Current Events Reflection

The Key to Current Events

Reflection By: Meaghan Brenna Foley

December 5, 2014

      Current events are something that I believe to be of much importance. Social studies teaching and learning supports the 5 elements of powerful learning. Earlier this semester, I became immersed in the subject of current events. In my opinion, current events are those considered to be "what's going on in the world around you" (socialstudiesforkids.com). These events may include local, national, and global matters. Social studies is a primary area of study that teachers must place special emphasis upon in the classroom. My current events project this semester was on the 5 W's (i.e., Who? What? Where? When? Why?). I worked on this project with my classmate, Joanne Nikci. Joanne and I taught our college peers about the 5 W's through the popular current events site, Newsela. We chose two popular news articles for the students to read. Modeling is an important strategy when introducing a new subject. Therefore, we modeled identifying the 5 W's by showing the students an example chart (1st article). According to Sunal and Haas (2011), "modeling encourages students to integrate higher-order thought processes with social studies content" (p. 78). After we presented the first article, the students were told to identify the 5 W elements in the second article. 

MY CURRENT EVENTS EXPERIENCE
(This is the link to my blog post on my current events project, with Joanne Nikci)

NEWSELA: OPENING THE WORLD TO CURRENT EVENTS
(This is the link to my blog post on the Newsela site and how it may be utilized in the classroom).

          Based on my experiences, I have now learned a lot about the use of current events in the social studies classroom. For starters, I have learned that there are multiple ways in which students may learn about current events. For younger children, these ways may include hands-on activities (i.e., scavenger hunts).  Scavenger hunts for news article titles and pictures will teach students about social studies, while also teaching them about concentration. For older children, these ways may include listening for details during a read-aloud of a news article and news mapping. In my opinion, news mapping would be incredibly beneficial for older students. For example, a sixth grade teacher teaching about China may post a map of China on the classroom bulletin board. The students would then be instructed to "post stories around the map and string yarn from each story to the location on the map where the story takes place" (ncwiseowl.org). This will provide students with both an oral and visual representation of current events stories that are occurring in China. 

Current events are all about investigation and making inquiries about modern-day events that occur all around the world.  In my opinion, the subject of current events is the epitome of social studies teaching and learning.  

This is a map of China with icons of key landmarks and destinations located all across the country. This would be a great resource to use in the sixth grade news mapping activity regarding the subject of current events.

       Freetech4teachers.com is a wonderful resource for teachers to use when teaching their students about the subject of current events. In my opinion, this site would contribute to the development of the students' independence and critical thinking skills. Oftentimes, students find it difficult to research news stories; however, I believe that this tool will drastically change that mindset. One site that would interest visual learners is entitled, Ten by Ten. This site is truly unique because "every hour the top 100 news stories from around the world are linked to images on a ten by ten grid" (freetech4teachers.com). 

        I would utilize the Ten by Ten site during a cooperative learning lesson for grades 1-6. I think that this tool would help my students "reach consensus and conclude that they've finished sharing ideas, explored all dimensions of a question, or completed a project" (Tompkins, 2013, p. 127). At an early age, students should start to be motivated by a number of catalyst to help accomplish their goals (i.e., current events research). I believe that the use of technology is extremely important because it helps both students and teachers keep up with the times. The world is becoming more and more futuristic. In the future, there may no longer be any printed newspapers or books. Therefore, I think students should be introduced to age appropriate online news resources and taught how to navigate them as soon as possible. 

STANDARDS

Below is a list of the following Common Core (NYS Learning Standards) that I believe best fit the Current Events Activity:

Social Studies

• Standard 3: Geography

"Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface" (p12.nysed.gov).

Mathematics, Science, and Technology Education

• Standard 5: Technology

"Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs" (p12.nysed.gov).

My Suggestions for Next Semester's SS Methods Class

I would suggest maybe utilizing other news resource sites (along with Newsela). I think the students next semester would benefit from using sources like the New York Times or another online newspaper site to research about the day's current events. :)

References

C&I: Curriculum and Instruction. (2013, June 11). Retrieved December 5, 2014.

Current Events. (n.d.). Retrieved December 5, 2014.

Byrne, R. (2011, August 15). Free Technology for Teachers: 5 Ways Students Can Visually Explore 

            the News. Retrieved December 5, 2014.

Newsela | Nonfiction Literacy and Current Events. (2014). Retrieved December 5, 2014.

Sunal, C., & Haas, M. (2011). Social studies for the elementary and middle grades:

           A constructivist approach (4th ed.). Boston: Allyn and Bacon.

