So You Want to be
a Teacher Program
In this exercise, we will create a kind of “patch-work quilt” depicting the history of schools and schooling in the United States. The squares for this quilt will be oral presentations – lessons, really – derived from Joel Spring’s The American School 1642-2004. The class will be divided into groups of 4 or 5 persons, and each small group will be responsible for teaching the full group about one chapter in the Spring book.
Presentations must be no longer than 15 minutes each. There will also be time for questions and answers. All small-group members must be present for and must actively participate in the presentations, both when their group is presenting and to learn from other groups’ presentations. Remember that you will be held individually accountable for all of the Spring book, so this is a real exercise in teaching and learning.
The presentations must summarize the major points of the chapters. You must be sure to connect information in your chapter, as appropriate, to the five themes that Spring identifies in Chapter 1 as parts of his interpretive framework. You must use a visual representation of your chapter in your lesson – poster, power point, overheads, etc. If you use audio-visual equipment be sure to practice with that equipment before the day of your presentation.
Each group must prepare a handout, no more than 2 pages, that summarizes the key points of their chapter. The handout is to be distributed after you complete your presentation and is to serve as a study aid. It should not be a part of your presentation.
Groups will be assigned for chapters 3 through 14 of the Spring text. (Everyone is individually responsible for reading and understanding chapters 1,2 and 15.) Groups will present chapters 3 through 8 on Monday morning, October 24 and chapters 9 through 14 on Monday morning, October 31.
Note that this is going to be a tedious experience for the “learners” unless the “teachers” are creative. Think of interesting and engaging ways to present your chapter.
Groups and their assigned chapters are on the back of this sheet.
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Chapter 3 |
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Chapter 4 |
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Chapter 5 |
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Chaney, Jennifer L |
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Campbell, Carlee M |
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Caronna, Casey K |
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Donnelly, Clayton A |
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Flippin, Collins G |
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Griffin, Willette E |
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Moton, Mckenzie T |
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Pearce, Catherine J |
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Rohlman, Ryan |
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Rathbun, Madison K |
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Redman, Angela W |
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Porto, Amanda
M |
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Chapter 6 |
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Chapter
7 |
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Chapter
8 |
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Braverman, Cassidy S |
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Burleigh,Jaclyn |
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Bethke, Jesseka |
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Mitchell, Sarah E |
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McCrone, Casey H |
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Schular,
Marisa |
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Saguil, William J |
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Russell, Angie |
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Spence, Bridget K |
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Schurr, Nathaniel V |
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Stephan, Ava E |
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Stolz, Matthew L |
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Chapter 9 |
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Chapter 10 |
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Chapter 11 |
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Ahern, Catherine A |
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Arnold, Charessa N |
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Bausch, Samantha C |
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Gilpatrick, Jared |
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Huskey, Wintfred C |
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Lewis, Travis |
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Lahud-Zahner, Adelle R |
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Kelsey, Jared M |
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Masden, Christina A |
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McClendon,
Jacqueline M |
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Magen, Jonathan E |
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Miller, Justin O |
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Thirkield, Anna C |
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Wilske, Brianna C |
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Tanabe,
Kuniaki |
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Chapter 12 |
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Chapter 13 |
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Chapter 14 |
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Brooks, Danny T |
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Calhoun, Charles S |
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Bowers, Adam P |
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Ferdaszewski, Amara R |
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Golla, Bruce B |
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Hall, Jonisha |
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Floyd, Kathy |
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Hershberger, Carolyn |
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Holderman, Amanda J |
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Holter-Mehren, Johann G |
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Inslee, Connor |
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Long, Michael S |
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MacKay, April M |
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Lightle, Elysse M |
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Mattson, Patrick |