EDSE 436 Signature Assignment Curriculum Unit of Study Template

Your Name: Shelby Stephens Content Area: Social Science Grade Level: 8th Grade

Stage One: Identifying Desired Results

Title: Identify the Unit Title (to hook the learner) Theme: Identify the Unit’s Thematic Concept Duration: Length of the Unit (e.g., 3-5 weeks)
(e.g., The American Dream)

From Rebellion to Revolution Roots of the American Revolution 4 Weeks

Unit Overview
 Describe the Unit: What is this unit about? What are students learning in this unit of study and why?
 This is the first unit of the year discussing the colonists transition from a colony to gaining their independence and developing their own
country. The students are learning key events that lead to this concept, the sequence in which they happened, and why they are significant in
the development of our country.
 Provide a Context: What is the thematic concept and how is it connected to the overall course content?
 The thematic concept of the unit is how a rebellion develops into a revolution and what separates the two ideas. It is connected to the overall
course content since this was a significant event in history since the colonists ideas and success sparks other revolutions throughout the world.
 High-level overview: My lesson is designed to teach students about the causes of the American Revolution as well as how this reveloution evolved from a
rebellion and what distinguishes the two terms. My goal is for students to have a firm understanding and be able to describe key places, events, figures, and
outcomes that lead and are apart of the revolution. We will achieve these goals by doing a multitude of source analysis, collaborative work, weekly check ins,
and a final storyboard.

CA Content Standards
What content standards will this unit address? List the full content standards addressed in this the unit:
CCSS: What content standards will this unit address? List the full content standards addressed in this the unit:

8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
8.1.2 Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing the individual rights.
8.1.3 Analyze how the American Revolution affected other nations, especially France.
8.1.4 Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.

Transfer and Meaning

Enduring Understandings
 Transfer Goal: States the long-term accomplishments that students
should be able to do with the knowledge and skills, on their own.
 Answers the questions: “Why should I learn this? What can I do
with the knowledge and skills gained from this unit of study?
Consider application both inside and outside of the classroom
setting.
Sentence Stems: Students will be able to independently use their learning to…
Essential Questions
 Is an open ended question; has no simple right answer
 It is meant to be investigated, argued, looked at from different
points of view, and revisited throughout the unit
 What thought-provoking questions will foster inquiry and active
meaning- making by the learner?
List the Essential Questions (1 for skill & 1 for content knowledge) that represent the
enduring understanding or learning you want students to take away from the unit
Students will understand that…

 What key events lead to the American Revolution?

 Students will be able to understand the sequence of key events that lead
to the American Revolution.
 Students will be able to independently use their learning to describe key
actors and events that contributed to the American Revolution.
 Students will understand the difference between a rebellion and a
revolution.
 Students will be able to independently use their learning to describe
sequencing of events leading up to the American Revolution.
 At what point did the colonists fight for independence turn from a
rebellion to a revolution?
 How did the order of events effect the development and outcome of
the revolution?
 What does it mean to be an American? What does it mean to be a
colonist?
 Historical Perspectives/Cause and Consequences: Why would one
want to rebel against their government?

Acquisition
Unit Objectives
Sample Sentence Stem: Students will be able to __________ + _________________ in order to _________.
behavioral verb content or condition criterion/outcome

 Students will be able to explain what events lead to the American Revolution in order to identify when the colonist’s rebellion turns into a revolution.
 Students will be able to describe key actors of the revolution in order to identify their contributions to the revolution.
 Students will be able to identify and explain key events that contributed to the American Revolution.
 Students will be able to describe events sequentially that contributed to colonists desire to rebel against the British crown.
 Students will be able to explain key vocabulary terms that are relevant to our unit in order to use them historically correct.
 Students will be able to distinguish between primary and secondary sources discussing the revolution in order to identify bias and determine the
credibility of a source.

Knowledge: Skills
 What concepts should students know and be able to apply in this  What skills should students will be able to demonstrate and use
unit? in this unit?
Sentence Stem: Students will know… Sentence Stem: Student will be skilled at…

 Students will know the definitions and significance of key vocabulary

terms such as the Seven Years War, Salutary Neglect, massacre,  Students will be skilled at distinguishing the significance and main
patriot, torries, rebellion, revolution, and sovereignty. idea of sources.

