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(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for routing purposes. Know how to interpret URLs.

Use a "traceroute" program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce?

Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.

Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.

The following is a traceroute from my IP to the Israeli Tourist Board using Neotrace: http://www.goisrael.com/tourism_eng

Israel is a first world nation with a high technology infrastructure. In other countries, particularly those of the third world, national tourism agencies may have their server located in other, Western nations. One such example is the tourism agency of Brazil (http://www.visit-palestine.com/), whose domain appears to be registered in Miami. Although a relatively well to do country with a modest technology sector, the Brazilian

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government may lack the infrastructure resources or expertise necessary to host web services for their own government. This may appear misleading, but it facilitates commerce by allowing for specialization by region. If Brazil, or some business located in Brazil, could not establish their connection with outside sources, they may very likely lack a presence on the internet. The international nature of this web based network ensures that multiple partners share the responsibility of establishing and maintaining sites and connections. This dispersion in turn lessens the likelihood of systemic failure, which would be more likely if the entire infrastructure was monopolistic in nature, controlled by a small cartel.

Home Configuration: 76.173.142.84 (IP), cable modem with Time Warner, 674.7 Kbps (Bandwidth download test by CNET) CSUN Configuration: (IP)

Web filtering software is designed to allow a party to limit a user’s access to various websites. They are typically installed on business, government, school, and home servers, restricting content from those sites deemed undesirable by server administrators. Operationally, filters most commonly block URLs defined by administrators by specific addresses or content areas through keyword exclusion. Filtering software often includes options to blanket those sites which address content areas normally deemed objectionable, such as explicit material considered at odds with the philosophy of administrators. For an example, a filtering program installed on a school server would likely restrict sites that display sexual imagery or wording, whereas a business might restrict sites to workers that contradict their business philosophy, ie the website of a competitor. Despite the intentions of administrators, there exists a plethora of software designed to bypass defined restrictions if one takes the effort to search for available products.

(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.

Develop a written profile of your school and students. Your profile should include the following: School distinctives : Study your school website and discuss school history,

distictives and goals. Geography: Describe your campus and its community using satellite photos

and maps. Using the photos, describe the nature of the community (commercial, apartments, single family homes, industry, etc.)

Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more prominent SES characteristics of the school population.

School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, including test

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scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.

Sinaloa is one of 3 middle schools in Simi Valley, an upper middle class community with a population of more than 111,000 residents. 89 percent of Simi Valley residents are of Caucasian background, over six percent are of Asian descent, while Latinos comprise nearly four percent of all residents. The median income hovers slightly about $70, 000. Located roughly fifty miles northwest of Los Angeles, Simi Valley contains an unusually large Caucasian majority over Latinos, an uncommon statistic in Southern California, which typically finds a large Latino minority population.

The school’s demographics generally follow a more traditional regional breakdown, where 68.8 percent are Caucasian, 20.9 Latino, 5.9 Asian, and 2.6 African American. Sinaloa has a total of 1169 students, according to published data from 2005 to 2006. A California distinguished school, the California Standards Test results indicate that Sinaloa has achieved proficiency levels of 57 percent in English-Language Arts, 53 percent in Mathematics, while 45 percent in History and Social Sciences; these statistics compare to 55, 52, 46 District-wide achievement respectively, while average state scores follow at 40, 38, 32 percentages. Average scores in Sciences were omitted from the given report.

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Simi Valley relative to coastline Sinaloa Middle School

(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.

Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.Timothy Erro is a fictional 11th Grade student of Moorpark High School, in

Moorpark CA. Moorpark is a community of nearly 33,000 residents, 74 percent of which are Caucasian, 28 percent of which are of Latino ancestry. The city has an average median income of almost $77,000. Timothy enjoys discussing politics, and even once volunteered in a campaign, handing out fliers and walking door to door in support of a candidate. I sent the following (fake) letter to Tim’s parents.__

Dear Mr. and Mrs. Erro,

Your son Timothy came to me recently, seeking advice regarding college. As a junior, I understand he has already taken the SATs, and performed quite well. Timothy noted that he enjoys politics, and would like to pursue that course for his upcoming role as college student. Besides political science, there are related fields that may interest Timothy. These majors include sociology, history, and communications, among others.

Tim also asked me about schools that I would recommend. As a graduate of UC Davis in the field of Political Science, I suggested that Tim might be interested in attending a 4 year University of California school. UCLA (www.ucla.edu) is an

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excellent institution, close to home, with a recognized line of professors that are the top of their field, both professionally as teachers, but also, as preeminent scholars. You might want to take a look at the department website page (http://www.polisci.ucla.edu/) for relevant information. I suggest that you ask to speak with a political science professor from the university, to answer any of your questions. I did this when I was considering which university to attend, and managed to narrow the choices down significantly, based on these conversations.

