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Syllabus Assignment

Troy Wayne Davis


SED 322, Classroom Leadership
Dr. Lana Haddy
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Self-Introduction
Hello, my name is Troy Davis, and I am currently a student at Arizona State University.
Having earned my Associates Degree at Estrella Mountain Community College in General
Education, I am continuing to pursue my Bachelors Degree in History at ASU, as well as my
certificate for Secondary Education.

My love affair with History began when I saw Raiders of the Lost Ark opening night in
the theater as a kid. As I grew older and watched current events occurring in the world around
me, I began to wonder at the general ignorance of the common public about History. It also
occurred to me that if I was going to complain about the lack of education, I should try and do
something about it. So I decided to teach. I want to teach History so that future voters and
shapers of our society can have the benefit of seeing where we came from in order to determine
where we are going.

I am firmly committed to ensuring that each and every student receive an equal learning
opportunity in my classroom. Following the research of Madeline Hunter, Dr. Fred Jones, Dr.
Harry Wong, and Dr. Richard Lavoie, I have developed classroom procedures that ensure
inclusion and accommodation for all types of learners, as well as meeting the special needs of
students with IEPs or 504 plans. This inclusion guarantees that all students in my class receive
every opportunity to learn curriculum that meets or exceeds all state standards, in planned
lessons designed according to the needs and abilities of every student.
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State and College and Career Ready Standards for this curriculum:

Strand 2:
World History
Concept 1: Research Skills for History
PO 1. Interpret historical data displayed in maps, graphs, tables, charts, and geologic time scales.
PO 2. Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g., radiocarbon),
correlated ages (e.g., volcanic ash), and relative ages (e.g., geologic time).
PO 3. Formulate questions that can be answered by historical study and research.
PO 4. Construct graphs, tables, timelines, charts, and narratives to interpret historical data.
PO 5. Evaluate primary and secondary sources for:
a. authors main points
b. purpose and perspective
c. facts vs. opinions
d. different points of view on the same historical event (e.g., Geography Concept 6 geographical perspective can be different
from economic perspective)
e. credibility and validity
PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.
PO 7. Compare present events with past events:
a. cause and effect
b. change over time
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Strand 2:
World History
c. different points of view
_____________________
Concept 2: Early Civilizations
PO 1. Describe the development of early prehistoric people, their agriculture, and settlements.
PO 2. Analyze the development and historical significance of Hinduism, Judaism, Buddhism, Christianity, and Islam.
PO 3. Analyze the enduring Greek and Roman contributions and their impact on later civilization:
a. development of concepts of government and citizenship (e.g., democracy, republics, codification of law, and development of
empire)
b. scientific and cultural advancements (e.g., network of roads, aqueducts, art and architecture, literature and theater,
mathematics, and philosophy)
PO 4. Analyze the enduring Chinese contributions and their impact on other civilizations:
a. development of concepts of government and citizenship (e.g., Confucianism, empire)
b. scientific, mathematical, and technical advances (e.g., roads, aqueducts)
c. cultural advancements in art, architecture, literature, theater, and philosophy,
___________________
Concept 3: World in Transition
PO 1. Contrast the fall of Rome with the development of the Byzantine and Arab Empires (e.g., religion, culture, language,
governmental structure).
PO 2. Compare feudalism in Europe and Japan and its connection with religious and cultural institutions.
PO 3. Compare the development of empires (e.g., Roman, Han, Mali, Incan/Inkan, Ottoman) throughout the world.
PO 4. Describe the interaction of European and Asian civilizations from the 12 th to the 16th centuries:
a. Crusades
b. commerce and the Silk Road
c. impact on culture
d. plague
_____________________
Concept 4: Renaissance and Reformation
PO 1. Analyze the results of Renaissance thoughts and theories:
a. rediscovery of Greek
and Roman ideas
b. humanism and its
emphasis on individual
potential and
achievements
c. scientific approach to
the natural world
d. Middle Eastern
contributions (e.g.,
mathematics, science)
e. innovations in the arts
and sciences.
PO 2. Explain how the
ideas of the Protestant
Reformation and the
Catholic Reformation (e.g.,
secular authority,
individualism,
migration, literacy and
vernacular, the arts)
affected society.
____________________
Concept 5: Encounters and Exchange
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Strand 2:
World History
PO 1. Describe the religious, economic, social, and political interactions among civilizations that resulted from early exploration :
a. reasons for European exploration
b. impact of expansion and colonization on Europe
c. impact of expansion and colonization on Africa, the Americas, and Asia
d. role of disease in conquest
e. role of trade
f. navigational technology
g. impact and ramifications of slavery and international slave trade
h. contrasting motivations and methods for colonization
__________________Concept 6: Age of Revolution
PO 1. Contrast the development of representative, limited government in England with the development and continuation of
absolute monarchies in other European nations:
a. absolute monarchies (e.g., Louis XIV, Peter the Great, Philip II)
b. the Magna Carta, the English Bill of Rights, and parliamentary government
c. the ideas of John Locke
PO 2. Explain how new ideas (i.e., Heliocentrism, Scientific Method, Newtons Laws) changed the way people understood the
world.
PO 3. Explain how Enlightenment ideas influenced political thought and social change:
a. Deism
b. role of women
c. political thought
d. social change
PO 4. Analyze the developments of the French Revolution and rule of Napoleon:
a. Reign of Terror
b. rise of Napoleon
c. spread of nationalism in
Europe
d. defeat of Napoleon and
Congress of Vienna
PO 5. Explain the revolutionary and independence movements in Latin America (e.g., Mexico, Haiti, South America).
PO 6. Analyze the social, political, and economic development and impact of the Industrial Revolution:
a. origins in Englands textile and mining industries
b. urban growth and the social impact of industrialization
c. unequal spread of industrialization to other countries
d. political and economic theories (nationalism, anarchism, capitalism, socialism)
______________________
Concept 7: Age of Imperialism
PO 1. Explain the rationale (e.g., need for raw materials, domination of markets, advent of national competition, spread of
European culture/religion) for imperialism.
PO 2. Trace the development of the British Empire around the world (e.g., America, Southeast Asia, South Pacific, India, Africa, the
Suez).
PO 3. Describe the division of the world into empires and spheres of influence during the 18th and 19th centuries (e.g., British,
French, Dutch, Spanish, American, Belgian).
PO 4. Analyze the effects of European and American colonialism on their colonies (e.g., artificially drawn boundaries, one-crop
economies, creation of economic dependence, population relocation, cultural suppression).
PO 5. Analyze the responses to imperialism (e.g., Boxer Rebellion, Sepoy Rebellion, Opium Wars, Zulu Wars) by people under
colonial rule at the end of the 19th century.
PO 6. Explain Japanese responses to European/American imperialism from a closed door policy to adoption of Euro-American
ideas.
____________________
Concept 8: World at War
PO 1. Examine the causes of World War I:
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Strand 2:
World History
a. rise of nationalism in Europe
b. unification of Germany and Otto Von Bismarcks leadership
c. rise of ethnic and ideological conflicts - the Balkans, Austria-Hungary, the decline of the Ottoman Empire
PO 2. Analyze the impact of the changing nature of warfare in World War I:
a. trench warfare
b. mechanization of war machine gun, gasoline, submarine, tanks, chemical
c. American involvement
PO 3. Explain the end of World War I and its aftermath:
a. Russian Revolution
b. Treaty of Versailles
c. end of empires (e.g., Austro-Hungarian, Ottoman, Russian)
d. continuation of colonial systems (e.g., French
Indochina, India,
Philippines)
PO 4. Examine the period between World War I and World War II:
a. rise of fascism and dictatorships
b. postwar economic problems
c. new alliances
d. growth of the Japanese empire
e. challenges to the world order
PO 5. Analyze aspects of World War II:
a. political ideologies (e.g., Totalitarianism, Democracy)
b. military strategies (e.g., air warfare, atomic bomb, Russian front, concentration camps)
c. treatment of civilian populations
d. Holocaust
PO 6. Examine genocide as a manifestation of extreme nationalism in the 20th century (e.g., Armenia, Holocaust, Cambodia,
Bosnia, Rwanda, Kosovo and Sudan).
PO 7. Analyze the political, economic and cultural impact of the Cold War:
a. superpowers Soviet Union, United States, China
b. division of Europe
c. developing world
d. Korean and Vietnam Wars
PO 8. Compare independence movements of emerging nations (e.g., Africa, Asia, Middle East, Latin America).
__________________
Concept 9: Contemporary World
PO 1. Explain the fall of the Soviet Union and its impact on the world.
PO 2. Explain the roots of terrorism:
a. background and motives
b. religious conflict (e.g., Northern Ireland, Chechnya, Southwestern Philippines, southern Thailand, Kashmir)
c. background of modern Middle East conflicts (e.g., Israeli Palestinian conflict, Persian Gulf conflicts, Afghanistan)
d. economic and political inequities and cultural insensitivities
PO 3. Describe the development of political and economic interdependence during the second half of the twentieth century:
a. economics, global wage inequalities
b. technology
c. multinational corporations
d. growth of international governmental organizations (e.g., World Trade Organization)
e. growth of non-governmental organizations (e.g., Red Cross, Red Crescent)
PO 4. Examine environmental issues from a global perspective (e.g., pollution, population pressures, global warming, scarcity of
resources).
PO 5. Connect current events with historical events and issues using information from class discussions and various resources
(e.g., newspapers, magazines, television, Internet, books, maps).
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Reading Standards for Literature 9 -12


