Kara L. Freebury

History/Social Studies Teacher CertificationCandidate Portfolio

Northern Michigan UniversityCollege of Arts and Sciences

Department of History

May 2, 2007

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Table of Contents

Teaching Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4

Transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-11

NCSS standards, evidence, and explanations . . . . . . . . . . . . . . . . . . 12-17

Two Week Teaching Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Discipline Specific Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Teaching Philosophy

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As human beings we have an innate curious nature. We are constantly marveling

at the wonders of the world. In a sense we are all teachers/students because learning is a

perpetual cycle. Humans are constantly interacting, observing, and deriving conclusions

from life experiences. Teachers, however, are given an environment where they can

foster the imagination and curiosity of youth. Education is what allows us as individuals

to grow, and somewhere along the way we transition from passive learners into active

learners. Knowledge is progressive. As educators we get to see the fruit of our labor

blossom in the minds of students when that innate sense of curiosity is sparked.

Ultimately, we all want an educational revolution or at least feel like we are changing the

world one student at a time. As future educators we are often asked why we want to be

teachers. I often respond “because I want to help corrupt the youth of America.”

How to define the role of a teacher? This is an interesting question. In my

opinion teachers are just committed to being lifelong students. Everybody deserves the

opportunity to receive an education. It opens so many doors for people and will lead

them to a more enriching life. The student/teacher relationship should consist of a great

amount of give and take. Self-directed learning and group learning is essential to gaining

a better understanding of the necessary concepts that must be taught in today’s

curriculum. Our job is to enlighten our students, fill them up with information and

knowledge, and get them to extrapolate meaning. We should serve as facilitators and

ignite an open forum for discussion. Maybe along the way we (meaning teacher and

students) will stumble across a few solutions to the oh so many problems of today’s

society.

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Instructional strategies that I will employ in my classroom include a variety of

techniques. Gardner’s theory of multiple intelligences would be the main component. I

recognize the fact that each individual learns differently. Therefore, I plan to incorporate

many avenues and variations of the kinesthetic, visual, auditory, interpersonal,

intrapersonal, logical, and verbal learning methods. I also think it is important to be

aware of Maslow’s hierarchy of needs. If the lower levels are not being met then

learning will never be completely actualized. Grasping ideas, conceptualizing, and

making comparisons of content to “real life” scenarios will be vital in cultivating

knowledge. I also think that scaffolding and group work provide many learning

opportunities that a traditional teacher centered classroom does not.

The study of history allows for the examination of the past. I am most interested

in the perspective of non-western views of America, because of our ever growing global

society. I like to ground debates in terms of nationalism and imperialism to discuss how

old societies become new nation states. It is imperative to view history through more

than one lens and this is a great way to facilitate this process. It is the teacher’s role to

guide students to discovery and challenge them to be open to ideas that defy the norm.

Being exposed to only one way of thinking repeatedly; breeds complacency and there is

nothing more dangerous than a stagnant mind. I’m emphatic that an idle mind adds to the

static of a world that is already overwhelmed with dissonant sound. I have strong

convictions and passion for the subjects I will teach and I’m hoping I’ll be able to inspire

the little revolutionist in all of us. Beside didn’t the Beatles sing “you say you want a

revolution well, you know we all want to change the world?”

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Transcript:INSTITUTION CREDIT      -Top-

Fall, 2003College: College of Arts & ScienceMajor: Social Studies/Secondary EdStudent Type: New First-time FreshmanAcademic Standing:

 

Subject

Course

Level

Title Grade Credit Hours

Quality Points

Start and End Dates

R

AS 103 UG Observ & Solar Sys Astronomy

B-4.000 10.80

     

EN 111 UG Coll Composition 1 B4.000 12.00

     

HS 101 UG History Of Western Civ To 1600

B4.000 12.00

     

HS 127 UG United States Since 1865

W4.000 0.00

     

Term Totals (Undergraduate)

  Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:16.000 12.000 12.000 12.000 34.80 2.90

Cumulative:16.000 12.000 12.000 12.000 34.80 2.90

 Unofficial TranscriptWinter, 2004College: College of Arts & ScienceMajor: Social Studies/Secondary EdStudent Type: ContinuingAcademic Standing:

 

Additional Standing:

Dean's List

Subject

Course

Level

Title Grade Credit Hours

Quality Points

Start and End Dates

R

5

EN 110 UG Good Books A4.000 16.00

     