 Students will know critical details that make these events significant in  Students will be skilled at interpreting what sources are trying to
the course of American history. address and how to identify bias.
 Students will know the major events preceding the founding of the  Students will be skilled at distinguishing the differences between
nation. primary and secondary sources.

 Students will know and relate the significance of these events  Students will be skilled at explaining the significance and main idea of
to the development of American constitutional democracy. a source or concept.

 Students will know the significance of the relationship between the moral
and political ideas of the Great Awakening and the development of
revolutionary fervor.

Stage 2: Determine Acceptable Evidence

Performance Task
 How will students demonstrate their
understanding (make-meaning and
transfer) through a complex
performance, products, presentations, or
project?
 Design an engaging performance task
that will reveal evidence of learning?
Sentence Stem: Your assignment is to…
 Your assignment is to complete guided
video notes in order to obtain a general
understanding of the American
Revolution.
 Your assignment is to complete a
vocabulary assignment in order to
have a firm understading of key terms
that are central to our unit on the
American Revolution.
Scoring Criteria
 What scoring criteria will be used to
evaluate attainment of the desired results?
 Identify 3-5 scoring criteria categories
(e.g., organizational structure, content,
conventions, presentation, etc.) on a
scoring rubric to evaluate the expectations
of the performance task.
 Write a description for the proficiency
level of each criterion benchmarking what
it means to meet the standard
Sentence Stem: Students will show that they
really understand by evidence of…
Scoring Criteria
 Students will show that they really
understand how the French and
Indian war and the Great
Awakening set the stage for colonial
rebellion by creating a thoughtful
hypothesis that draws upon
Other Evidence—Assessment
Continuum
 What other evidence will you collect to
determine whether Stage 1 goals were
achieved?
 In what order will you assess concepts to
scaffold learning en route to the
performance assessment?
Sentence Stem: Students will show that they
achieved Stage 1 goals by….
Sequence of Assessments
1. Students will form their own
hypothesis as how the colonists
were lead to a revolution using
evidence from what they have
learned the first week of the unit.
2. Students will choose one act that
we had learned that week that they
feel was the most significant or the
 Your assignment is to complete a
graphic organizer discussing the
French and Indian war in order to
understand its signifincance and
historical place.
 Your assignment is to examine the
sources we have looked at the first
week of the unit in order to create a
hypothesis as to how these events may
have lead to a revolution.
 Your assignment is to complete a
graphic organizer discussing the acts
put in place in the colonies following
the French and Indian war in order to
understand its signifincance and
historical place.
 Your assignment is to choose one of
the acts put in place by the British
crown and discuss why this act was a
significant driving force towards the
colonists decision to rebel.
 Your assignment is to complete a
graphic organizer discussing key
events leading up to the revolution in
order to understand its signifincance
and historical place.
 Your assignment is to complete a
graphic organizer discussing key
figures leading up to the revolution in
order to understand its signifincance
and historical place.
 Your assignment is to examine pieces
of the Declaration of Independence in
order to identify its significance and
its contribution to the American
Revolution.
evidnce from the previous weeks
lesson and sources.
 Students will show that they really
understand how the sequence of
events is significant in contributing
to the American Revolution by
evidence fo creating a thoughtful
storyboard that draws on evidence
and has explanations for why they
chose each event.
 Students will show that they
understand how the acts put into
place by the British Crown lead to
resentment by the colonists by by
evidence of being able to describe
the signifiacne of each act and how
they were a driving factor for the
colonists.
 Students will show that they
understand the significance of the
American Revolution by evidence of
being able to describe the
documents significance and why it
was a key aspect that separates the
American Revolution from other
rebellions.
biggest push for colonists towards
the revolution. They will have to
provide evidence from what we
had learned to support their claims.
3. Students will work in pairs to place
events on a timeline to help
students recognize the causes and
consequence of these events.
4. The concluding and culminating
assessment will be for students to
create a storyboard that shows key
contributing events that lead to the
American revolution. Students will
have to include how the students
believe the war started, at least
three key events, and the turning
point that students believe the
rebellion evolved into a revolution.
Each box will include some type of
graphic as well as why they chose
this event using evidence.
 Your assignment is to examine the
battle of Lexington and Concord in
order to identify its significance to the
colonial rebellion.
 Your assignment is to be able to
describe key events, people, and ideas
that we have discussed in sequential
order in order to complete your final
assessment.
 Your assignment is to create a story
board of the key events that lead to the
American Revolution in order to show
your firm understanding of how the
sequence of events lead to a
revolution.
 Stage 3: Plan Learning Experiences & Instruction (Part 1)
Learning Activities: Instructional Sequence Progress Monitoring
 What scaffolding activities will lead to achievement of the desired results  How will you monitor students’ progress during the lesson events?
and success with the assessments identified?  What are potential rough spots and student misunderstanding?
 What are the key instructional strategies and activities will be used to help  How will students get the feedback they need to progress in their learning?
students meet the expectations of the standards, acquire knowledge, and  What pre-assessments will you use to check students’ prior knowledge, skill
develop skills? levels and potential misunderstandings?
Lesson # Target Standard Learning Target(s) Instructional Focus & Materials Opportunities for
Duration (CCSS or Content Area) (Students will + outcome) (Scaffolding Activity, Strategy, Differentiated Instruction
Task)
1, two 55- CCSS.ELA-Literacy.RH.8.4 Students will have an understanding Students will watch a short overview video Students will watch the video
minute of the overview of the American of the American Revolution from Crash independently on their chromebooks so
periods Revolution by taking notes on a Course. They will then complete a they have the opportunity to rewind or
video and completing a vocabulary vocabulary sheet and fill in the blank pause when necessary. Students will
Overview assignment. activity with the vocab terms. We will do also have access to subtitles and volume
vocabulary the first day and the video the control. Students will be able to
second day. collaborate on the vocabulary terms and
will have guided questions when
watching the video so they know the
key ideas to take away.

