Disciplinary Text Set

 A text set is introduced to a class for each subject or content learned in order to provide the students with various perspectives and different learning formats regarding that particular subject area. This aids in the student's critical thinking about the material and allows for differentiation within the classroom. The text set I have chosen for a 10th grade classroom, details the building of the first political parties within the U.S. Defining how the political parties were created originates with the disagreements between Hamilton and Jefferson during President Washington's candidacy about the push for a strong central government verse a limited central government. Understanding how the checks and balances operated and effected people's opinions on how the government should govern directly led to various opposing political parties. In order to introduce this topic I would ask the students if they have heard of different political parties before and what they represent. I would include an introductory infographic that would display a variety of the political parties used in the American political society today and provide a definition of the term political party. I would ask the students if their parents at home or if they personally identify with any of the parties listed and why. This will facilitate a discussion based on why these exist today. Asking the students to think deeply about their own opinions and their families opinions, ideas, and values generates an opportunity to celebrate everyone's background respectfully within the classroom. This first piece  (shown below) would help contextualize our political parties today. Utilizing an infographic would motivate interest via visuals. Additionally, defining the main topic at the beginning of lesson, prepares the students for the rest of it. 

https://youtu.be/lNTssCJJTHY?si=rcQglpw_eRu0K7Rz

Above is a video clip I would share with the class. This video is a cabinet meeting with President Washington, Hamilton and Jefferson. In this video, Hamilton and Jefferson are debating about introducing a national bank. Today, we know that Hamilton followed through and was able to establish this national bank which is now utilized for federal taxes, war debts, and other federal financial areas. At that time, the idea of introducing it was up for debate and since it directly effected the people and the states as well, not only was this debate heard between governmental officials but it was also discussed among citizens. The ability to vote for governmental officials at a state level and a federal level, meant these kinds of political decisions were discussed among the people as well. Some people sided with Hamilton and some people sided with Jefferson, hence a division in political opinions. Introducing a national bank would also encourage a stronger central government, resulting in larger opposition for those who wanted the states to have a higher governing power. I would ask the students who they would side with and why? What were some of the benefits of Hamilton's argument and what were some of the benefits of Jefferson's? Encouraging them to compare and contrast. 

https://www.loc.gov/exhibits/creating-the-united-states/formation-of-political-parties.html

I would then continue with having them read a few short secondary/primary sources that detailed how each founding father and political figure may have felt about the division and purpose of political parties within the government. Above is an excerpt from George Washington, how he felt about political parties and how the political parties truly began. This excerpt is part of a series detailed in the link above. I would have each student read the first one posted above as well as the one about James Madison and the one titled "Development of Political Factions and Parties." For these paragraphs we would review the vocabulary words "baneful" as it appears in Washington's statement and "ratification," due it's frequency and importance to the subject material. These short paragraphs include primary quotes and pictures to aid with their visual understanding and create larger context via the different perspectives being read about. Inserting these short texts, ensure students are reading about multiple perspectives in regards to how it was developed. I would ask them to think about if the political parties created at that time still hold the same values or operate in the same our political parties function today. I would then encourage the students to list off the political parties that are currently represented by our American political society.

In order to further their understanding, I would layer on this visual to promote critical thinking in regards to imagery. This cartoon is depicting former President Washington telling partisans to protect the pillars of Federalism, Republicanism, and Democracy in order uphold liberty and independence. Of course, if they both pull too hard on either end, our governmental system will collapse, hence the danger of political parties. I would display this image to my students and create a class discussion. We would discuss the vocabulary words federalism, republicanism and democracy and what they mean in this context. I would ask them to identify who each character is and what they may be doing. I would then ask them to dig deeper and ask questions that would foster higher level thinking. No wrong answers, just a discussion of what they believe this picture is attempting to emphasize or what message/story it holds. I would also encourage students to ask their own questions that would encourage investigation. I would ask if they think our government holds the ideals of each of these pillars today. Additionally, I would ask if they agree or disagree with George Washington's warning. 
 

