Amy Newhouse Adjunct Certification Flipbook

What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

 Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

 Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

 Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

 Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

 Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course

Welcome to Hist 1302!

United States Since 1877

Spring 2017 Resources

Instructor: Dr. Amy Newhouse • Eric Foner, Give Me Liberty, Volume
Course: HIST 1302-5044 2, 4th edition
Time and location: 1:30 -2:50 pm - CASA 234

My Contact: • Voices of Freedom, Volume 2, 4th
Office: CASA 225 Workroom ed. (ISBN bundle w/Document Set:
Office Hours: 3-5 pm Tuesdays 978-0-393-25022-0)
Email: [email protected]
Major Dates Twitter: DrAmyMaam

Best way to contact me:

email [email protected]
or through the D2L email system

Reading Quizzes 25% Randomly/ Pop • David Laskin, Long Way Home, ISBN
Introduction Assignment 3% Jan 31 97800612333740
Test 1 10% Feb 16
The Long Way Home 12% Feb 23 @11:30 am • Ian Haney Lopez, Dog Whistle
Writing Assignment – D2L Dropbox Politics, ISBN 9780190229252
Test 2 15% Mar 23
The Dog Whistle Politics 15% Apr 27 @11:30 am • Additional pdf readings, images and
Writing Assignment – D2L Dropbox videos under content on D2L
Final 20% May 11 Final @ 12:30
Total 100%

What to expect:

Readings Reading quizzes will be random. They will come from the daily
quizzes readings posted on your course syllabus under D2L content. You
will read 5-15 pages per class.

Papers You will have two papers total on the books The Long Way Home
and The Dog Whistle Politics. They will be 2-3 pages double spaced.

Exams You have 3 exams including the final. They will be fill in the blank,
short answer, and essay.

Attendance Attendance will be factored in with your daily reading quizzes.
Tardiness will also result in a 30 pts loss on the day's daily quiz.

Late Policy Assignments are late 1 minute after they are due. You will loose 20
pts per 24 hours late

Classroom In this class, we will be discussing difficult issues of economics,
etiquette politics, gender and race. Please be aware that this classroom is a

safe space. No bullying will be allowed.

Extra Credit Follow me on Twitter to find out!

Spring 2017 Page 1

Student Preparation Strategy

Students will read Albert Beveridge's "The March of the American Flag" and Emilo Aguinaldo
"On American Imperialism in the Philippines."

I provide students with guiding questions from which there is a possibility of a quiz at the
beginning of class.
- Where does America look to annex new lands after finishing annexing the continental US?
- What justifications does America use to take over additional lands?
- What type of resources does America talk about in these lands of Cuba and the Philippines? Is
there commercial gain?
- How important is trade to this process?
- Is their racial or religious component? How does this compare to Social Darwinism that we
have already learned about?
- Are these foreign territories all okay with the US taking more land?
- Why does Emilo Aquinaldo call America hypocrites?
- What surprising about the readings or about America's actions?

This process is similar to the Monte Carlo quiz (McKeachie 36). These possible quizzes can be
done individually or in groups.

BOPPPS LESSON PLAN

COURSE: HIST 1302
Lesson Title: An American Empire? The Spanish-American War

Bridge: Pose thought provoking questions: Do you know why Hawaii and Alaska are part of the United States? Have you ever thought how that happened?
Did you know that the Philippines were an American territory until WW2? America never wanted to be an imperial nation because of its history of self-
determination. So how does America justify taking over these foreign territories at the turn of the century? Materials: Slides.

Estimated time: 2 min.
Course Student Learning Outcome: Analyze and Interpret Primary and Secondary Sources

Learning Objectives: By the end of this lesson, students will be able to
1. Discover America's ambitions in the relation to foreign lands before the Spanish -American war, and appraise the impact of Newspaper headlines and
images in fomenting resentment and inciting war to acquire lands outside of the continental United States. (Bloom: Analyzing/Evaluating)
2. Evaluate headlines of 1898 Newspapers and relate them to the escalation toward the Spanish-American War. Students will then identify and connect
how the media impacts history and their current culture. (Bloom: Evaluating)

Pre-Assessment: As a starting point, students will be divided into groups to do a jigsaw-inspired restatement of the main themes from their reading
preparation “March of the American Flag” by Albert Beveridge. The groups will discover: What justifications did Albert Beveridge give to take over lands
outside of the continental United States? (Bloom: Understanding/Analyzing)
Each group will summarize the main idea from their quote. I will list on the board for complete set. Materials: Strips of paper with important quotes from
“March of the American Flag.” Markers and board.