EN 211A UG Writing & Literature B+4.000 13.20

     

HS 127 UG United States Since 1865

B+4.000 13.20

     

MU 125 UG Music In Society B4.000 12.00

     

Term Totals (Undergraduate)

  Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:16.000 16.000 16.000 16.000 54.40 3.40

Cumulative:32.000 28.000 28.000 28.000 89.20 3.18

 Unofficial TranscriptFall, 2004College: College of Arts & ScienceMajor: Social Studies/Secondary EdStudent Type: ContinuingAcademic Standing:

Good Standing

Subject

Course

Level

Title Grade Credit Hours

Quality Points

Start and End Dates

R

EN 220 UG Introduction To Shakespeare

A4.000 16.00

     

HP 247 UG Yoga/Beginning A1.000 4.00

     

HS 104 UG The Third World D+4.000 0.00

  E  

HS 251 UG Latin American Civilization

B+4.000 13.20

     

MA 103 UG Finite Mathematics W4.000 0.00

     

Term Totals (Undergraduate)

  Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

6

Current Term:17.000 9.000 9.000 9.000 33.20 3.68

Cumulative:49.000 37.000 37.000 37.000 122.40 3.30

 Unofficial TranscriptWinter, 2005College: College of Arts & ScienceMajor: Social Studies/Secondary EdStudent Type: ContinuingAcademic Standing:

Good Standing

Subject

Course

Level

Title Grade Credit Hours

Quality Points

Start and End Dates

R

CIS 110 UG Prin Computer Info Systems

B+4.000 13.20

     

EN 001 UG NMU Writing Exam-Feb. 12

S0.000 0.00

     

EN 282 UG Introduction To Literature

B+4.000 13.20

     

HP 200 UG Physical Well Being B+1.000 3.30

     

HS 341 UG American For Policy-since 1900

B4.000 12.00

     

PL 180 UG Fundamentals Of Ethical Theory

B-2.000 5.40

     

Term Totals (Undergraduate)

  Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:15.000 15.000 15.000 15.000 47.10 3.14

Cumulative:64.000 52.000 52.000 52.000 169.50 3.25

 Unofficial TranscriptFall, 2005College: College of Arts & ScienceMajor: English/Secondary EducationStudent Type: ContinuingAcademic Standing:

Good Standing

7

Additional Standing:

Dean's List

Subject

Course

Level

Title Grade Credit Hours

Quality Points

Start and End Dates

R

EN 371 UG American Lit 2: 1800-1865

B-4.000 10.80

     

EN 420 UG Shakespeare B3.000 9.00

     

EN 495 UG ST:Myth-Narration/Interpretatn

B+4.000 13.20

     

HS 283 UG The American Woman A4.000 16.00

     

Term Totals (Undergraduate)

  Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:15.000 15.000 15.000 15.000 49.00 3.26

Cumulative:79.000 67.000 67.000 67.000 218.50 3.26

 Unofficial TranscriptWinter, 2006College: College of Arts & ScienceMajor: English/Secondary EducationStudent Type: ContinuingAcademic Standing:

Good Standing

Additional Standing:

Dean's List

Subject

Course

Level

Title Grade Credit Hours

Quality Points

Start and End Dates

R

ED 231 UG Teach/Learn Secondary Classrm

A4.000 16.00

     

EN 309 UG Teaching Of Writing A4.000 16.00

     

EN 317 UG Nat Amer Drama/Non-Fic/Sh St

A-4.000 14.80

     

EN 363 UG Studies In Genre, Drama A-3.000 11.10

     

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EN 363R UG Studies In Genre-Drama/Resrch

A-1.000 3.70

     

EN 404 UG The English Language A-4.000 14.80

     

Term Totals (Undergraduate)

  Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:20.000 20.000 20.000 20.000 76.40 3.82

Cumulative:99.000 87.000 87.000 87.000 294.90 3.38

 Unofficial TranscriptFall, 2006College: College of Arts & ScienceMajor: English/Secondary EducationStudent Type: ContinuingAcademic Standing:

Good Standing

Additional Standing:

Dean's List

Last Academic Standing:

Good Standing

Subject

Course

Level

Title Grade Credit Hours

Quality Points

Start and End Dates

R

ED 201 UG Intro To Education B+2.000 6.60

     

ED 301 UG Dimensions Amer Ed B+2.000 6.60

     

EN 200 UG Engl Grammar & Use For Teach

A2.000 8.00

     

