Independent Component 1

Content:

• Attended several seminars on teaching and history
• Nixon Library
• USC Convention
• Online Seminars
• Final activity (Still needs to be done)
• Attending History day March 10

Literal:

• I, David Roeder, affirm that I WILL complete my independent component which represents 30 hours of work. (By March 10th)
• I have (as stated above) completed at least 20 hours worth of seminars regarding teaching, and history. Most regarding the importance of Primary sources work and student involvement. I planed to sum up what i learned by judging at History Day. Unfortunately I am unable to do as such, but i will assist in any way possible and hopefully pick up tid bits of information.

Interpretive:

This answers my EQ: "What is the Best way to Teach U.S. History" (soon to change) in a number of ways. Firstly, as any historian can tell you, the importance of your sources DETERMINE the quality of you work. By learning A. the values of primary sources and B. a way to apply them for class room use. This will teach students a life long lesson. That being your work is only as good as the information used to back it up. Secondly through the other various seminars, I've learned some valuable (basic) knowledge for becoming a teacher. Such as the importance of not being bias and so on. This has obvious benefits towards my EQ.  

Answer 1

1. Teaching history backwards (looking at one point in history and thinking what happened to cause this, the researching it, then continuing the process) has been proven to be beneficial to students in teaching environments (not just at home study) and has shown promise for the teaching community. 
2. Studies have shown that students retain more information when learning history through this process.
3. Hermann, Kenneth W. "The Pedagogical Strengths of Teaching History Backwards." Web. 15 Sept. 2011. <http://www.bestlibrary.org/thread/files/backwards.pdf>.

(as a future historian i know the importance of citing my work!) ^^^

Science Fair Proposal

1. In a timed environment, there is a correlation between the Stroop Effect and standardized test taking.
2. Dependent: Timed environment
   Independent: Stroop Effect
   Control: Standardized test taking 
3. My E.Q. is "What is the most efficient way of Teaching U.S. History?" and if there is a correlation between the two, it could change the way I as a future teacher, would write tests.
4. Seeing as i am a late contender this isn't final per-say. I will only need about about 40ish people and some paper. Ill print out a test and use it as a control, then print out the same test but change the multiple choice options and order of the questions.
5. Behavioral Science

Procedure:

1. First attain a sample size, of at least 25 people
2. Allocate a test of 10 questions regarding "Stroop Effect"
3. (Because testing should be in a timed environment) provide a time limit in correspondence with the amount of questions
4. Prep students on the information that will be on the test
5. Time students and administer the test
6. Collect the tests from students
7. Grade tests

Third Interview Questions

1. What do you feel is the best way to teach history?
2. How do you feel about teaching history backwards? Starting from a point at the present, looking at it, and saying "What happened to cause this event?" Then looking that cause up, rinse and repeat.
3. How do you feel about teaching history "Alive?" Having students act out as members of a certain time era in order to learn about them.
4. What do you think about teaching history the traditional way?
5. How do you feel about teaching history through repetition? Repeating until the students know the information.
6. How do you feel about teaching history with visual aids? Such as maps, photographs, diagrams, paintings, models, memorabilia, Hollywood movies, more maps, reenactments, computer simulations, museums, internet sources, etc...
7. How do you feel about "Matrix" teaching? Linking things with facts, then building upon those facts with more facts.
8. How do you feel about teaching history as idolizing figures? Such as teaching only the good things people have done but not the wrong. For the purpose of not to distort views of the students.
9. How do you feel about teaching history as a live demonstration format? Such as if you are teaching the middle ages and Knights, you yourself, dressing up as a "Knight" to demonstrate that it is not actually as glorified as Hollywood makes it seem.
10. How do you feel about teaching history as just lecturing? Just having the students sit down and lecture them for a class period.

Self Reflection

1) P I believe that i have so far met all requirements for P consideration. I have approached and have done everything with an optimistic view and completed everything above expectation of the teachers. Not AE expectations but defiantly above AP expectations.

2) My greatest accomplishment so far was meeting my service learning person. Amanda, Head Chair of the Cal Poly history department. I believe having her as a connection will greatly serve me in the up coming months if not years.

3) Unfortunately I have been preoccupied with other things and have not been able to focus on Service Learning or Independent Task as much as I would like to have.

Independent Component 1 Plan Approval

Write a description of what you plan on doing for your independent study component.
   So far i have registered for a total of 3 seminars regarding teaching and history. A total of about 10 hours of work just in the month of November alone. I plan to continue to attend teaching seminars, and perhaps watch a documentary to reach the 30 hours.


Describe in detail how you think your plan will meet the 30 hours work requirement.
  The first 10 hours i plan on attending seminars. For the other 20 i still do not know. Perhaps i can attend more seminars or try to take a class. 


How does your independent study component relate to your EQ?   
  My EQ "What is the best way to teach U.S. History?" So attending these seminars I hope to learn more about teaching styles and different types of content. These seminars are MEANT for teachers so if by some rare chance the seminar itself doesn't help, i can ask around for information.

Defining the Essential Question

(1) What is your EQ?

What is the most successful way to become an American History Teacher and to teach it.

(2) Define the words in your EQ to make sure we are on the same page regarding what your EQ means.

Successful: Becoming an effective teacher, able to make sure students understand the topic.

(3) What are some possible answers to your EQ so far? 

• teaching history backwards
• making history "come alive"
• engaging student
• getting master’s degree in history
• motivate students
• overcome negative views on subject

(4) What has been your most important source and why?  Be specific.  If it is a person, name them and what they do, if it is an article, book or video, name the title and author. 

So far I've really liked, and found that "The Pedagogical Strengths of Teaching History Backwards by: Kenneth W. Hermann" was the most interesting and useful source.