Tompkins, G. (2013). Language arts: Patterns of practice (8th ed.). Upper Saddle River, N.J.:     
           Pearson/Merrill/Prentice Hall.


White, D. (2014). Current Events. Retrieved December 5, 2014.

LINKS:

Cooperative Learning/Individual Feedback Form

Current Events Project Rubric

Newsela

NYS Learning Standards

Mock Trial Job Interviews

Entering the Job Universe

Reflection By: Meaghan Brenna Foley

December 5, 2014

The mock job interview broadened my knowledge of how to land the right job. I gained new insight into what administrators consider to be appropriate posed questions and responses. I think each administrator provided us interviewees with an overall good first impression. I was reassured that good administrators and job applicants must always maintain a certain degree of professionalism. This includes dressing well, being polite, and being prepared. Having knowledge about the company your interested in working for and the expected job requirements is also very important. I am proud to say that I have been hired by Dr. Nikci, from Columbia University. I am thankful for all of Dr. Nikci's kind words about my thoughts, ideas, and comments. Dr. Nikci acknowledged my passion for learning and academic knowledge of current events. She also expressed her approval for my application of the five elements of powerful social studies (i.e., meaningful, integrative, value-based, challenging, and active). I was comfortable speaking to Dr. Nikci and expressed confidence in answering each of the administrators' questions. I believe that the two most important elements of powerful social studies are meaningful and challenging. Everything in the learning process must contain meaning. The job applicant must also always be challenged to reach their best potential! :)

Pictured above are the four administrators from today's mock job interview. 

(From the left to right: Dr. Joanne Nikci, Mrs. Owen, Dr. Kennedy, Mr. Charles Bass)

Pictured above is my job interview with Mrs. Owen.

(From the left to right: Meaghan Brenna Foley (Me), Gina Debenedetto, Mrs. Owen)

The question that I found to be somewhat easy was made by Dr. Kennedy. The question reads:

"What color comes to mind when you think of Inquiry based instruction? Why?"

• This question was certainly unique; however, I don't think it actually applies to the workplace. It is too vague. Perhaps, ask about the interviewee's opinion of inquiry-based instruction and the reasoning behind his or her opinion.

The questions that I found to be most challenging were made by Dr. Joanne Nikci. Her questions were:

"What do you think are the qualities of an intelligent person? global citizen? What global project can you integrate in your SS classroom?"

• These questions were posed by the insightful, Dr. Joanne Nikci. I found these questions to be quite challenging because they made me think. I carefully pondered and briefly organized my thoughts. My personal reflection displayed appropriate academic language and related to the subject of current events. In my opinion, an intelligent and global citizen possesses knowledge about the day's current events. For example, poverty and hunger is a terrible issue that needs to be continuously addressed.  It is my hope that the war on hunger will come to an end someday soon. As an educator, a global project that I would like to integrate into my classroom with my students would be to research developing countries. My students and I, along with their parents, would host a charity drive to stomp out hunger. Each student would be asked to bring in one to two non-perishable food items. Then, as a class, we would collectively send these resources to a developing country in dire need. (i.e., Africa). This project would help bring about global awareness to both the students, teachers, parents, friends, and neighbors. I believe it is important to help support local and global humanitarian aide, especially to those who who lack the necessary resources that are essential to living a healthy life. As a humanitarian, helping others in need is rewarding. If we would all participate, we could stomp out world hunger. Therefore, teachers, parents, and guardians should set good examples for their children, supporting sharing with others for a better tomorrow.  

This video expresses a teenager's understanding of the global crisis known as world hunger. This young boy seeks to end world hunger and bring awareness to others about this very important issue. With multiple young students like this boy, the fight to end world hunger will be well on its way to success! :)

The question that I found to be most creative also came from Dr. Joanne Nikci. I liked how Dr. Nikci asked:

"What is your personal educational philosophy?"

• I believe this question should be classified as the day's most creative question for a number of different reasons. For starters, we are all unique; therefore, our teaching/learning philosophies should differ. We all maintain a different perspective on education and must always stand by our beliefs. Creativity is key! :) Creative educators make for students who become eager to learn!  In addition, creativity "builds on and extends awareness, interest, and willingness to explore, create change, and generate novel thoughts, products, and solutions" (Sunal & Haas, 2011, p. 75). Those qualities are what teachers should always work so very hard to instill in their students. Creativity breeds eagerness to learn, which then leads to ultimate success and overall happiness in life. :)

• My personal educational philosophy is all about change and influence. The following is a quote by Malala Yousafzai, which encompasses my beliefs about teaching and learning. 