1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. (11-12.RL.1)
2. Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce
a complex account; provide an objective summary of the text. (11-12.RL.2)
3. Analyze the impact of the authors choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the characters
are introduced and developed). (11-12.RL.3)
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (11-12.RL.4)
5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
(11-12.RL.5)
6. Analyze a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
(11-12.RL.6)
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry); evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.) (11-12.RL.7)
8. (Not applicable to literature) (11-12.RL.8)
9. Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century
foundational works of American literature, including how two or more texts from the same
period treat similar themes or topics. (11-12.RL.9)
10. By the end of grade 11, read and comprehend literature, including stories, dramas, and
poems, in the grades 11CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. (11.RL.10)
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems,
at the high end of the grades 11CCR text complexity band independently and proficiently.
(12.RL.10)
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Writing Standards 9-12


1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create
an organization that logically sequences claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audiences knowledge level, concerns,
values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the
argument presented. (11-12.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and
analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audiences knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance
of the topic). (11-12.W.2)
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3. Write narratives to develop real or imagined experiences or events using effective


technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole and build toward a particular tone and outcome (e.g., a sense of
mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative. (11-12.W.3)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 13 above. (11-12.W.4)
a. Produce clear and coherent functional writing (e.g., formal letters, experiments,
notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes,
maps, captions, diagrams) in which the development and organization are appropriate
to the task, purpose, and audience.
(AZ.11-12.W.4)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of Language
standards 13 up to and including grades 1112.)
(11-12.W.5)
6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or
information. (11-12.W.6)
7. Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation. (11-12.W.7)
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms
of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation. (11-12.W.8)
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9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 1112 Reading standards to literature (e.g., "Demonstrate knowledge of
eighteenth-, nineteenth-, and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes
or topics").
b. Apply grades 1112 Reading standards to literary nonfiction (e.g., "Delineate and
evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority
opinions and dissents] and the premises, purposes, and arguments in works of public
advocacy [e.g., The Federalist, presidential addresses]"). (11-12.W.9)

