adele lassiter teacher portfolio

7/21/2019 Adele Lassiter Teacher Portfolio

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Adele Lassiter

2600 Oberlin Road H3

Raleigh NC 27608

615-829-3303

[email protected]

http://www.adelelassiter.weebly.com

To Whom It May Concern;

Margaret Mead stated: “Children must be taught how to think, not what to think.” The

reason I am transitioning into the field of teaching is because I believe every student has the

potential to learn and grow academically. My History and English teachers at Broughton High

School instilled in their students core foundations of curriculum material, while also supplying us

the critical and analytical skills to think for ourselves and build upon the course study in our

post-secondary education. I have always been interested in teaching because it is a great gift to

share your passion for learning with a student and provide them with new knowledge. It was myhigh school and college professors that encouraged me to push past my fears and work on

achieving academically past my comfort zone. They provided me with necessary life skills and a

passion for learning, how to be a good citizen and engage in current events.

I want to help students achieve their goals and push them to achieve their potential. I am

currently in the process of working to transition from a career in business into teaching. I passed

the Praxis II Series in Social Studies (High School) with a score of 193 and was awarded a

certificate of recognition by ETS. I plan to take the Principles of Education in May, Marketing

and English exams in the summer of 2015.

After graduating from Needham Broughton High in Raleigh in 2002, I attended Belmont

University in Nashville TN from 2004 to 2009 where I have 128 credit hours in the fields of

Audio/Video Production and Music Business (a business degree with an emphasis in the

entertainment industry). My degree will be officially conferred in May 2015, although the

credits and degree have been in place since 2009.

Upon finishing my coursework at Belmont, I ventured to Montana’s Big Sky Country

where I served as the Music Chair for the Sweet Pea Festival of the Arts. This position required

me to research and select potential bands for Montana’s premier music and arts festival,

negotiate contracts, deal with various business and marketing decisions and coordinate on the

ground operations during festival weekend.

While in Montana I started my own business, Firehole Productions, where I specialized

as an Independent Booking and PR agency for talented internationally and nationally recognized

touring acts including: Montana Skies-cello.guitar.fusion, Victor & Penny – antique.pop, Ben

Bullington – Montana Folk, John Lowell, Little Jane & the Pistol Whips, Jeanne Jolly and more.

This job required hectic and fulfilling eighty hour work weeks, organizing cross-country tours,

educating buyers on acts, attending conventions, communications with radio and performing art

centers, point discussions with talent buyers, along numerous other responsibilities. I utilized my

economics and entrepreneurial background to transform Firehole Productions into a successful

national agency.

mailto:[email protected]


http://www.adelelassiter.weebly.com/






I decided to transition to teaching because I want to serve the community and help

students. Investing in our students is critical to forming quality communities. If we nurture our

youth in education today, it leads to stronger civic involvement and economic participation and

innovation in the future.

I have a diverse background ranging from core fundamentals in business and media to

English Literature, History (World, European, and American) and Government/Civics. I alsohave a background in Psychology and Behavioral Sciences. In addition to my work as a booking

agent, I am a writer with twelve novels prepping for publication. I am creative and able to

convey difficult disciplines in an interactive and accessible manner.

I would be honored to be considered for a teaching position in the fields of Social Studies

(History, Economics, Civics, and World Government) and/or English. I also am able to teach

Media (A/V). Although I do not have a background in education, my experience in the world of

business, the entertainment industry and my years of volunteer work with historical societies and

my own personal experience will compensate. I have real-world experience in economics and

business. I also have been active in political science groups, engaged in the civic process as a

volunteer for arts and culture in Nashville TN and in Bozeman MT.I attended a top regionally ranked university, where I received a strong liberal arts

background. I am committed to furthering my education with a Master’s Degree or participating

in NC TEACH for Lateral Entry.

My degree in Audio/Video production is rooted entirely in communication and

expression and articulation of ideas. I am a strong communicator and will engage students in the

curriculum in a meaningful manner. My goal is to spark a lifelong interest in the subject while

preparing them for the core competency tests and post-secondary education.

I have attached several outlines for classroom study. Learning is a lifelong process and I

continue to work to deepen my knowledge so I can be a quality educator for my students.

Thank you for considering me for any future teaching positions at your fine institution.

Sincerely,

Adele Lassiter



Outline of Teaching Portfolio:

- Teaching Statement and Resume- References

- Social Studies Objectives and Syllabi

- English Objectives

- Marketing Objectives

*My Praxis Scores, Transcript and course on Yellowstone –

Social Studies in Action is available on this TPK CD.

Additional resources regarding my professional background and

teaching goals can be found on my website:

http://www.adelelassiter.weebly.com



Adele LassiterLateral Entry Candidate: Social Studies, English, Marketing

Career Objective:

To teach students core fundamentals and promote critical thinking in a creative and interactive

learning environment. I believe in the value of every student and want to stimulate learning in a

socially nurturing environment. I am transitioning into the field of education because I have a

passion for learning and helping share my knowledge with others. My goal is to help students

achieve their academic and extracurricular and career goals.

