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