Classroom Procedures
It is essential in a well-managed classroom that the students are taught procedures that
will promote a well-disciplined, respectful, and secure learning environment for every student.
Following the work of Dr. Fred Jones and Dr. Harry Wong, I have set forth the following
procedures in time management, work strategies and policies, and communication that I will
state and explain at the beginning of each semester, ensuring that each procedure is appropriately
modeled and demonstrated for the understanding of each student. These procedures will then be
rehearsed and reinforced regularly, and enacted through daily routine.
As a teacher, the beginning and ending of class, are not only my prerogative, but my
responsibility to manage in an efficient and effective manner; as are the seamless transitions
between lesson activities and segments. As such I will greet students at the door, signifying the
immediate beginning of the class session. Students are to immediately sit at their assigned places
and begin the journal assignment displayed on the Smart Board. As students should be
contemplating the current assignment, and concentrating on their work, no talking will be
permitted at this time. As taught, my students will follow visual and audible signals and prompts
from me that will ensure proper transitions between activities and maintain student attention.
These signals will include the raising of my right hand for silence, which will be imitated till the
entire class is silent and attentive; as well as the immediate request of Your attention, please.
Finally, the class session will not end until I release the students. To enable a smooth end of the
class period and efficient exit from the classroom, I will have the students prepare to leave before
the final closure activity, or exit ticket.
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It is my experience that students respond best to a well-established system in regards to


class work. When possible, assignments will be finished and turned in during the class period.
When homework is assigned, however, it will be turned in at the beginning of class on the date
due in the appropriate tray on the homework station desk. If a student is absent when homework
is due, the due date will be postponed one day per day absent by the student for excused
absences. For unexcused absences, I will accept assignments on the first day the student is back
in class. I will accept late work, with a penalty of three points per day late. I will grade work
promptly, attempting to have exams graded in 2 days or less, and quizzes within one day. Essays
will be returned after one week, and regular homework assignments within one or two days;
additionally, all grades will be immediately entered into the grade book in pencil, and finalized at
the end of each grading period in pen. Students will pick up graded work from the appropriate
bin located on the homework station desk, along with any required materials for classwork,
unless otherwise provided.
I believe that open parent-teacher-student communication is highly effective in providing
the best learning environment for students that goes beyond the classroom. Communication with
parents will be available through website chat, email, and parent-teacher conferencing. There
will also be issues involving important work or minor behavioral issues where email
correspondence will be necessary, as well as times where late work, unsatisfactory grades, major
behavioral issues or some unforeseen circumstance will require direct telephone or in person
communication.
Having fixed, reasonable, and clear classroom procedures is a necessary component of
providing learning opportunity and security in todays diverse classroom. Additionally, all IEPs
and 504s will be followed. As Dr. Richard Lavoie has shown, having procedures that are clear of
confusion, fair, and consistently employed helps create the highest learning opportunity in the
least restrictive environment for students with learning disabilities and general education
students alike.

Classroom Rules and Consequences


According to the research and practices of Dr. Richard Lavoie and Dr. Harry Wong, clear
and precise classroom rules, that are taught with positive reinforcement are essential to a
successful learning environment. The following are five classroom rules that will engender
mutual respect, consideration, and cooperation between myself and my students, and between the
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students themselves. These rules will be posted with high visibility all year long, along with the
consequences for rule violation. I will ensure that these rules are not only taught and posted, but
are clearly modeled and discussed so that each student will benefit from a cohesive and
cooperative learning environment.

1. Students will demonstrate respect and tolerance for others at all times.
a. Respectful and polite language will be used.
b. Respect and appreciation for the race, gender, ethnicity, orientation, etc. of
others will be practiced and shown.
c. Only one person will be speaking at a time.
2. Electronic devices will only be used when directed to do so by the teacher.
a. This rule includes phones, tablets, and laptops, which will remain powered
down and put away unless otherwise instructed.
3. Academic integrity will be adhered to at all times.
a. Students will use their own ideas and work, ensuring to include appropriate
citation for the work of others.
b. Students will be responsible for their own work and answers.
c. Honesty will be demonstrated at all times on school property.
4. Class begins when students enter the classroom, and only ends when the teacher
says class is dismissed.
5. Students will remain properly seated and behaved at all times, unless otherwise
instructed by the teacher.
a. Hands, feet, and other body parts, and/or possessions will be kept to ones self
at all times.