Lateral Entry Candidate:

I am transitioning from a career in business management to a career in education. I am

seeking certification in the disciplines of Social Studies, English (Secondary) and

Marketing CTE.

I attended Belmont University in Nashville TN. I have spent the past decade working in

business and marketing. I can apply my diverse professional background into the

classroom, by integrating creativity, organization, administration, planning and

communication.

PRAXIS II: I passed the Social Studies Praxis 5081 with a score of 193. I will be taking

the Principles of Learning and Teaching, Marketing and English (Secondary) Exams inMay, June and July respectively.

Public Speaking: I am a dynamic public speaker. I have extensive experience

participating in drama and debate teams. While at Belmont University, I was appointed

to work as a Speech Mentor where I coached fellow students in improving their verbal

communication skills.

Teaching Philosophy and Goals:

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” –

Albert Einstein

The greatest service we can endow is sharing our experiences, while the greatest gift we can

receive is learning from others. I am transitioning into the field of education because I want to

be an advocate for students, fostering a nurturing learning environment. Students are diverse

learners with unique talents, personalities, skills, aptitudes and backgrounds. Diversity makes

the culture of a student population flourish. I believe that every student has value. Each student

is an individual with the ability to learn and grow in spite of adversity. I am choosing education



as my career because I want to ignite a spark of discovery in students, and inspire them to grow

in knowledge and character.

My High School English and History Teachers dared me to see the adventure in learning,

helping me to become a critical thinker. They taught me to apply creativity and reason in

comprehension and retention of course material. My teachers encouraged me to stand up for

myself and to be willing to fail and try and try again, learning from mistakes. They cheered meon when I passed an Algebra test and stayed after school to sponsor an extracurricular activities.

Teachers serve as a beacon of light with skies are dark, helping guide students through trials.

Teaching is about service I want to invest in our educational system. I believe in our public

schools. I know there are challenges, but challenges build endurance.

I am pursuing Lateral Entry certification in the disciplines of Social Studies, English and

Marketing. I have expertise in each of these subjects from collegiate coursework to independent

study and professional experience.

Adele Lassiter

2600 Oberlin Road H3

Raleigh NC 27608

615-829-3303

[email protected]

Education________________________________________

Needham Broughton High School, Raleigh North Carolina

High School Diploma, Class of 2002

Belmont University, Nashville TN

Music Business, Audio/Video Production; 2004-2009, 2015*

Activities and Societies: Grammy U, Speech Lab Mentor, ASCAP I Create Music Expo (2006 –

I received a scholarship to attend the convention in Los Angeles CA); Music Industry Shadow

Day

I have also studied at Montana State University Bozeman (2002-2003); Wake Technical College

(2004); University of North Carolina at Chapel Hill (15 credit hours, 2006 – Summer Session)

Experience_ ______________________________________

Belk- Crabtree Valley Mall, Raleigh NC

April 2014-present

Position: Tommy Bahama Specialist – Men’s Store






Job duties: I serve as the lead selling specialist for the Tommy Bahama brand in the Belk

Crabtree store. Belk is an industry leader in retail and fashion, with a mission to provide

shoppers with 'modern.southern.style.' As a Belk Associate it is my duty to uphold the

quality standard of customer service and knowledge of product. Tommy Bahama is a

lifestyle brand dedicated to modern, classic clothing that is targeted under the motto:

‘Make Life One Long Weekend.’ This position requires me to be a flexible problemsolver. I am constantly on the move, faced with challenges and opportunities to

strengthen business and seek creative solutions in advancing Tommy Bahama at Belk.

Under my leadership, sales have increased by 25% through clientele networking, cross

promotional targeting and visual presentation. Core tasks include: Customer Service,

Goal Setting, Product Knowledge, Product Promotions and Branding, Merchandising,

Selling, Inventory Assessment, Visual Support, Communication, Client Relations,

Conflict Resolution

Firehole Productions, Bozeman Montana

December 2010-February 2014http://fireholeproductions.webs.com/

Position: Owner, Manager, and Lead Agent of a premier booking and music agency,

dedicated to tour coordination of innovative independent music acts. The Firehole

Productions Roster included: Montana Skies-cello.guitar.fusion, Jeanne Jolly-

Americana/Folk, Ben Bullington-Montana Folk, Victor & Penny-Antique Pop, Little Jane &

the Pistol Whips-Montana Country/New Grass.

Job duties: I was tasked with promoting the artistic interests of my roster of international

touring artists through booking, tour support, management, contract negotiation, media

relations, publicity and artist development. This dynamic and demanding position required

innovation, creativity, conflict resolution, effective communication skills and razor sharporganization techniques. In a given year I submitted to over 8,000 performing arts venues

and festivals, wrote and distributed press releases, coordinated tour dates and routing. Tour

support included arranging back line, accommodations and publicity pertinent to the tour

including, but not limited to radio and television appearances, print media interviews and

local outreach and school residencies.