EN 280 UG Patterns/Cont Lit Past I A1.000 4.00

     

EN 281 UG Patterns/Cont Lit Past 11 A1.000 4.00

     

EN 322 UG Restoration-18th Cent Brit Lit

B+3.000 9.90

     

HS 104 UG The Third World B4.000 12.00

  I  

HS 200 UG Historical Thinking & Writing

A4.000 16.00

     

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Term Totals (Undergraduate)

  Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:19.000 19.000 19.000 19.000 67.10 3.53

Cumulative:118.000106.000 106.00

0106.00

0362.00 3.41

 Unofficial TranscriptTRANSCRIPT TOTALS (UNDERGRADUATE)      -Top-

  Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Total Institution:118.000106.000 106.00

0106.00

0362.00 3.41

Total Transfer:4.000 4.000 4.000 0.000 0.00 0.00

Overall:122.000110.000 110.00

0106.00

0362.00 3.41

 Unofficial TranscriptCOURSES IN PROGRESS       -Top-

Winter, 2007College: College of Arts & ScienceMajor: English/Secondary EducationStudent Type: ContinuingSubject

Course

Level

Title Credit Hours Start and End Dates

ED 319 UG Tchg Rdg Sec Tchr3.000

 

ED 349 UG Tch Diver, Equit Just Sec Shl 2.000

 

EN 350 UG Meth & Mat/Teaching English 4.000

 

HS 304 UG The Middle Ages4.000

 

HS 350 UG Meth & Mat Social Studies 4.000

 

HS 490 UG Jr/Sr Seminar4.000

 

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 Unofficial TranscriptSummer, 2007College: College of Arts & ScienceMajor: English/Secondary EducationStudent Type: ContinuingSubject

Course

Level

Title Credit Hours Start and End Dates

ED 361 UG Spec Ed & Genl Classroom Tchr 2.000

 

ED 483 UG Educational Media & Technology 2.000

 

GC 100 UG Physical Geography4.000

 

 Unofficial TranscriptFall, 2007College: College of Arts & ScienceMajor: English/Secondary EducationStudent Type: ContinuingSubject

Course

Level

Title Credit Hours Start and End Dates

ED 430 UG Tchg In Sec School11.000

 

ED 450 UG Seminar In Teaching-Secondary 1.000

 

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Discipline Knowledge Template

For each of the following NCSS Thematic Strands you must produce two samples of evidence, i.e. syllabi, papers, lesson plans, student teacher evaluations, university supervisor evaluations, tests, project, etc. from your coursework that demonstrates competency and knowledge. Note that after each standard there is a list of applicable courses that may address the standard. Next, construct a 125 word explanation that explains how the artifact addresses the standard and how you meet elements of the standard your evidence did not address in your future development.

NCSS THEMATIC STRANDS

1.1 Culture and Cultural Diversity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity (Anthropology).

Anth 100, HS 101, 126, 104, 234, 251,252, 256, 258, 362.

HS 104 Response One.

HS 104 Response Four

HS 104 concentrated on developing nation states and how this happens under the framework of nationalism and imperialism. The two examples exemplify how culture works and how the developing Asian countries were met with violence in order to emerge as modern states. The whole class was designed around the perspective of the third world countries. The writing examples are also form a non-western point of view. The samples really get at the cultural differences and how imperialism on the U.S.’s part changed the world.

I still do not know enough about Asian history. As I continue on in my career I plan on taking more classes having to deal with this topic. It is very important in our ever growing global world to understand a countries history rather than our own.

1.2 Time, Continuity, and Change. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of time, continuity, and change (Historical). All History courses especially HS 350.

HS 490 Erring Historians Essay

HS 101 Guise of Sexuality

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Both pieces of historical writing that I’ve submitted for this strand discuss time, continuity, and change. The Erring Historian essay discusses how authors of history that have gained notoriety may not be 100% accurate. Over time theses historian’s mistakes are exploited. Many of the errors involve plagiarism and how the author’s got away with it for so long. The other example is a piece written my first semester of my freshman year. It speaks to the ever lingering stereotype of the female temptress.

One of the deficiencies for this strand would be the paper I wrote my freshman year. There is a clear growth between the papers written my senior year as compared to that of the one I wrote my freshman year. However, it is also a positive to see how one’s writing matures.

1.3 People, Places, and Environment. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of people, places, and environment (Geography).

Geog 100, HS102, 104, 234, 251, 252, 254, 256, 258, 300, 302, 340, 362.