2, one 55- CCSS ELA-Literacy.RH.8.9 Students will learn the significance Students will do a group activity where Students will be placed into thoughtful
minute fo the French and Indian war for the they look at sources relating to the French- groups so they will be able to
period colonists. Indian war and complete a graphic collaborate and learn from their peers.
organizer. They will be split into groups of There will also be a graphic organizer
French- four. so students can organize their thoughts.
Indian War

3, one 55- Content Standard 8.1.1 Students will learn the significance Students will do a group activity where Students will be placed into thoughtful
minute fo the French and Indian war for the they look at sources relating to the Great groups so they will be able to
period colonists. Awakening and complete a graphic collaborate and learn from their peers.
organizer. They will be split into groups of There will also be a graphic organizer
Great four. so students can organize their thoughts.
Awakening

4, one 55- CCSS.ELA-Literacy.W. Students will examine the sources Students will look at their notes for the Students will be given sentence stems as
minute we have looked at this week to week to make a hypothesis as to how these well as oral and written directions.
period create hypothesis how these events events could have lead to a revolution. Students will have access to all of their
8.1.B may have lead to a revolution They will write one historical paragraph notes and the activities completed in the
Wrap Up citing evidence. previous week. Students will also be able
to type or hand write their response.

5, four 55- CCSS ELA-Literacy.RH.8.2 Students will examine policies put Students will look at sources regarding the Students will be placed into thoughtful
minute into place by the British on the Stamp Act, the Quartering Act, the groups so they will be able to
periods Intolerable Acts, the Tea Act, and the collaborate and learn from their peers.
Acts colonists after the French-Indian Sugar Act and complete a graphic There will also be a graphic organizer
war. organizer that discusses the main ideas and so students can organize their thoughts.
significance of these acts.

6, one 55- CCSS.ELA-Literacy.W. Students will examine this weeks Students will choose which act they Students will be given sentence stems as
minute activites to persuade each other why believe made the biggest contribution well as oral and written directions.
period their act was the most significant. towards the colonist’s rebellion. They will Students will have access to all of their
8.1.B try to pursued their classmates to choose notes and the activities completed in the
Wrap up “their” side. previous week. Students will also be
able to type or hand write their
response.

7, one 55- CCSS ELA-Literacy.RH.8.2 Students will examine two Students will look at the Boston Massacre Students will be placed into thoughtful
minute significant events in Boston and and the Boston tea party to identify their groups so they will be able to
period how they pushed the colonist’s significance and contribution towards the collaborate and learn from their peers.
towards reveloution. American Revolution. There will also be a graphic organizer
Boston so students can organize their thoughts.