My job required communication with all facets of the Entertainment Industry, Client

Relations, Office Organization, Word Process, Customer Service and Initiative.

Sweet Pea Festival of the Arts, Bozeman Montana

November 2010-November 2013

Position: Music Chair: The Sweet Pea Festival of the Arts works to promote and cultivate

the arts in Southwestern Montana. The eclectic festival attracts upwards of 13,000 people a

year.

Job Duties: As Music Chair, I was charged with researching, coordinating and booking the

musical acts for the Sweet Pea Festival of the Arts. In this capacity I acted as contract

negotiator and arbitrator. I coordinated music publicity with the marketing team, speaking

with regional news outlets and participating in on the ground marketing campaigns. On the



festival weekend I acted as a festival liaison for touring acts, providing them with craft

services, coordinating sound checks and setting up backline. During my three year tenure, I

contributed 2,500 volunteer hours to the non-profit organization. Performing groups that I

booked: Jerry Douglas, Dirty Dozen Brass Band, Hot Club of Cowtown and more.

Frist Center for the Arts, Nashville TNJanuary 2009-August 2009

Position: Volunteer Administrative Assistant for the FRIST’s Membership Department.

Job Duties: As a membership volunteer I worked to recruit and raise awareness about

Nashville’s hub for creative arts exhibitions. I worked twenty hours per week in the office,

managing files, organizing and processing memberships, mailings and phone recruitment; I

also volunteered for Member Events, including preview shows (Medieval Art Exhibition

and American Masters were two of my favorite events); I also helmed the membership

booth for the FRIST Friday Summer Concert & Art series. As a Membership Volunteer I

utilized communication skills, office administration and a passion for art and community to

foster membership growth.

Big Loud Shirt Industries, Nashville TN

August 2007-December 2007

Position: Administrative Office Intern for Nashville’s Leading Independent Music

Publisher.

Duties: As an Administrative Assistant to Amy Allmand, Creative Coordinator, I facilitated

in organization of key office responsibilities, including: filing, cataloging publishing

records, assisting in licensing, answering phones, running errands, setting up appointments,

preparing and submitting music demos, publicity and creative campaign assistance. I wasinstrumental in launching a Facebook and Myspace marketing campaign for Big Loud Shirt,

and coordinating innovative integrated marketing concepts to build on the Big Loud Shirt

brand and publicize their GAC TV show ‘Hit Men of Music Row,’ which was launching at

the time.

Nashville Humane Association, Nashville TN

December 2007-August 2009

Position: Cat Socialization Volunteer

Job Duties: I worked twenty hours a week volunteering in the Cat Wing. As a Cat

Socialization Volunteer I interacted with the shelter cats and worked to find these amazingfurry friends forever homes. I cleaned their cages and provided them love and care. I was

asked to contribute my time in the Comcast Pet of the Week video segment. I think this is

one of the most important jobs I have done because I was able to make the lives of hundreds

of cats better – assisting in finding the animals’ forever homes.

Yellowstone National Park, Old Faithful WY

May 2004-August 2004



Position: Server/Busser at the Old Faithful Snow Lodge’s Dining Room

Duties: I worked in a fast-paced environment serving guests from around the world.

Passionate about Yellowstone National Park, I worked to provide ‘Home on the Range’

hospitality, providing guests with excellent service and information about the world’s oldest

park.

Qualifications:

Administrative Coordinator: I have a track record of organizational leadership in diverse

office settings.

o Big Loud Shirt: I actively assisted management in executing day-to-day tasks

from filing, clerical work, communications and data processing of song catalog

and licenses, organization of files. I played an instrumental role in brainstorming

and implementing the firm’s social media campaign.

o FRIST Center for the Visual Arts: I processed membership applications and

performed support tasks to the membership office. As administer of records, Iassisted the coordinators in membership renewal and recruitment.

How I plan to apply my administrative skills to teaching:

o Administrative Coordination requires many of the qualities critical to teaching,

including strong organizational skills, effective communication and interpersonal

skills, planning, task oriented goals, thinking outside the box and tackling

challenging tasks. My background in administration can be applied to the

classroom in transferring my organizational skills to planning lessons, setting

objectives, communicating and assigning student tasks and coordinating class

projects. My greatest asset is an administrator is my ability to navigate challenges

and seek solutions. Having an organized classroom with clear objectives willhelp keep me on track as a teacher in following the curriculum, while making

each unit more interesting and exciting for the student.