Estimated time: 10 min.
Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

10 min. Crossword Lecture – America takes Learners will take notes on Socratic method lecture. They Slides
Alaska and Hawaii will receive an empty crossword with corresponding Crossword puzzle
questions on the bottom. I will pause intermittently for
10 min. Evaluation of Primary Source Newspaper Reports students to fill-in answers. Slides
The class will look at slides with news reports and With Newspapers
15 min. Return to Interactive Crossword Lecture reconstruct the events that brought the US to war with
Spain. Slides
Learners continue to fill out crossword based on the Crossword puzzle
Spanish-American War, Philippine-American War, and

“Yellow Journalism.”

15 min. Return to groups to identify American justification for Students will identify American justifications (from the pre- Slides

expansion with Primary Sources images. assessment) for taking non-continental land in the two Puck magazine: Image of

images? American missionaries

Answer: going into the Philippines

How do these images compare to the previous lesson on

America’s treatment of Native Americans? (Blooms: Puke magazine: Image of

Analyzing) Uncle Sam teaching unruly

How did you interpret the interest of American business, children from new

media, and belief in cultural superiority on America’s territories

expansion of the US over the Western US, Hawaii, Cuba,

Philippines, Guam and Puerto Rico? (Blooms: Evaluating) Markers on the Board.

Post-Assessment: One Sentence Summary – Each member of the group will create a one sentence summary for each area overtaken by the US.

The sentence summary will answer: How did the interest of American business, media, and belief in cultural superiority influence the expansion of the US over

- Western US - Hawaii - Cuba - Philippines - Guam and Puerto Rico. Each group will delegate the geographic areas to individual students. Each

student will create one sentence that must answer the above question including the information “Who does what to whom, when, where, how, and why?”

(WDWWWWHW). Each group will end with a complete set of five.

Estimated time: 10 min.
Summary: I will recap the geographical areas with a Thinglink world map that has interactive summaries of the lesson’s event.
Leave students with an analytical question: How does this lesson help you judge/discuss American politics or the news today differently? (Bloom:
Evaluating/Creating)
Estimated time: 8 min.

“March of the American Flag” Albert Beveridge 1898

Jigsaw influenced Group Work

The students will read the entire speech before class. I will hand strips with these quotes to the 6 different groups. I

will ask: What justification did Albert Beveridge give to take over lands outside of the continental United
States? Below are the approximate answers, I will collect after each group discusses and answers the question for

the quote on the board.

1. It is a glorious history our God has bestowed upon His chosen people; a history heroic with faith in our
mission and our future; a history of statesmen who flung the boundaries of the Republic out into unexplored
lands and savage wilderness; a history of soldiers who carried the flag across blazing deserts and through
the ranks of hostile mountains, even to the gates of sunset; a history of a multiplying people who overran a
continent in half a century; a history of prophets who saw the consequences of evils inherited from the past
and of martyrs who died to save us from them; a history divinely logical, in the process of whose
tremendous reasoning we find ourselves today.

- God ordained

2. Shall the American people continue their march toward the commercial supremacy of the world? Shall
free institutions broaden their blessed reign as the children of liberty wax in strength, until the empire of our
principles is established over the hearts of all mankind?

- Spread of liberty and commercial advantage

3. We govern the Indians without their consent, we govern our territories without their consent, we govern our
children without their consent. How do they know what our government would be without their consent?
Would not the people of the Philippines prefer the just, humane, civilizing government of this Republic
to the savage, bloody rule of pillage and extortion from which we have rescued them?

