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TPE 4.3, 4.4, & 4.6

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E.Zamora - Lesson Plan Final Template.docx

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Declaration of Independence Infographic Rubric

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TPE 5.1 & 5.3

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TPE 6.1, 6.2, & 6.7

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Copy of Race & Gender in U.S. History PD

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TPE 3.1, 3.5, 3.7, & 3.8

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TPE 2.1, 2.2, 2.3, 2.5, & 2.6

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TPE 1.1, 1.3, 1.5, 1.7, & 1.8

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For TPE 1, Engaging & Supporting All Students in Learning, I chose to use a lesson plan I created to teach the story Red: A Crayon’s Story. The story narrates the struggles that Red faces because the factory labeled the crayon as “red.” In using the story, students were able to apply their own cultural and personal knowledge to the story. Many students recognized that we could apply our cultural, economic, racial/ethnic, and gender lenses to analyze how norms and stereotypes affect us all. By connecting and applying the lesson to real-life context, students were actively engaged in thinking critically and reflecting on social norms that might affect us and others.

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For TPE 2, Creating & Maintaining Effective Environments for Student Learning, I chose to use my Classroom Management Plan. This management plan exemplifies how I plan to cultivate a community in my classroom through community agreements and a transformative justice approach. For instance, when coming up with our classroom community agreements, not only do students have an input on their expectations, but they are also becoming aware of the agreements and expectations I am looking for in the classroom. Now, if students are not following the community agreements, that is where my plan for a transformative justice approach comes into play by having them recognize the harm or disruption they have created. Overall, the artifact I chose creates and maintains an effective environment for student learning because it pushes to create a community where students learn to respect each other.

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For TPE 3, Understanding and Organizing Subject Matter for Student Learning, I am using a presentation I created to teach my US History: Race, Class, and Gender classes as an artifact. Following the CA State Standards, I assisted students in reading and comprehending the Declaration of Independence by breaking it down into four components. Moreover, given that our class analyzes history through the perspective of race, class, and gender, I was able to assist students in exploring the document critically. For instance, focusing on the Founding Fathers' belief that "all men are created equal," students acknowledged how the founding fathers omitted and dismissed the experiences of women, African Americans, and Native Americans. Overall, this artifact also engages students in the lesson by using Nearpod as a form to develop digital literacy to promote and support learning.

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For TPE 4, Planning Instruction and Designing Learning Experiences for All Students, I am using a lesson plan I created for MALT 604. The lesson will involve students learning about Dred Scott v. Sanford by analyzing the Federal Civil Rights and Voting Rights Movement. Most of the lesson incorporates the interconnectedness of writing by developing an argument. The lesson will also use relevant pieces as examples that students can use to create an editorial piece on their position on the Supreme Court's Dred Scott v. Sandford decision.

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For TPE 5, Assessing Student Learning, I am using a rubric as an artifact. I used this rubric to assess the learning goals for when students learned about the Declaration of Independence. To do so, I requested students to create an infographic detailing the main components of the Declaration of Independence and to analyze whether or not race and gender were involved. However, before submitting their final draft, I asked students to self-assess their infographics. As such, I involved students in the learning goals by having them reflect on their progress and allowing them to reflect on what learning goals they still need to meet.

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For TPE 6 artifact, Developing as a Professional Educator, I used a presentation from a professional development I attended at the beginning of the year as an artifact. This presentation allowed me to reflect on my societal position before teaching US History through the lenses of race, class, and gender. In this meeting, I also learned about the guiding principles of Ethnic Studies, which allowed me to reflect and analyze the master narrative of history and who is involved in this narrative. Knowing and reflecting on the community I will be teaching also allowed me to recognize the untold stories of resiliency currently being left out. As such, in developing as a professional educator, I am learning how to center my students' voices and history to create relevancy.

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My name is Esteban Zamora and I am attending University of Redlands to obtain my single subject credentials in social science and an M.A. in Learning and Teaching. Before attending UoR, I attended UC Davis where I obtained two BA's in History and Chicana/o Studies. I have been working with youth for a few years and I am excited to collaborate and engage with future historians.