Management

Firehole Productions: As Owner and Booking Agent for an elite booking agency,

Firehole Productions, I built a firm dedicated to promoting independent artists in

achieving their career goals. I implemented creative solutions to promote my multi-

genre roster. I supervised eight acts in coordinating their tour dates, routing, contract

negotiations, on the ground logistics, publicity, A&R, marketing and more. This

position required maintaining a finely-tuned organized office. My responsibilities

included a dynamic mix of clerical and administrative tasks, streamlined scheduling, prioritized tasks, incorporated new technologies and ideas, relationship building,

identified problems and formulated solutions, marketing solutions (effective creation

and presentation of electronic press kits, press release, designing One Sheets and

social media networking), attending conferences and connecting with talent buyers,

research, negotiation and more.

How I plan to apply my management skills to teaching:



In addition to the strong administrative skills I acquired through

management, my role as owner and manager of a booking agency demanded

quality leadership, interpersonal skills, patience, creativity, organization,

developing relationships (with presenters and my acts), a balance of

adaptability and structure, educating clients on product, learning about new

methods of promotion…the diverse qualifications required in managing asmall business can readily be integrating into teaching and instituting a

fulfilling classroom educational experience.

Owning my own business instilled in me a strong character of leadership and

communication that is vital to teaching. My goal in managing a classroom is

to ensure that students receive the curriculum in a creative, organized and

effective way; inspiring analytical and critical thought processes. Leadership

demands selflessness and assertiveness. You are able to organize and

implement objectives, and respond to variables. As a teacher you need to be

focused and flexible, able to keep students on target, while also adjusting

lesson plans to the diverse needs of learners. As a booking agent I managedeight unique acts ranging in genres from classical to folk to Americana to

jazz and bluegrass and beyond. Each act required a diverse marketing and

promotional platform to ensure their music was heard by the right audience.

It was my job as an agent to educate presenters about each act and advocate

why the act should perform in the venue. I had a core business plan, with

stratified layers of implementation to ensure each act received the proper

support and consideration they needed to fulfill their goals. I scheduled

weekly Skype and e-chats to discuss their tour schedule and promotional

plan. I recognized the various needs of each act (preference of email over

phone; club or performing arts center, travel requirements, etc…) and set up

an individualized management plan for each act. My skills as a small

business owner and booking agent readily transfer to the classroom in lesson

planning, communication, targeting individual student needs and helping

create a plan of action to ensure their academic potential is realized (ex:

recognizing if they are an auditory or visual learner and supplying

supplemental materials.)

As a booking agent, I had the distinct honor of working with talented

individuals and assisting them in promoting their product – music. I acted as

a mentor and manager, guiding them through the business process to ensure

they achieved their artistic goals. As a teacher I can mentor students and

educate them in creative and analytical methods of learning. A primary

responsibility as a manager is acting as a trusted advisor. Being a trusted

advisor requires listening, understanding and offering thoughtful well-

researched advice. I can apply my role as a business advisor to assisting

students as they navigate the challenges of coursework, providing support

and my expertise to scaffold them in their academic journey.



Flexibility: As owner of Firehole Productions I learned how to be flexible while

remaining task oriented. A touring musician’s life is nothing but chaotic. While on

the road anything can happen to interrupt a chartered itinerary from car problems, to

audio malfunctions, venue-relations (i.e. a venue not following the terms of a

contract), band conflicts, etc…as a manager it was my duty to seek solutions when

unexpected obstacles popped up. You quickly analyze the problem, brainstorm asolution and resolve the problem to the best of your ability at that juncture. In a

classroom the unexpected is going to happen, whether the power goes out in the

middle of a Power Point lecture, to student behavior issues or a fruitful discussion

prevents you from covering all points of the lesson plan in the period you

allocated…I know how to be flexible while staying on target and accommodating the

unforeseen to ensure the student’s learning experience is not compromised.

Sales & Marketing: Over a decade of experience in results based selling and implementation

of project planning

Belk Crabtree: As the Tommy Bahama Selling Specialist it is my job to convey

product knowledge to the customer, promote our brand and achieve selling goals. Inmy first eight months working as the department specialist I have increased Tommy

Bahama sales by 25% and sold over $350,000 in merchandise. My success is

attributed to exceptional customer service, brand knowledge, client relations and

marketing of our sales and merchandise through email, telephone, mailings and in-

store communication

Firehole Productions: My primary job was to ‘sell’ my artists to venues, market their

unique style and sound to new audiences and maintain communication with fans.

Firehole Productions marketing strategy demanded innovation from utilizing cutting

edge promotional tactics, including social media apps for touring bands, developing

and producing eye-catching visual promotional materials including One Sheets, webflyers, emails, posters and more. I also was tasked with drafting and submitting

press releases to news outlets and coordinating interviews to promote my artists.

How I plan to apply my Sales and Marketing skills to teaching:

Sales and Marketing are two principles that make the world go round.

