes, students will each be given a small box filled with sand. They will have a bag of popsicle sticks, gum drops, and twizzlers. Student will recreate their version of a trench to show understanding.

Lesson 3

Propaganda lecture/guided notes

Students will receive a lecture on propaganda and its uses and effects during World War I.

Students will be assigned a country and will have to create propaganda to encourage citizens to join the war effort.

Rubric for propaganda lesson

Reasons

I have chosen to do my lessons using a more hands on approach for students because I have observed they struggle understanding passages in the textbook.

01

In order to ensure students understand, I will used guided notes that have pictures to help them associate the material being learned for their understanding and lectures will fall in line with the guided notes.

02

In this class I have one IEP student and their accommodations require information to be read aloud. By making the material hands on, student is able to comprehend material.

03

“Curriculum Plan Part I” should serve as the basis for Part II.  Keeping the descriptions of the community, school/school district and students in mind and the targeted course/subject matter and grade level you’ve chosen, work out the following components in a 10-15 slides PowerPoint presentation:

· Identify the grade level, course name and targeted content. (Example: 10th grade American History, Reconstruction)

· Give the position of the content focus within a scope and sequence. (Example: After the Civil War study and before World War I)

· Design a series of thematic lessons for at least two themes within the focus area, each with a guiding question and 3 lessons (including icebreakers and motivational aids).

· Describe assessments and rubrics to be used (NO exams).

· Reflect on how all of the above will be deployed with the specific needs of your students addressed. (For example, how things may be modified for learning disabled students or how there are options that allow every student to be successful with an assignment OR how options will allow for different learning styles.)

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