• Malala is absolutely right! Education is not only about numbers and statistics. It can simply be one child or teacher who alters the primary educational path. Like Malala, I honestly believe that an education builds a person's overall character and mindset. A popular educational movement that has developed recently is known as character education. According to Sunal and Haas (2011), the character education movement is an approach "focused on teaching and modeling specific character traits, for example, honesty, courage, perseverance, loyalty, caring, civic virtue, justice, respect and responsibility, and trustworthiness" (p. 294). In my opinion, Malala is just one of those brave enough to make her voice heard amidst such adversity. 

• The school system that I would like to work for would have to be a school system that supports the five elements of powerful social studies. Administrators should support meaningful teaching and learning, because it aids in the development of good decision-making skills. Educators should also incorporate integrative social studies to help target their students' civil duties and beliefs. When students become aware of their civic duties they begin to develop a key "awareness, appreciation, and understanding of the social world" (Sunal & Haas, 2011, p. 13). This encourages students to develop their sense of dignity and respect for the common good of humanity. Students with a moral background often seek to be challenged learners throughout their lives. Therefore, my belief is that education does not end when college ends. The endless cycle of learning motivates hardworking individuals to remain active learners. Active educators and students display their knowledge, skills, and strengths when faced with new experiences. As a future educator, I will make it my mission to incorporate each of the five elements of powerful social studies into my school's yearly curriculum. 

References

Sunal, C., & Haas, M. (2011). Social studies for the elementary and middle grades:

A constructivist approach (4th ed.). Boston: Allyn and Bacon.

Artifact Bag Project Reflection Paper

Meaghan Brenna Foley

Artifact Bag Reflection Paper                                                                             

ED 3120-02    

December 2, 2014                                                                                       

Today’s Artifacts...Tomorrow’s Treasures

            My first experience with the artifact bag project occurred this semester during my Social Studies Methods class. My professor, Dr. Ludmilla Smirnova, came in one day with artifact bags filled with mysterious items. My classmates and I were then divided into groups to determine the historical significance of these items. My group members and I later came to the conclusion that these were Dr. Smirnova’s own personal items. The artifacts in my group’s bag contained a picture of Dr. Smirnova at a camp in Russia, Dr. Smirnova’s doctorates degree from Russia, a famous type of Russian porcelain dish known as Gzhel. I found all of these items to be interesting and I’ve learned a lot of new information about my professor. My experiences on the first day of the artifact bag experience taught me that there is always something new to learn. This includes new information about people, places, and things. After researching about her items, Dr. Smirnova assigned us the same task. We were to find items, or artifacts, that related to our appointed fieldwork topic (unit).

The artifact bag project requires one to possess key research and inquiry skills. In the beginning of the semester, I was given the task of finding artifacts that related to my fieldwork unit topic on factories. I included 4 artifacts in my artifact bag, one of which was a topic related book.  My first artifact was a picture of the Ford Motor Company Factory Rouge Plant in 1956. My second artifact, also my choice for topic related book, was a book entitled, “The ’50 Ford” by John Greenya. My third artifact was a historic bell with an image of the San Francisco Cable Car on it. Finally, my fourth artifact was a picture of an 1825 painting of the cotton gin machine.

I chose each of my artifacts for a particular reason. For starters, I chose the picture of the Ford Motor Company Factory because it provided for a visual image of a historical factory. That brings me to my reason for choosing my second artifact/book. I chose my topic related book (i.e., “The ’50 Ford”) because it corresponded historically with my first artifact. This book, published in 1971, connected the historical subject of factories (i.e., cars) to the subject of English Language Arts. My third artifact was chosen because it had significant historical ties with a man by the name of Andrew Smith Hallidie. Andrew Smith Hallidie is known for inventing the San Francisco Cable Car. Mr. Hallidie invented the San Francisco Cable Car after he witnessed a horrible tragic accident in the year 1869. His idea for a cable car was due to his knowledge and experience from running a wire-rope factory. I chose my fourth artifact, the picture of the cotton gin machine, because it represented a time of great historical change. Eli Whitney’s invention of the cotton gin machine revolutionized the factory process.