Selling is more than an exchange of material goods, selling and marketing

are about educating consumers on the best products to serve their unique

needs and what product is the best value for the money. As a Sales Specialist

I follow an ethical standard of providing quality and professional customer

service to my clients. When submitting ‘Montana Skies’ for a classical

music festival, I ‘sold’ their talents and marketing their abilities, educating

the festival presenters on the benefits of having this dynamic high energy

classical fusion duo perform at their event. I informed the presenters about

Montana Skies outreach in schools and duo’s willingness to perform gratis

for the local children’s hospital if contracted for the festival.

As a teacher you are ‘selling’ and ‘marketing’ the curriculum so students will

eagerly participate as learners. As a teacher you need to devise methods of

instruction that make the curriculum fun while also accomplishing the core



objective of providing the student with adequate knowledge of the source

material via state and national standards. Marketing can be applied to

teaching by using ingenuity and planning to create vibrant well-organized

lesson plans that speak to the core of the curriculum while exciting student’s

willingness to learn. An example of this might be doing a contemporary

version of ‘Romeo & Juliet,’ while still using Shakespeare’s language and plot. The students are able to move past the barrier of entry Elizabethan

language and customs, while engaging in the universal themes and superior

language of Shakespeare. Marketing ‘Roman garb for the 1st Century’ is

another exercise where you make learning about foreign historical customs

and culture interesting by adding a student focused twist.

As a marketing instructor I will provide students with a working knowledge

of the tenets of marketing, while also incorporating my professional

experiences as a booking agent/marketer, selling specialist to understand the

economic and ‘real world’ challenges and issues involved in the aspects of

marketing as a career. Customer Service

I have a track record of providing exceptional customer service in my professional

career. I am empathetic to the customer’s needs and strive to provide solutions in

the marketplace. My outgoing personality allows me to connect with consumers,

while product expertise provides me the wherewithal to give them service they can

count on. I have won several awards for customer service, mostly recently I was

presented with an RCC Certificate for Exceptional Service at Belk.

How I plan to apply my customer service skills to Teaching?

Positivity, communication, conscientiousness, empathy, knowledge and hard

work are the guiding principles of my customer service philosophy.Customer Service is an industry that requires constant communication,

knowledge of product and a positive attitude. At Belk, I have acquired a

strong reputation for quality customer service by listening to the needs of my

clients. I educate them on our product and work to find solutions to their

needs as a consumer. I take time to know them and their personal style

preferences, so I can ensure their needs are being met. An example of this is

when I had a customer who recently moved to Raleigh and was unaware of

Belk and our brands. I took time to inform him about our store, our various

departments and listened to his needs as he required a new wardrobe for a job

in IT. I spent three hours helping him pull together a functional wardrobe

that was affordable and stylish.

So how does customer service apply to teaching? What does retail have to

do with education? I think customer service is a vital skill to every industry,

and it is tantamount to teaching. Customer Service in teaching is the ability

to listen to your students, to address their needs, to use patience,

understanding and action to resolve problems. Customer Service is about

respect. I will respect my students as individuals. I will listen to my students



and guide them through their academic journey. I can use Customer Service

to balance communication in parent-teacher conferences, applying ideas to

the classroom, serving the needs of the student body and more.

Volunteer Coordination: I have a passion for volunteering. I am active community projects

including my position as volunteer Music Chair for the Sweet Pea Festival of the Arts. In

the capacity of Music Chair I dedicated over 1000 hours to researching musical acts,negotiating contracts, marketing the event and educating the public, recruiting volunteers

and being in charge of on the ground logistics.

How I plan to apply Volunteer Coordination to Teaching?

Volunteering is about service and compassion. Volunteering is action

without expectation of reciprocity. In volunteering I give myself for the

good of the other, but in the end it is I who receives a reward of

understanding, social awareness and empathy. Volunteerism is the heart of

my desire to teach. Through volunteering I have met extraordinary kids who

have dreams and face adversity. It is my goal to apply may skills as a

volunteer coordinator to enacting a classroom driven by social awareness andunderstanding. My roles as a volunteer coordinator demanded organization,

flexibility, communication and being open minded to new thought processes

and ideas. I will apply my volunteerism to ensuring that each student has

self-respect and understand each students worth and merits. Together we are

stronger and can lift one another up in the classroom.

Public Speaking: I am a dynamic public speaker. I have extensive experience participating

in drama and debate teams. While at Belmont University, I was appointed to work as a

Speech Mentor where I coached fellow students in improving their verbal communication

skills.

How I plan to apply this to teaching: My training in public speaking and communication will infuse my teaching

style with a dynamic approach that will engage students in lectures. I will

interact with the class in ways that speak to the heart of the material and

make it come alive in the classroom. Good teachers are excellent

communicators, able to implement course plans in auditory, visual and

tactile/kinesthetic approaches that convey source material in a meaningful

way. Communication is an exchange of information and ideas. As a

communicator I can address the needs of students as diverse learners. My

lectures will be thought-provoking, interactive and full of life. At times I

will use role playing to bring historical characters to life. In communicating

the curriculum I will set the direction for the learning (goal setting and lesson

planning), provide relevance for the learning (connecting the lesson to

students), guide the learning activity, assessing and evaluating the

communication structure and making necessary accommodations based on

student needs, manage the classroom environment and engage in social

activity. As a communicator I can develop interpersonal relationships with

students to discuss their academic and social concerns. Communication



builds a bond of trust and helps facilitate a stimulating learning environment.