https://youtu.be/Fix1D0IiVNg?si=PMBzQpDhO648fuzi

I would utilize this source within this text set because it is in familiar/daily vernacular, bringing an older and sometimes complex vocabulary ridden subject to a relatable level. This is another video of a cabinet meeting discussing the issue of whether or not the U.S. should interfere and send aid to France. Establishing foreign aid is still a prevalent topic that often discussed in today's political conversations as well. Utilizing this text demonstrates the kind of political tension that was occurring during that time and how we can still see it today, over similar subjects with similar political parties. I would ask the students to think about a current event today where the U.S. was involved in foreign affairs and if they believe it was the right thing to do. This would encourage students to develop their own opinions on the matter and have them reflect critically on where they may stand on this kind of debate. I would ask the students to discuss this in groups. This source includes audio and visuals, which provides differentiation for students. Due to the daily vernacular used in this, there would not be a need for vocabulary terms. 

https://www.studentsofhistory.com/federalists-republicans

This text is about two pages long and it adds more details about what the political parties opinions and values were, who represented them and why. Additionally, this text has an audio option to listen to while a student reads. This creates a multiple learning format for students who learn better through audio rather than through the text. I would ask them to notice how each party had the same goal of independence and liberty, but they had different ways to get there. This article highlights that people who supported different political parties were generally from different occupational backgrounds. I would encourage my students to think about why those with higher incomes would be on one side and those with lower incomes would be on another. Does their income dictate the laws or the kind of government they support? I would not include a separate vocabulary section for this article because the vernacular within it is easily digestible at a 10th grade level. 

Visual Representation of the 1920's

Infographic

file:///home/chronos/u-2a2c7ad85d50fd1aa4c552165b7283f10af8e5a2/MyFiles/Downloads/Brown%20Scrapbook%20Museum%20of%20History%20Infographic.pdf

(Use the link that says the "infographic", if that does not work feel free to copy and paste the link below it into a browser to view the inforgraphic.) 

Above is the link to my infographic that poses as a visual aid for the potential text my students may have to read about the 1920's time period in America and how that decade (and the events/movements that unfolded within it) had long lasting affects on the United States government and its' people. While creating this visual aid, I used the scrapbook app "Canvas" for assistance which allowed for process of matching pictures to the text very accessible. Ensuring I had pictures that matched the text accordingly was really important to me during this process. Students will often use picture clues when learning new information or when they come across a vocabulary word that they do not know. Presenting the pictures that accurately represent the content that I intend for my students to learn will create a greater accessibility to material for students on various reading levels. Having access to actual footage of a specific time period for a social studies teacher is additionally exciting because it allows for the teacher to introduce the picture as a primary source to the students. 

Photos and visual aids in the classroom can be used as a front loading activity prior to reading the text. Presenting the photo without context will encourage students to search for details within the photo and ask questions about what different parts of the image means. Instructing students to ask questions about a photo without context prior will foster their curiosity for when the material is presented. A student's comprehension of the text is highly important for understanding the content and often picture clues can aid in that. A student's engagement in the text or the activity in the classroom is also of high importance. Presenting visual aids in "pictures first" society can create also accomplish the engagement piece. Viewing the pictures deepened my understanding of the text in a way I might not have understood it prior by helping me conceptualize what the time period looked like physically. When looking at a car from the 1920's, rather than just reading about how Americans could afford cars for the first time, created a compare and contrast thought process for me. I was able to think critically about how a 1920's car looks different from the cars we use today. Back then, when the average American began purchasing a car it was labeled as mass consumerism but today the purchase of a car for the average American is a commonplace activity. More than comprehension, students being able to critically think about a text is a significant skill that can be utilized in various content areas, as well as outside of the classroom. 