In closing, I would recommend that Tim take a look at multiple UC campuses, and certainly research options in financial aid (http://www.fao.ucla.edu/ for UCLA). Today, there are many options available to those students who need help financing their own education. Take advantage of these offers, they are there to help, and they have changed the fortunes of many young students.

Of course, you may contact me for any reason.

Good Luck,

Mr. Gori

(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.

Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.

The NCSS (National Council for Social Studies http://www.ncss.org/), is holding a professional conference in San Diego, on November 30, to December 2, with more than “400 sessions, workshops, and clinics,” featuring various speakers. The “Literacy and Language” is one such featured workshop I’d like to attend. Having taken a Literacy class this semester, I found that there are many strategies available to help students comprehend content area material of which I was previously unaware. The workshop may potentially expand my understanding of the matter, and provide more such literacy strategies for my growing arsenal. The conference is open to members and nonmembers (at an additional rate) with further information available at http://www.socialstudies.org/conference/registration/.

(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also

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to attract others to their schools and thus build strong departments.

Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources.

The Buellton Union school district is located in the town of Buellton, in Santa Barbara, CA. The rather small community has a population of almost 3,900 with a majority Caucasian population of almost 82 percent. The job posting references 9-12 grade, yet the employer is listed as Buellton Union Elementary, which links to a district reference for Jonata Middle School and Oak Valley Elementary. Clicking the link to the Jonata Accountability Report yields a heading that names the school as “Jonata Elementary”, which is utterly confusing. I’m assuming since the community is so small, all of the schools must be combined somehow into one institution. I should probably seek employment elsewhere. (6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.

Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction.

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Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction.

Here are two links to video copy Kennedy’s inaugural address, Part 1 and Part 2 on You Tube:http://www.youtube.com/watch?v=xE0iPY7XGBohttp://www.youtube.com/watch?v=3s6U8GActdQ

John Fitzgerald Kennedy’s Inaugural Address is a powerful speech, demonstrative of effective rhetoric. Its poetic nature, excellent delivery, and lofty ideals mobilized and unified the nation, and it remains an example for all subsequent presidents. I’d most likely show the clip to my class, and have them paraphrase, or write down a number of important points. The speech leaves me with a lingering feeling of emptiness as I am reminded of the many unfulfilled expectations upon President Kennedy’s administration, following his untimely death.

(7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.

Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.

Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.

Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are

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related to a lesson you will provide.

Provide links to other relevant documents or resources you have developed.UNIT OVERVIEW: PRELUDE TO THE WAR OF 1812

Title: Introduction to the War of 1812Goal: Create activity based Unit plan that covers the events leading to the War of 1812,

and that foreshadows divisions precipitating the Civil War.Class & Subject: US History, 8th GradeLearner’s Profile: Because I am not currently student teaching, I will devise my Unit for

a hypothetical class of 8th Grade students typical to Southern California. This comprises a large Caucasian population of eighty percent, complimented by a Latino minority numbering fifteen to twenty percent. The ESL based lesson corresponds to those students of a Latino background, first generation, who are native Spanish speakers. California Content Standards demand that instruction focus on the explicit guidelines, emphasizing causes leading to the War of 1812.

Total Days of Instruction: 8Content Standards:

A) US 8.5 – Students analyze US foreign policy in the early RepublicB) US 8.5.1 – Understand the political and economic causes and consequences of

the War of 1812Culminating Task: Territorial expansion led to the growth of foreign trade, which

contributed to conflicts with dominant nations, France and Great Britain.

Instruction Outline1. Lesson ONE: 3 strategies for a text selection

a. Day One: Angela Ferris Lesson Plan (Modify for 8th Grade Req.)b. Day Two: Lab

i. http://www.multied.com/1812/ c. Day Three: Lab

i. http://www.warof1812.ca/ 2. Lesson TWO: 3 strategies for a trade book selection

a. Day Four: Lab (Text Prediction)i. http://www.galafilm.com/1812/e/index.html

b. Day Five: Labi. http://uncyclopedia.org/wiki/War_of_1812_(video_game)

1. This site “Uncyclopedia” lists a fictional game based on the war. Students are expected to create a “theoretical” game with rules, designed to teach the War of 1812.

c. Day Six: Discovery Channel Lesson Plani. Group

1. brainstormingd. Day Seven: Review

i. Video

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3. Assessment

Links to outside lesson plans:Written by Angela Ferris http://www.lessonplanspage.com/SSWarOf1812Review7.htm

The following lesson plan (long, about 7 pages) is a very thorough Discovery Online piece:http://school.discovery.com/lessonplans/programs/war/

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