In my opinion, the use of artifact bags adds an element of mystery to the lesson. I believe that artifacts are used in the classroom to help students make connections with the past. Based on my impressions of the assigned article, I now understand the importance of modeling each step of the artifact bag process. Students need guidance and structure when presented with a task that activates their prior knowledge. Aside from modeling, teachers must also always engage their students in the lesson. For example, I found one statement in the assigned article to be quite intriguing. That statement discusses how a teacher gave her students, “a purpose for listening by asking to watch for clues to the artifact and the period of history to which it is attached” (Fuhler, Farris, & Nelson, 2006, p. 648). My factory-related artifacts are meaningful in the study of history. Utilizing specified resources, the students would be required to create inquires upon the identities of the factory’s producer and consumer. Therefore, “examining the materials, craftsmanship, and workings of artifacts reveals much about the values and lifestyle of both the maker and the user” (Sunal & Haas, 2011, p. 351).

In addition to artifacts, I utilized a number of other resources that relate well to the artifact bag project. One of my sources is indeed my artifact on the ’50 Ford car. This book shares important details of that era and helps one get an inside look of a car factory. As mentioned earlier, I chose this book because it allows students to make important historic connections (i.e., between the car factory pic and the book’s content/text).  I read an ideal statement in a scholastic article that discusses the benefits of connecting literacy to artifacts. That statement reads, “holding a real historical artifact with a story to tell is an irresistible invitation to learning that will not easily be forgotten” (Fuhler, Farris, & Nelson, 2006, p. 656). The book about the ’50 car not only tells a story, but also adds the element of excitement to the research process. I chose a website, entitled “One Man Jeans Factory,” which contained a very interesting video about a man who uses a variety of machines to make his own brand of jeans. My cited artifacts, my book, and this website will all be used in my lesson to help develop the students’ academic knowledge of factory machines, producers, goods, and consumers. Students often benefit and learn more through multiple sources. Furthermore, teachers must use various types of materials (i.e., technology and print sources) to help develop their students’ full academic potential.

I consider that my artifact bag and its content would be most appropriate for students in the second grade. The New York State Social Studies Standard that best relates to the artifact bag project is Standard 4 (Economics). I think that this is the most suitable standard because it involves students having to comprehend the basics of how “societies develop economic systems and associated institutions to allocate scarce resources” (p12.nysed.gov). The basic institution involved in my artifact bag is a factory. Based on their prior knowledge and research, the students should be able to attain the answer to how factories stimulate the local, national, and global economies all across the world.

I believe that the artifact bag project is a wonderful way to support collaborative work and social skills. The artifact bag project requires students to interact with one another. Likewise, it encourages students to communicate their personal feelings about fundamental academic subject matters. For example, the students may engage in dynamic discussions about the San Francisco Cable Car. Along with its respective artifact, my students can utilize a variety of websites to research upon its historical significance. I found one website to be incredibly informative about the history of the cable car.  The inventor’s wire-rope factory included technology that could, “pull heavy ore cars out of the underground mines on tracks” (sfcablecar.com). This website also provided a chronological timeline, which often helps students organize their thoughts more easily. In my course textbook, Chapter 11 incorporates timelines to help add to the five elements of powerful social studies. These powerful elements are as follows:  meaningful with social studies content that is “challenging, integrative, and value based” (Sunal & Haas, 2011, p. 17).  The fifth element of powerful social studies is active learning. This takes place when students participate in research, information processing, and hands-on learning. In my opinion, active learning is the most important element of powerful social studies teaching and learning. Students become proficient critical thinkers when they are faced with complex tasks that are equally cooperative and independent in nature.  I concur that timelines are fantastic tools, which “assist students in understanding time-related concepts” (Sunal & Haas, 2011, p. 348).

References

Fuhler, C., Farris, P., & Nelson, P. (2006). Building Literacy Skills Across The Curriculum:

Forging Connections With The Past Through Artifacts. The Reading Teacher, 59(7), 646-659. Retrieved December 2, 2014.

Greenya, J. (1971). The '50 Ford. New York: Scholastic.

Hughes, C. (2010, December 29). One Man Jeans Factory. Retrieved December 2, 2014.

San Francisco Cable Car History. (2003). Retrieved December 2, 2014.

Sunal, C., & Haas, M. (2011). How Do I Engage Students in Examining History? In Social

studies for the elementary and middle grades: A constructivist approach (4th ed., pp. 331-370). Boston: Allyn and Bacon.

LINKS

Attached is the link to my Artifact Bag PowerPoint presentation.

Attached is the link to my blog post on Dr. Smirnova’s Artifact Bag.

Attached is the link to my blog post on my group’s Artifact Bag Project.

Attached is the link to my Artifact Bag Project Checklist

WEBSITE RESOURCE LINKS

Attached is the link to the website about the history of the San Francisco Cable Car.

Attached is the link to the website (+ video) about the One Man Jeans Factory.