- Not capable of governing themselves

4. The infidels to the gospel of liberty raved, but the flag swept on! The title to that noble land out of which
Oregon, Washington, Idaho and Montana have been carved was uncertain: Jefferson, strict constructionist
of constitutional power though he was, obeyed the AngloSaxon impulse within him, whose watchword is,
''Forward!'': another empire was added to the Republic, and the march of the flag went on!

- We have already spread west – it is an AngloSaxon (white) impulse

5. Distance and oceans are no arguments. The fact that all the territory our fathers bought and seized is
contiguous, is no argument. In 1819 Florida was farther from New York than Porto Rico is from Chicago
today; Texas, farther from Washington in 1845 than Hawaii is from Boston in 1898; California, more
inaccessible in 1847 than the Philippines are now. Gibraltar is farther from London than Havana is from
Washington; Melbourne is farther from Liverpool than Manila is from San Francisco… Cuba not contiguous?
Porto Rico not contiguous! Hawaii and the Philippines no contiguous! The oceans make them
contiguous. And our navy will make them contiguous.

- We have expanded, like the British, and these places are not so far

6. In Cuba, alone, there are 15,000,000 acres of forest unacquainted with the ax, exhaustless mines of iron,
priceless deposits of manganese, millions 0f dollars' worth of which we must buy, today, from the Black Sea
districts There are millions of acres yet unexplored…The resources of Porto Rico have only been trifled
with. The riches of` the Philippines have hardly been touched by the fingertips of modern methods. And
they produce what we consume, and consume what we produce-the very predestination of reciprocity-a
reciprocity "not made with hands, eternal in the heavens." They sell hemp, sugar, cocoanuts, fruits of the
tropics, timber of price like mahogany; they buy flour, clothing, tools, implements, machinery and all that
we can raise and make. Their trade will be ours in time.
- Raw Material and American commercial growth

An American Empire? Crossword with Answers

Sunday, April 02, 2017
3:50 PM

ACP Page 1

9 12

11 3 2 4
10

13 8
1 5
14
7

6

Evaluation of Newspaper reports
The class will return to their groups to see what answers they can piece together from 1989
Newspapers. I will ask: From these newspaper clips and headlines, can you figure out who caused the
war? Why the war was fought? In which geographical areas was it fought in? How did the Newspaper
play a role in how the public saw these events?

Group 1:

Group 2:

Group 3:

Group 4:

Group 5:

Group 6:

Return to Final Group Work
Students will identify American justifications (from the beginning of class) for taking non-continental
land in the two images?
Answer:
How do these images compare to previous lesson on America’s treatment of Native Americans?
How did the interest of American business, media, and belief in cultural superiority influence the
expansion of the US over the Western US, Hawaii, Cuba, Philippines, Guam and Puerto Rico?
How does this lesson make you judge America or the News today differently?



4/5/2017

An American Empire? Spanish- Do you know why Hawaii and Alaska are
American War part of the United States? Have you ever
thought how that happened? Did you know
Dr. Newhouse that the Philippines were an American
territory until WW2?

How does America justify taking over these
foreign territories at the turn of the century?

Group Work

What justifications did Albert Beveridge in the
“March for the American Flag” give to take over
lands outside of the continental United States?
Summarize the main idea from your quote.

1

4/5/2017

Group Work

Based solely on your groups Newspapers and
images, reconstruct the events that brought the
US to war with Spain.

2

4/5/2017
3

4/5/2017
4

4/5/2017

Group Work
• Identify American justifications (from the pre-assessment)

for taking non-continental land in the two images?

• Answer: How do these images compare to the previous
lesson on America’s treatment of Native Americans?

• How did you interpret the interest of American business,
media, and belief in cultural superiority on America’s
expansion of the US over the Western US, Hawaii, Cuba,
Philippines, Guam and Puerto Rico?

5

4/5/2017

One Sentence Summary
• The sentence summary will answer: How did the interest

of American business, media, and belief in cultural
superiority influence the expansion of the US over…

- Western US
- Hawaii
- Cuba
- Philippines
- Guam and Puerto Rico.
• Each group will delegate the geographic areas to individual
students. Each student will create one sentence that must
answer the above question including the information
“Who does what to whom, when, where, how, and why?”
(WDWWWWHW).