8, two 55- CCSS ELA-Literacy.RH.8.4 Students will research important Students will examine sources about Students will be doing independent
minute figures of the colonies to examine George Washington, Thomas Jefferson, work but will be encouraged to
periods their contribution to the colonists Benjamin Franklin, James Madison, collaborate with their peers. There will
rebellion. Alexander Hamilton, and Paul Revere and also be a graphic organizer so students
Historical complete a graphic organizer to identify can organize their thoughts. Directions
Figues each person’s contribution to the American will be given both written and oraly and
Revolution. the teacher will be consistently walking
around to assist students.

9, two 55- Content Standards 8.1.2 Students will examine the Students will look at portions of the Students will be doing independent
minute Declaration of Independence to Declaration of Independence and complete work but will be encouraged to
periods identify its significance and its a graphic organizer to understand its collaborate with their peers. There will
contribution to the American significance. also be a graphic organizer so students
Declaration Revolution. can organize their thoughts. Directions
of will be given both written and oraly and
Independence the teacher will be consistently walking
around to assist students. They will also
only be examining key points so to
understand the main idea. Students will
be provided with a vocab sheet with any
unfamiliar or difficult words. We will
also do the first piece whole class so
that students know what is expected of
them.

10, one 55- CCSS ELA-Literacy.RH.8.2 Studetns will examine the battle of Students will look at sources about the Students will be placed in thoughtful
minute Lexington and Concord to identify battle of Lexington and Concord and groups to collaborate together. There
period its significance to colonial rebellion. complete a graphic organizer discussing its will also be a graphic organizer so
significance and contribution to the students can organize their thoughts.
First Shots American Revolution. Directions will be given both written
and oraly and the teacher will be
 consistently walking around to assist
students.

11, One 55- CCSS ELA-Literacy.RH.8.5 Students will place historical events Students will be paired up and given a set Students will be placed into thoughtful
minute during the American Revolution in of placecards with important historical pairs by me (shoulder partners). They
period sequential order. events that contributed to the American will also have access to all their
Revolution. This will help them previous work.
“timeline” understand cause and consequence and the
importance of the order of events.

12, two 55- Content Standard 8.1 Students will create a story board of Based on everything the students have
minute the key events that lead to the learned they will create a story board that
periods American Revolution. shows key contributing events that lead to
the American Revolution. The first event
Concluding will be when the students believe the
Thoughts rebellion started and the last event will be
when students believe the rebellion
revoloved into a revolution. The story
board will also mention why they believe
these events are significant.
Students will be able to use any notes
they have taken. They will also be able
to complete this task online or on paper.
They will be able to create their own
graphics or use computer generated
ones.

Performance Task or Culminating Assessment: Studetns will use their storyboard to write an essay about what they believe
was the start of the colonists rebellion and when the rebellion transformed to a revolution.

Differentiated Instruction Plan for Diverse Students (Part 2)

What strategic adjustments will you make to optimize achievement for all learners?

Description Focus Student 1: English
Language Learner Describe the student profile,
English language proficiency level, and the
learning challenge(s) you will seek to overcome
with differentiated instruction. What data will
inform your DI plan?
Description Focus Student 2: Student with Special
Needs Describe the student profile, student’s learning
disability and the learning challenge(s) you will seek to
overcome with differentiated instruction. What data will
inform your DI plan?
Description Focus Student 3: Student with a life
experience challenge or in need of emotional or
social support Describe the student profile, student’s
behavior, or learning challenge(s) stemming from a life
experience challenge or in need of emotional or social
support. What data will inform your DI plan?