Where Am I And Where I Want To Go

As previously stated, my content area is Social Studies and my intention is to teach 9th-12th grade students. When introducing a topic for a 10th grade Social Studies class that has a focus on literacy I would introduce the topic of the beginning of the American constitution and how it was written, how the cabinet meetings were held, the Bill of Rights was advocated for and the real life stories of people living in the states at that time, including records from personal Native American accords, textbook explanations, and a virtual introduction about the story line from the infamous Broadway play Hamilton. I would introduce the play, with the preface that a few of the situations are exaggerated for theatric effect but hope that the music and visual representation would cause interest. I would then continue on to the textbook to help give further detail to that time period. In order for the students to have a deeper understanding and further a larger attachment to the material, my main literacy pieces that would include the most reading time would be personal accords from a variety of people during that time period. How were these people feeling? What was their motivation for the events that proceeded? I currently have quite a large understanding of that time period and how each historical event and document built on each other. However my questions would include how to find credible sources for students at the appropriate age and reading level. I would also want to know more about the Native Americans' experience during this time period. Most of the written and taught information goes deeply into what the founding fathers were thinking and doing at the time, however does not take into consideration the experiences or timeline of the Native Americans who were still living throughout most of America at that point. 

I have provided links below to what kind o sources I would include for my students to utilize in my classroom in order to further their understanding of the topic.

Bill of Rights Song:

https://youtu.be/efKy4J81PTg?si=7grpqetfPAOwonRg

Cabinet Meetings: Hamilton: 

https://youtu.be/lNTssCJJTHY?si=1AIgOOjrrKAXc0UI  (I would of course pause this after 2:18, due to language.) 

Native American Origins in the U.S. Constitution:

https://daily.jstor.org/the-native-american-roots-of-the-u-s-constitution/

Letters from Thomas Jefferson to James Madison convincing him to approve the Bill of Rights: 

https://constitutioncenter.org/the-constitution/historic-document-library/detail/thomas-jefferson-and-james-madison-correspondence-on-a-bill-of-rights#:~:text=In%20this%20series%20of%20letters,Rights%20in%20the%20First%20Congress.

(I would of course include the descriptive paragraph and then choose three to four paragraphs from the letters listed and ask them to provide evidence from the letters that supports the claim that Jefferson convinced Madison to approve the Bill of Rights and which arguments that felt were the most convincing for themselves and why. This would promote reading comprehension and induce critical thinking when analyzing the text.) 

Welcome To My Professional Blog!

 Hi Everyone, 

My name is Rivka Comrov and I am a Social Studies in Education student here at UWM. I have been interested in education for the past three years and have been quite excited about each class within this field. I intend to teach social studies at a urban high school for a few years after I graduate. It is a professional goal of mine to continue my higher education and acquire a doctorate in sociology, which of the social studies, is the one I hold the most passion for. With said doctoral degree, it is my vision to teach students at the university level, presumably Sociology 101, however this may change as I delve deeper into my sociological research in graduate school and throughout my dissertation for my PhD. Prior to the education program, I was enrolled in the Helen Bader School of Social Work here at UWM. When Covid-19 torpedoed into the rhythmic lives of many and wrote an entirely new symphony that none of us knew the words to, I took a leave of absence from the university. Within three months I obtained my Registered Behavior Technician Certificate and spent the next two years as a behavioral therapist for children with Autism; preparing them with a variety of fundamental skills for them to enter a K-8 school. During this time, I discovered, more than anything, that I enjoyed teaching. Witnessing first hand the development of thought processes and skills gained through their resilience and my guidance was gratifying and exciting for me in a way I have never felt about any thing else I have done. About a year ago, I spent six months homeschooling my little sister, who is currently a freshman in high school and once again I was met with the reassurance that teaching is my purpose. As I continue in my academic career, I am looking forward to what my experiences in field placement and my time in the classroom will teach me about the methods of how to streamline the knowledge, we as teachers, become so fervent about. 

Below is a picture of Maslow's hierarchy of needs because this is one of the most important things to be aware of as an educator, regardless of what age or subject you may be teaching and I believe it will represent me as a teacher who is intentionally in tune with each of her students. 

Additionally, I have attached the link that was shared by Professor Sonnenberg about how to be a culturally responsive educator. I believe this will be a continuously useful tool throughout my professional career. 

file:///home/chronos/u-2a2c7ad85d50fd1aa4c552165b7283f10af8e5a2/MyFiles/Downloads/scan_bsonnenberg_2024-01-29-14-30-28.pdf