Consequences for violating classroom, school, and governmental rules will be fair and consistent
with every student, and due process will be consistently observed in all situations. Rules and
consequences will be appropriate and fair for all students according to IEP and 504 plans, as
agreed to by support team members. Consequences for violating rules will be as follows:

First offense: warning/conference.


Second offense: teacher will call home.*
Third offense: detention.*
Fourth offense: administrative referral.

*these consequences can be interchanged or combined as needed.

**teacher reserves the right to skip steps based on severity of violation.


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***all violations and consequences will follow due process and be


documented using classroom violations form.

In class discipline and formal consequences will be applied with a focus on controlling positive
reinforcement, as demonstrated by Dr. Richard Lavoie. Students who are in violation of
classroom rules will be removed from the immediate positive reinforcement of their bad
behavior, rather than receive negative reinforcement through punishment. My personal and
teaching philosophy is based on the premise that discipline is built on the premise that each
person receives what is earned. Positive reinforcement is earned reward, while punishment is
replaced by simply not earning what is desired. This behavioral philosophy is also the most
adaptive and congruent with the needs of diverse learners, allowing each individual the
opportunity to earn positive reinforcement with the focus on equal and inclusive educational
opportunity.

History Habits of Mind

Students in my History class join me in becoming historians, and as such, must employ a
historians habits of mind. As Drake and Nelson outline, my students will employ habits of mind
to:

Understand the significance of the past to their own lives, both private and public, and to
their society
Distinguish between the important and the inconsequential; to develop a discriminating
memory
Perceive past events and issues as they were experienced by people at the time, to
develop historical empathy, opposed to present-mindedness
Comprehend the interplay of change and continuity, and avoid assuming that either is
somehow more natural
Grasp the complexity of historical causation, respect particularity, and avoid excessively
abstract generalizations
Appreciate the force of the nonrational, the irrational, and the accidental, in history and
human affairs
Understand the relationship between geography and history as a matrix of time and place,
and as a context for events
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Recognize the importance of individuals who have made a difference in history, and the
significance of personal character for both good and ill

Conclusion
I want each of my students to complete this course in World History gaining so much
more than a factual education about historical people, places, and events. My goal is for each
student to learn about the story of our past through critical thinking and examination; for my
students to explore the mysteries of ancient civilizations with historical empathy and the ability
to experience history through the perspectives of those who lived it. And my purpose for wishing
to impart this deeper level of learning to my students is so that they are prepared to make that all
too rare connection from the past to present, and understand the power of that connection today;
to apply the wisdom of yesterdays lessons in humanity to our lives and society today.
And finally, I believe that ensuring an equal educational opportunity in an inclusive
environment for each student begins with classroom management. I have modeled my intended
management after the research and philosophies of Dr. Fred Jones, as seen in my classroom
design and floorplan; as well as the works of Dr. Harry Wong and Dr. Richard Lavoie in planning
classroom procedures. Considering the importance of behavior, and the rules and consequences
that govern it, I have incorporated the techniques and philosophies of Dr. Madeline Hunter in
addition to those Dr. Lavoie to create an environment that will allow for equal respect,
consideration, and achievement for each student, and honestly, their teacher. Because when
students and teacher come together in an inclusive environment of mutual respect, appreciation,
and positive reinforcement, learning can be truly accomplished together.
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Additional Sources and Acknowledgment:


This is a joint assignment between SED 322 and SED 480
Thank you to Mira Mesa High School AP World History Syllabus for providing inspiration and
real world structure example
Drake, Frederick D., Nelson, Lynn R. Engagement in Teaching History: Theory and Practices
for Middle and Secondary Teachers. Pearson: Columbus, Ohio. 2009.