HS 251 Von Humboldt

HS 304 Ties That Bound Paper

The paper from HS 251 was written about Alexander Von Humboldt, a Latin American figurehead. The paper demonstrates knowledge of this strand because Von Humboldt was a pioneer in exploration in Central America. As for the Ties That Bound paper it is a book review that focuses on the medieval peasants in England and how family units worked. It cites many other resources and discusses how the time, place, and environment, were huge elements to understand when discussing peasantry in England. The papers on two very distinctly different places, people, and environments; however, they both reflect the importance of this stand. Furthermore, both example show my comprehension of what this strand embodies.

1.4 Individual Development and Identity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individual development and identity (Psychology).

Psy100, 411, ED 349,301, HS 104, 126, 244, 305, 316, 326, 380.

ED 301 Philosophy of Education

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ED 319 power point course development

These papers are very goal oriented and delve into the psychology of the development of the self. The ED 301 paper was the first teaching philosophy that I wrote in my college career which in comparison to the one that prefaces this discussion it is much more juvenile. The power point selection I’ve include shows the creation of a course that I would someday like to incorporate in my teaching. It focuses on cultures around the world and how exposure to other cultures it helps with individual development and identity. The goals discussed in these two papers also clearly illustrate how I’ve developed as and individual.

Teachers, to me, are life long learners; therefore, I will always be developing my identity and individual self. The two papers above are only a brief glimpse into the type of teacher I want to become. I will continue to grow and change with every class, professional development seminar, conference, and year that goes by.

1.5 Individuals, Groups and Institutions. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individuals, groups, and institutions (Sociology).

Soc101 (elective), ED 201, 231, 349, HS 126, 127, 200, 273, 283, 293, 302, 305,325, 327, 328, 350.

HS 200 Rural Schooling in The Upper Peninsula

HS 200 Lexington Green

First, I am really proud of the rural schooling paper I produced in HS 200. It is one of the longer research paper’s I’ve done and it focuses on the institution of schooling. I included images and captions and numerous personal accounts of what it was like to attend a one room school house. The paper also discusses what it was like to be a teacher in the rural Upper Peninsula in the 1900s. The second example is an essay dealing with bias. We read numerous accounts about what happened on Lexington Green and addressed why some accounts were more legitimate than others. It really extrapolates how individuals can be persuaded and bias toward an event because of what group or institution they identify with.

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1.6 Power Authority and Government. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of power, authority and governance (Political Science). PS101, 105, 207, 411, HS 101, 102, 104, 126, 127, 244, 252, 273, 283, 293, 315, 326, 327, 328, 340, 341, 350.

HS 490 Che Guevara and the Cuban Revolution

HS 104 Response Three

Both of these papers deal with how the United States dealt with foreign affairs and the effect of their decisions. The Guevara paper is and interesting historiography grounded in the themes of nationalism and imperialism. The politics of the Cuban Revolution are discussed at length, but there is also a discussion of how Castro and Guevara operated politically, too. There is a discussion of guerilla warfare and how this style of fighting became prevalent throughout Latin America. The HS 104 response gets at the issue of the U.S. and its use of the nuclear bombs in World War II. The entire essay deals with the politics and ethics of the decision to drop both atom bombs.

Unfortunately, I have not had the opportunity to take specific political science class during my time here at Northern Michigan University. However, it is one of my favorite subjects and plan to be very active in the political sphere. I did take AP government in high school and received college credit for it, but unfortunately, I do not have any of the assignments form the class.

1.7 Production, Distribution, and Consumption. Candidates in social studies should possess the knowledge, capabilities, and disposition to organize and provide instruction at the appropriate school level for the study of production, distribution, and consumption of goods and services (Economic). EC 101, 105, HS101,102,104, 126, 127, 200, 233, 244, 245, 251, 252, 273, 283, 293, 315, 326, 327, 328, 340, 341, 350, 352.

HS 200 Sondergger Symposium

HS 104 Response Five

This section is probably lacking in that I lost all of my history papers form my second semester sophomore year and I have not taken any Economic classes. The HS 200 paper is a conversation as to why history is a viable and marketable topic. The paper was written about a historical conference in

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which many topics of production, distribution, and consumption were presented. The paper discuses many of the Upper Peninsula’s economic strongholds such as mining and shipping and the effect it had on Upper Peninsula towns and communities. The HS 104 response discuses why and how the Vietnam War was produced, consumed, and distributed. Both papers are good examples of this thematic strand for the aforementioned reasons.