An American Empire Thinglink

How does this lesson help you judge/discuss American
politics and news today?

6

Test Questions
1. One factor that led America into the Spanish-American War was the media sensation

following the explosion of this ship? (remembering)
A. USS Lusitania
B. USS Arizona
C. USS Maine
D. USS Hearst
2. What industry gave the Hawaiian Islands great wealth but also left them susceptible to

economic manipulations of the US. (understanding)
A. Sugar
B. Corn
C. Tabaco
D. Fruit

3. Three to four sentences. Apply what you have learned to examine and explain a
political cartoon that you have not seen. Who do the characters represent? Why are they
happy on American Independence Day? Make a judgement; do you think that cartoonist
believes that these countries are genuinely happy? (analyzing and evaluating)

4. Essay. How would you explain the role of American business, media, and belief in
cultural superiority in the US’s expansion over the Western US, Hawaii, Cuba,
Philippines, Guam and Puerto Rico? (evaluating)

Dr. Newhouse
Prohibition Debate:
I have divided the class into two groups: Last names A-M for prohibition measures against alcohol in the
1920s, Last names L-Z against 1920s prohibition measures.
Your group will use primary and secondary sources from these websites:
https://www.archives.gov/education/lessons/volstead-act
http://library.earlham.edu/c.php?g=82920&p=533780
http://libguides.uky.edu/c.php?g=223182&p=1479288
https://prohibition.osu.edu/prohibition-party-cartoons
You will research your side of prohibition outside of class. You will come together during class and I will
give your group 30 minutes to prepare. Each group will do a 10 min. presentation to try to convince the
other side of the merit of your side. We will then use the remaining 30 min. to debate the merits of
prohibition.
This assignment will be out of 16 possible points. I will grade you as a group. See Rubric below:

Copyright © 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC

An American Empire? The Spanish-American War

Dr. Amy Newhouse
ACP Showcase Portfolio

Hist 1302
April 6, 2017

Student Prep:

Read Albert Beveridge's "The March
of the American Flag" and Emilo
Aguinaldo’s "On American
Imperialism in the Philippines."

They are given questions for the
possibility of a individual or group
quiz?

...although it’s just group work today

BOPPPS: Bridge



BOPPPS: Objectives

By the end of this lesson, students will be able to

1. Discover America's ambitions in the relation to foreign lands
before the Spanish-American war, and appraise the impact of
Newspaper headlines and images in fomenting resentment
and inciting war to acquire lands outside of the continental
United States. (Bloom: Analyzing/Evaluating)

2. Evaluate headlines of 1898 Newspapers and relate them to
the escalation toward the Spanish-American War. Students
will then identify and connect how the media impacts history
and their current culture. (Bloom: Evaluating)

BOPPPS: Pre-Assessment

BOPPPS: Participatory Lesson















BOPPPS: Post-Assessment
CAT: One Sentence Summary

BOPPPS: Summary

An American Empire Thinglink (Technology)

How does this lesson help you judge/discuss
American politics and news today? (Bloom:

Evaluating/Creating)

ACP Reflection

In this class I have learned,
- the importance over bookending my lessons
with reinforcing Pre and Post-Assessment

- Brief active assignments like CATs help
exponentially

- Even if it is Scary, go after TECHNOLOGY!

Reflective Essay
1). What value/ knowledge/ insights have you gained from the Adjunct Certification
Program?