As a public speaker I organize my points to stay on target without allowing

lectures to be dry or boring. Lectures will be interspersed with visual and

tactile methods of learning as well as group projects.

References:(Letters of Recommendation included in this portfolio)

Andria Huntsinger, Executive Director of the Sweet Pea Festival of the Arts

Bozeman MT

406-586-4003

[email protected]

Robert J. Komorowski, M.Ed.Special Education Teacher Davis Drive Elementary SchoolCary [email protected]

Joanne GardnerFormer colleague, Manager for Grammy-award winner Rodney Crowell [email protected]

Amy AllmandBig Loud Shirt Industries Nashville [email protected]

Clark Sherman

Rector at Saint James Episcopal ChurchBozeman MT406-586-9093

Mary Louise Talley WrightPersonal Reference, Former teacher at Root ElementaryRaleigh NC















February 2015

Robert J. Komorowski, M.Ed. Davis Drive Elementary Schools 2151 Davis Drive Cary, North Carolina 275119

This letter offers my complete support of Adele Lassiter as she applies for a teaching

position. I’ve known Adele for two years now, since she was a co-worker of mine at a finemen’s clothing store in Raleigh, North Carolina. As a part time employee, I observed howshe showed tremendous amount of energy, and terrific sales knowledge in her role as SalesSpecialist. Her clientele have shared many stories of how Adele goes above and beyond toassist them in any way so they are pleased with their experience at the store. I also havesupported Adele as she wrote three pieces of short fiction for me which I presented asexamples to a class that I teach at a local community college and I recall that in one of themin particular her revisions after a brief discussion of her work were substantial and well-focused. I also recall that Adele was one of those few I could turn to when I needed to sparkdiscussion; she was never lethargic, uninterested, or unprepared, but always willinglythoughtful and articulate. Based on these interactions, over the last two years I have cometo see Adele as a bright, personable, energetic, and mature person with a concrete,

ongoing, well-rooted interest in teaching. As I glance over her credentials that she gave mewhen she asked me to write her a letter of reference, I am struck by just how much she hasalready done in various positions—whether volunteer or paid—and what this reflects abouther work ethic. It truly shows Adele’s unfailing commitment to achieving her goals whiledeveloping herself as a person—even in the careful wording of her career objective on herresume, where she speaks of helping students achieve their “academic and socialpotential.” In shor t, it is clear to me that Adele is and will continue to be devoted tobecoming the best kind of educator. Her college background and work ethic remind me verymuch of my own, and I respect what she has done as a co-worker and will do as a teacher.Thus, I recommend her highly.

If I could be of any further assistance to questions please feel free to contact me via myemail: [email protected]

Sincerely,

Robert Komorowski Elementary Teacher






Letter of Reference from Sweet Pea Festival of the Arts

October 5, 2011

To Whom It May Concern:

Adele Lassiter was elected to the Sweet Pea Board of Directors in November of 2010 as the festival’s

Music Chair. Adele quickly embraced the responsibilities of her position and has proven herself to be a

very valuable volunteer.

Adele is organized, efficient, extremely competent and accountable, and has an excellent rapport with her

fellow board members and the performing groups and agents she has to work with on Sweet Pea’s behalf.

Her communication skills, both written and verbal, are excellent.

This past season, when a chair position could not be filled that directly affected Adele’s performing

groups, she immediately stepped up and took care of all the hospitality details necessary to accommodate

our musicians. She also played a key role in recruiting a new board member when another unexpectedlyhad to leave her position. With this kind of commitment and dedication to a volunteer position, I can only

imagine what a valuable asset she will be to a graduate program or employer.

In summary, I highly recommend Adele for any position or endeavor that she may seek to pursue. If you

have any further questions, please do not hesitate to contact me.

Regards,

Andria Huntsinger

Executive Director 406. 586. 4003 [email protected]



Adele Lassiter Social Studies Teacher

Praxis II 5081 Score: 193; Certificate of Recognition from ETS for highest percentage of scores

Objectives:

“Educate and inform the whole mass of the people. Enable them to see that it is theirinterest to preserve peace and order, and they will preserve them. And it requires novery high degree of education to convince them of this. They are the only sure reliance

for the preservation of our liberty." --Thomas Jefferson to James Madison, 1787.