1.8 Science, Technology and Society. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology and society (Impact of technology on society, i.e. industrial revolution). ED 483, 430, 450, HS 200,244, 305, 328, 337, 350, 372.

HS 304 Tristan Paper

HS 304 Pope Joan Paper

HS 304 is the history of the middle ages; therefore, many of the topics dealt with science, technology, and society. Each of these papers discusses more of the societal aspects more than science and technology. In both the Tristan paper and the Pope Joan paper they each discuss at length the role of females in history. Women’s history is a new emerging field and it is important element to include in historical content. These two samples also how society changed through out the early Middle Ages to up to the Italian Renaissance.

I will be taking ED 483 this summer which will give me a better background in the science and technology aspect. This class allows students to experience technology and teaches them how to employ it in the classroom—making it a useful class.

1.9 Global Connections. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of global connections and interdependence. HS101,102, 104, 200, 256, 300, 302, 315, 363, 350.

HS 350 Hidden Curriculum

HS 490 Group Paper: America's Entry into World War One

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With globalization as one of today’s hot button issues it is imperative that this thematic strand be addressed in and outside the classroom. The HS 490 paper offers a discourse on how U.S. relations with the allies and the axis powers lead to a world war. The HS 490 paper is also a historiography and offers a fairly comprehensive view of both sides of the story—to use a cliché. The hidden curriculum paper covers why it is important to bring diversity and pride to the school community. It demonstrates how things outside of academia can enrich and foster relationships outside ones own community. Both papers emphasize the importance of thinking globally. The papers exemplify why having and understanding global communities is essential to ensuring a brighter future.

1.10 Civic Ideals and Practices. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and practices. PS207, 411, ED 301, 349, HS 200, 293, 283, 273, 316, 350, 352.

ED 301 Brave New World Critique

ED 301 Feed Critique

Each one of these novels is essentially a critique on society and its practices. The authors through the use of allegories teach the practices of civic ideals. Each paper is a critique of the novel and how it can be related to teaching technology, democratic values, and diversity. In both examples I cite how the authors are making political statements as well as getting the reader to think about what society may be like with out civic ideals. Huxley’s Brave New World paper discusses how to view this piece of literature through a historical lens by looking at how he portrays the Native American population. Also, I use Shakespeare as a context to link historical content to as well. These books and papers are good sources for cross-curricular content to be taught.

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Two Week Teaching Unit2 Week Teaching Unit: 1920s

Discipline Specific Assignments

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Northern Michigan University

Northern Michigan University is affiliated with the nation’s leading bodies of accreditation in teacher preparation and social studies education. The National Council for Accreditation of Teacher Education (NCATE) certifies NMU as a nationally recognized teacher preparation institution. The National Council for Social Studies (NCSS) recognizes the History/Social Studies Programs graduates as future educators who can disseminate content knowledge, demonstrate intellectual skills, and convey civic values to future generations. As a future history/social studies teacher, each candidate must demonstrate competency through the national bodies that recognize your teaching credentials. The NCSS thematic framework is the Specialized Professional Association (SPA) recognized by NCATE and students will demonstrate how they meet the following ten thematic strands.

Candidates will construct an electronic portfolio (CD-ROM) that will showcase evidence of meeting discipline standards, examples of your ability to construct a two-week teaching unit and lesson plans, evaluations of your student teaching experience, and discipline specific assignments.

Portfolio Format:I. Overview Folder

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a. Title Page: include full name, university, college, and department affiliation, date.

b. Table of contents: teaching philosophy, resume (optional), transcripts (optional), NCSS standards, evidence, and explanations, two week teaching unit, student teacher evaluations, discipline specific assignments.

II. Discipline Knowledge Foldera. Complete the NCSS thematic framework with acceptable evidence and a

written explanation that demonstrates competency and future development.

III. Pedagogy Foldera. Hyperlink or insert your two week teaching unit.

IV. Evaluations Foldera. Cooperating Teacher’s evaluations.b. University Supervisor’s evaluations.c. Self Evaluations.

V. Discipline Specific Assignments Foldera. Depending on your Method’s section, hyperlink or copy the following:

1. Michigan Social Studies Project (Logan)2. Hidden Curriculum Assignment (Logan)3. Homespun (Nicholson)4. Extracurricular Assignment (Nicholson)

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