Student Profile: English language learners are
students who are second language learners who
are not able to fully communicate in English
orally, written, or both. These students will
typically have a language other than English
spoken in the home. The EL student “Mario” is
classified as expanding meaning that he can
engage in complex, cognitively demanding
Student profile: Students with special needs can include
students who need special education, those with learning
and/or behavior problems, or gifted and talented students.
These student may require specialized instruction, either
through accomodations or modifications. Students with
special needs may also have an individualized education
plan (IEP) that describes a students abilites and needs as
well as the placement and services required to meet the
childs unique needs. If a student does not require
Student Profile: The focus student, “Karla” needs
additional support since she has difficulty maintaining
focus during a normal class and does not complete
assigned work on time. She is characterized as being
bright and engaging while also sometimes being
disruptive, she feels anxious and quickly loses
concentration when given multiple tasks to achieve,
she can read grade-appropriate text and is familiar with
key vocabulary, and can comprehend key concepts in
academic activities when provided linguistic
support, can read brief grade-appropriate text
with simple sentences and mostly familiar
vocabulary that is support by graphics, he is
learning vocabulary and linguistic structures,
and can comprehend basic concepts in content
areas.
Proficiency Levels: Proficiency levels are split
up in to five groups: beginning, early
intermediate, intermediate, early advanced, and
advanced. The EL student “Mario” discussed in
class is classified as expanding in English
Language Development and expanding
proficiency through CELDT, the California
English Language Development Test.
specialized instruction through an IEP they may have a 504 content areas. She often presents problems related to
plan that is created to outline the students accessability distractability, organization, self-monitoring, and self-
requirements. regulation. She is typically disorganized and messy and
is often unable to organize her time and space in an
Learning Challenges: Students with special needs can have efficient manner.
a multitude of learning challenges in the classroom. These
can range from difficulty staying on task, focusing,
difficulty following instruction, a delay in comprehending
content, and working at a slower or faster pace than their
peers in the class.

Learning Challenge(s) you will seek to

overcome with differentiated instruction: Mario
will have difficulty comprehending some of the
texts used in the class since they will be primary
sources written in a different form of English
than what is commonly seen today. Because of
this it is important to scaffold the ideas, provide
vocabulary support, and put Mario in thoughtful
groups or pairs so that he is able to comprehend
the information while also feeling comfortable
enough to contribute his own unique thoughts.

Differentiate one or more of the curricular elements (content, process, product, learning environment) based on one or more of the students’ characteristics (readiness,
interest, learning profile) strategically using appropriate instructional strategies. What will you differentiate for each group and why?

One curricular element that I can strategically
use to appropriate instructional strategies to
provide additional supports for reading
activities. By providing him a list of additional
voacabulary terms, sentence stems for graphic
organizer notes, and putting him in a thoughtful
group where he will feel supported and
comfortable should provide Mario more support
to be able to perform on par with his peers.
The supports provided for English Language learners can
also be beneficial for some students with special needs.
These supports can help them focus on the desired tasks
without being bogged down by additional steps.
Students who crave structure and have a difficult time
switching between tasks can also benefit from having
access to the class agenda so they know what is expected of
them and how class time will be spent.
Karla could also benefit from having access to a class
agenda as well since it will help her redirect her
attention and focus on a single piece of the lesson at a
time. Providing frequent check ins can also be
beneficical since she has difficulty staying on task and
focused.

Identify at least two strategies or approaches in your unit, which best support the learning needs and assets of the student. For each group, provide rationale for
what your are using and why.
One approach that I have in my unit that will be
beneficial for English Language learners is that
students will be watching a video independently
on their chromebooks. This will be beneficial
since students will have the opportunity to
rewind and pause the video when they feel
necessary as well as use subtitles or slow down
the speed. Using headphones also promotes
better focus. This is more beneficial than having
students watch it on a projector as a whole class
since they do not have the opportunity to go
back and review the movie if they missed part.
The use of group work and graphic organizers
when examining difficult sources is beneficial
for students since it allows them to collaborate
with other students about any difficulties they
may be having looking at the information as
well as using graphic organizers to organize
their thoughts and give them specific direction
for what to look for in the sources.
Students with special needs would also have the same
benefits when watching a video independently on their
chromebooks. This will be beneficial since students will
have the opportunity to rewind and pause the video when
they feel necessary as well as use subtitles or slow down the
speed. Using headphones also promotes better focus. This is
more beneficial than having students watch it on a projector
as a whole class since they do not have the opportunity to
go back and review the movie if they missed part. This also
works for students who are highly gifted and may want to
move more quickly, they will be able to complete the video
notes and move on to another task and not be able to
distract their classmates.
The use of group work and graphic organizers when
examining difficult sources is beneficial for students since it
allows them to collaborate with other students about any
difficulties they may be having looking at the information
as well as using graphic organizers to organize their
thoughts and give them specific direction for what to look
for in the sources. Students who are high performers also
have the opportunity to take on a leadership position in the
task.
Having review activities at the end of the week can also
help students who may be confused or unsure how the
content connects. By having students do activites that tie
content together will help students understand its
significance.
The use of group work and graphic organizers when
examining difficult sources would be really beneficial
for Karla based on her profile. By giving her a graphic
organizer that helps her know what to look for and
allowing her to do difficult work in a group she will be
more inclined to work and less likely to get frustrated
and give up.
Karla would also benefit from watching videos on a
chromebook rather than watching them on a projector
whole class. This will be beneficial since she will be
able to rewind and pause the video when they feel
necessary as well as use subtitles or slow down the
speed. Using headphones also promotes better focus
since she has a tendancy to get off task. She also has
the opportunity to go back and review the movie if she
missed an answer. If the class watches the video
independently this will also limit the amount of other
students who will be distracted.
There is also almost no homework assigned. Karla will
benefit from this since she typically does not do it and
she will not fall behind her classmates by not
completing outside work.