Social Studies’ primary goal is to educate students in their duty as U.S. Citizens. My aim is thatstudents have the critical thinking skills and historical insight to participate as informed citizens,able to analyze information, articulate facts and form their own opinions and argue their caseeffectively. Our Founding Fathers emphasized that the vitality of a democracy depends upon theeducation and active participation of citizens. As a teacher I am committed to providing studentswith a nurturing environment and dynamic classroom. I will utilize a diverse range of learningstyles and tactics to encourage each student to retain information and to be active learners.Students will engage in projects, participate in lectures, memorization, field trips and group studyto instill an understanding and interest in the subjects. Students gain from social studies “the

attitudes and values that enable them to be effective problem solvers, good decision-makers andwise planners. As a result of an effective social studies education, they are prepared to deal with present, recurring, and unforeseen problems at the local, state, national and global levels.” (NC

DPI Standard) The course of study is aligned with definition and objectives outlined by the National Council for the Social Studies:

Social Studies defines the subject as the integrated study of the social sciences and humanities to promote civic competence. Social studies educates students on citizenship, providing them withthe knowledge, skills and attitudes that will help them to become responsible citizens who areinformed, thoughtful, participate in their community and exhibit moral and civic virtues.

Civic Competence: To provide students with a knowledge of the function of government

and society. A working knowledge of our constitutional and legal systems and how to participate as a citizen through voting, volunteering, lobbying, contacting representatives,running for office and more. The study focuses on what it means to be a citizen and how being a citizen at times means setting aside our personal goals for the general will ofsociety. Questions of citizenship and varying roles in society will be studied, analyzedand debated. Objective: Working knowledge of our national, state and localgovernmental systems, an understanding of the laws and how they relate to society, thecitizen’s participatory role in government and society.



Critical Thinking: The study of the social sciences provides a foundation for students toapply their knowledge of society to construct informed ideas about history, culture,economics, civics and more. Critical thinking is the crux of social studies, because itenables students to retain facts, analyze the material and articulate the implications of thedata and how it affects current events, their own lives and the global economy. The

discipline not only offers a strong content knowledge base, but the subjects encouragestudents to develop an ability to think critically about societal issues and learn how toaddress them based on their understanding of their social values. Students will bechallenged by divergent thinking as they discovery new schema thoughts. The primarygoal is to transfer standard facts on the subject, the course also forces students to confronthard questions and analyze through foundational and empirical knowledge the steps toreconciling the information. An example of this would be a classroom debate on acurrent event or analyzing the factors leading up to the Revolutionary War compared tothe Civil War.

o History is more than facts and figures, critical thinking allows students to question‘why’ events took place, ‘what’ motives led to conflicts and resolutions and ‘how’

this information can be applied to the world we live in. Social Understanding: The Social Sciences study people, socialization and how diverse

cultures connect in a global world, this can be through historical study, economics,foreign policy, comparative government, etc…The Social Sciences also include the

disciplines of psychology and sociology. As citizens it is imperative that each individualhave a comprehensive and complex understanding of the world they live in and howculture affects government, economy and social interaction. Social Understanding bringsand awareness of social issues, and how can that knowledge be used to seek a solution.Studying the interdisciplinary study of the social sciences empowers students to beinformed and to develop an understanding of society and the human condition. Forexample, studying poverty in economics and historical how poverty affects education in

inner-cities nationally and on a local level provides students with an awareness of a socialissue. Students can then participate in coming up with solutions and discuss challengesin resolving the social issue. In studying history this can be applied by having studentsresearch an historical figure and question ‘what would you do in their shoes,’ and ‘what

were the motivations of the historical figure?’ Example: What motivated ThomasJefferson to write the Declaration of Independence?

Integrating Ideas: Social studies spans a diverse range of subjects, but each subject isinterrelated, directly or indirectly. Studying the historical issues of The Great Depressioncan be integrated into the Economic Business Cycle and how fiscal and monetary policyaffects the economic. If the economy struggles or thrives that is directly tied to cultureand social issues at play. How does the economy affect the role of a citizen during an

election year? Social studies integrates ideas from different disciplines to come up withreasoned decisions, and to make the connections between related concepts and ideas sothey are better able to identify problems affecting society.

The curriculum will apply state and national standards of excellence to ensure studentshave a comprehensive knowledge of the fundamentals of Social Studies. The course ofstudy will provide students with the tools to become critical thinkers, able to apply courseknowledge to making independent decisions of conscience as citizens, participating in the



world they live in. The curriculum will prepare young people to participate actively andresponsibly in a culturally diverse, democratic and increasing interdependent world. I willfound the guidelines set forth by the North Carolina Department of Public Instruction,instructing students in the five organizational strands of the state’s social studies program: history, geography, civics and government, economics and financial literary,

and culture. Students will “acquire the essential knowledge, understanding and skillsneeded to be informed active citizens in the 21st century.”

Social Science Subject Disciplines:I have attached subject goals and curriculum plans in the portfolio.

History:Economics:Civics and Government:Geography:Behavioral Sciences:

Why Social Studies?