Through the Adjunct Certification Program, I have learned that there is a vast array of
resources available to me as a teacher. As academics, we often complete tasks in a very
independent manner. We reinvent the wheel, fashioning the wheel in a way that conforms to our
unique (often esoteric) way of thinking; however, I have been highly impressed with the network
of educators who pull their resources. Websites, such as Rubistar and iRubric, provide insightful
grading schemas that can be brought into D2L for easy grading. Specific technologies, such as
KaHoot, Socrative, and Nearpod, have also been cultivated particularly for the classroom setting;
these technologies provide feedback of your students’ understanding in real-time. Education
scholars have also worked through CATs (Classroom Assessment Techniques); these brief
exercises can be straightforwardly implemented in class to great effect. They get students
actively thinking and writing about what they have learned with minimal disruption to the overall
instruction. One of the most overwhelming aspects of teaching at the college level is the burden
of thinking through the logistics of using exercises, assignments, and technology in the
classroom. This program has provided me an avenue to connect with educators that have already
done it. There are so many resources out there that I have learned: never “go it alone”!

2). How have you incorporated the knowledge gained in your classroom?
The most important knowledge that I have gained for my classroom is to bookend my

lectures. According to the BOPPPS schema, lessons should have a Pre - and Post–assessment.
The Pre-Assessment makes sure that all students are on the same page, or it can signal that the
class needs more review. It provides students an opportunity to pause and begin thinking about

Amy Newhouse Reflection 1

the new topic. The Post-Assessment reinforces the whole lesson. It ensures that you have
achieved your objectives for the day and encourages students that they have, indeed, learned a
solid piece of material. These two daily “bookends” have been a very powerful addition to my
courses. I particularly like to use a CAT in my Post-Assessments. I find that when students write
minute papers or one sentence summaries as the lesson is ending, I am assured that they can
condense and grasp the day’s information and concepts.

I have also found that a focus on participation in the classroom (the Second P in
BOPPPS) has also greatly improved my courses. I have tried to focus my attention less on the
amount of content and more on how I can get my students active. For example, I did an activity
covering the 1970s oil crisis. Students were required to bring in information on their cars (make,
model, license plate, and gas mileage). They also needed to calculate the miles they needed to
travel to get to school, work, and entertainment. Then, students simulated how they would cope
if the price of gas had quadrupled. I printed fake dollars from which students needed to pull their
resources and pay each other for rides. We then discussed the number of daily items that students
would not buy if they had to pay that much for gas (i.e., Starbucks, movie tickets, etc.).
Ultimately, we explored how the economy would suffer as a whole because of the oil crisis.
While I cannot do simulations every day of class, this exercise allowed the students to think
analytical and empathically about historical phenomena. It also helped us to laugh and get a little
deeper into each other’s lives.

3). How has this program made you a more effective teacher?
I have become a more effective teacher by stating my objectives at the beginning of class.

In testing this process over the past few weeks, I was surprised that students began writing
furiously. They seem to like the certainty of knowing where they are heading and what they are

Amy Newhouse Reflection 2

supposed to achieve in the lesson. It occurs to me now that they find having clear objectives
helpful when studying for the exam. They can be assured that they have accomplished the task or
written notes on the right information for the day.

I have also implemented technology in my class. My favorite technology is Thinglink, a
program that provides interactive tags on an image. For example, one website has tagged each
place there was a lynching on a map of America. On this interactive map, my students explored
the race, location, and time of many cases of lynchings. We were then able to discuss the
changing circumstances and culture prejudices that brought these horrific events about. Students
have also explored a Thinglink picture of a stereotypical flapper. Each tag explained an aspect of
her hair, dress, or jewelry that bore broader cultural significance. Students were able to select
tags based on their own questions and insights, making the answer hold a greater significance in
their study of the subject.

4). What suggestions do you have for further professional development opportunities?
I have found that one of the common complaints among adjuncts is that we all feel alone.

I would like to have a monthly or bi-weekly lunch or meeting where we can talk about what is
going on in our classrooms. We can discuss problems, activities we try, and just life as an
adjunct. In this course, I learned that I could discover a great amount from my colleagues, and
they each have new ideas to implement. I would also like a course that explores pedagogy in a
deeper way. In the ACP course, we have focused on practical implementation. I believe, this
focus yielded the quickest and most direct results for training adjuncts, but I would enjoy digging
into the philosophies that comprise education as a field of study. If I understood the academic
discourse, I would have an even greater appreciation for the tools and practical exercises that we
implement in our courses.

Amy Newhouse Reflection 3