Stage 4: Reflection

Alignment Between Unit Plan and Philosophy of Teaching and Learning

The activities and assignments in this course have been designed to develop and inform your philosophy of teaching and learning. Describe
your ideas about teaching and learning and how your philosophy is reflected in your unit plan.

My educational philosophy is closely aligned with progressivism since I feel the focus should be on teaching students’ necessary skills
through my content, rather than focusing on teaching student’s social science and hope that they learned skills applicable to other aspects of
their life. I hold this philosophy, in part, because I know that social science will often be categorized as a subject that students do not like as
much as others or that it is believed to be boring. Knowing this I do not want to fall into the trap of the stereotypical social science teacher who
lectures their students for hours on end. I want to make it explicitly clear at an early point that my classroom is designed to teach students
learning skills such as how to interact with their peers, question sources, and have the skills to develop their own ideas while also being able to
support these claims with evidence.

My primary goal as an educator is to teach my students the skills they need to be successful, by their own definition, knowing this will
vary for every individual. Although they may have different conceptions, many of the skills they will need are the same. I do not want to teach
my students to assimilate, but instead I want my students to see that we are different and we have different goals for life and that they are all
okay and instead of pointing out our differences we should celebrate our diversity. I want to teach my students to make connections that are not
necessarily obvious and find the importance of understanding where we as a species came from and that by understanding our past, we can
create a better future. I want to teach students that they can make connections in history and that history doesn’t happen in a bubble. All history
is connected, and it applies to everyone equally and while there may an emphasis on U.S. history in the United States this comes from the fact
that this is where we are, not that it is more important than any other history.

While I would be happy to teach at any grade level, I would prefer to teach in a middle school setting. With this age group they are at a
pivotal point in their schooling where they will begin deciding how much schooling they want, meaning they will be deciding if they want to just
get through the next four years taking the minimal classes or if they want to go to college and will then be taking more rigorous classes. They are
also young enough that they will not have their ideas and opinions set and they are malleable enough to show them differing sides and varying
ideas of thought. They are still deciding who they want to be and what steps they will take to design their future. One of the key principles of
progressivism is teaching students that, “because society is always changing, new ideas are important to make the future better than the past.”
We must evolve with our society and teach our students that by looking at our past we can create a better future.

What I have learned in this course has reinforced my beliefs in a progressive educational philosophy. It is key to teach the whole child,
and this is extremely limited in teaching students’ content alone in a traditional way. Students learn differently and having a student focused
curriculum I will be able to make multicultural educational practices front and center in my lesson planning. Acting as a facilitator for my
students learning will also give them the opportunity to develop their own passions and take learning into their own hands. I want to be able to
create a learning community full of collaboration, discussion, and the development of fundamental skills needed to be successful.

My philosophy is reflected in my unit plan since I will have my students use a multitude of skills that can be applied beyond my content.
I am giving my students the tools necessary to be able to collaborate, determine significance, and the ability to reflect on what they know and
what they have learned to track their progress while learning the necessary historical content.

Although the amount of content knowledge I have gained in this program is limited, I have learned a large quantity of ways to effectively

teach this content to my students. I have high hopes and expectations for my career as an educator and look forward to where my profession will

take me.