History is a Mystery that sets us on a journey of discovery. At the end of the journey we

understand a flicker of the past, but more importantly we have opened a window into the world

and how we can contribute to the world we live in.

Social Studies is my passion because it is intertwined with our daily lives. The social sciences

engage students to think critically about the diverse world they live in, by studying the impacts

of history, economics, geography and civic values. The disciplines in the social sciences are the

core foundations of the strata of every career path. Computer designers need to study whatsociety needs and wants out of technology to function. Economics guides our micro and macro

financial lives, be it the supply and demand and exchange goods at our local supermarket, to the

macro picture of fiscal and monetary policy utilized to protect our national economy and

encourage it to thrive. With globalization becoming a critical facet of society and business,

Geography is an essential tool in helping students understand the supply chain of goods and

services, trade and foreign policy. Geography is a core component of science, history and the

ethnography. Social Studies is the broadest curriculum because as human beings we are by

nature social creatures and society fuels the sectors of the economy, historical movements,

change (cultural diffusion, immigration, etc…) and most importantly our role to serve as good

citizens.

Civics is the study of the theoretical and practical aspects of citizenship, its rights and duties; the

duties of each citizen to participate in society. Civics includes the study of civil law and civil

code, and the study of government with the attention to the role of citizens. Citizenship is one of

our greatest roles and responsibilities. Being a citizen means playing an active role in society.

What does it mean to be a ‘good’ citizen? The primary responsibility is to be informed about

critical issues and vote according to one’s conscience. As a teacher I will challenge students to



investigate and analyze their role and responsibilities as citizens in society. This will entail

historical study of The Enlightenment, The Founding of American Democracy, The Constitution,

and Legal Issues in Society, Social Justice Issues, Current Events and Global Affairs. I will

encourage students to participate as citizens through group projects, school events (participating

in student elections), debates and more. The objective is to provide students with core knowledge

of Civics as a Social Science and its role in Society.

As a Social Studies teacher I am dedicated to using a variety of teaching methods to engage the

classroom to discover and retain content standards. I will utilize the key theoretical approaches

to encourage learning, including ideas set forth by Bandura, Bloom, Piaget, Dewey, Bruner and

more. I will teach through didactic, visual, auditory and kinesthetic methods. My goal is to use

creativity to bolster students’ comprehension. Group projects, field trips, guest s peakers, history

scavenger hunts and experiential and virtual instruction will bring the Social Sciences to life.

When I was seven years old, I got dressed up in colonial garb with a lace mop cap and

volunteered with my mother and grandmother at Raleigh’s Joel Lane House. Most kids would be bored out of their minds spending their Saturday afternoon at a museum, but since my youth I

have always been delighted in history. This is gift bestowed by my mother who worked as a

docent and actively volunteered for the Colonial Dames Association. My grandmother, Sara

Armstrong, spent many afternoons giving tours at the North Carolina History Museum and

Governor’s Mansion. I spent my childhood touring historic sites from battlefields to plantations

and museums with my mother. She instilled in me a lifelong passion for history and learning.

History is more than dates and facts, it is about living, breathing people who walked this earth

and the events that shaped the world. After seeing the stage play, ‘The Lost Colony,’ I delved

into researching what really happened. With empirical and secondary research I could critically

examine hypotheses of ‘what happened to the colonists.’ I started to ask facts about how the

colonists lived and their relationship with the Native Americans. Each stage of reexamining

history is rediscovery and learning something old as new for the first time.

Qualifications:

Economics: I have a strong background in the science of Economics. I have taken over

fifteen credit hours in Macroeconomics, Microeconomics, Fiscal Policy and the

European Union. In my professional career economics has played a vital role in day to

day management of operations; exercising the law of supply and demand and how to

respond to the marketplace. As owner of Firehole Productions, I utilized

microeconomics to account for which markets to present the bands I managed and how to

market their shows. I also realized that if CDs sold more than posters the law of supply

and demand would have to account for the market. As a selling specialist at Belk, my job

is contingent on market economics. We run sales on items that do not sell well to adjust

to the lack of demand. Whereas popular items demand a higher profit market. Sales and

Management is the backbone of business.

How will I transfer my professional experience into the classroom?



o An understanding of economic principles is vital to every student , whether they

are planning a personal budget, to financing college or starting a business. The

study and comprehension of Economics provides core skills for living. I will use

my experiences in business and economics to convey economic principles in

practice as we study the fundamentals of the science of economics.

History: I have taken numerous academic courses in a broad range of historical subjectsincluding US History, British History, European and World History. I continue to attend

lectures, travel to historical sites, research historical issues, read literature from

professional historical societies. I plan to take twelve additional credit hours in history,

including Asian and South American studies.

Geography: My experience in Geography is tied to my work at Yellowstone National

Park. Yellowstone is the world’s first national park. It is one of the most geologically

and geographically diverse places on earth. While working in the park I volunteered as a

tour guide helping teach students about park geography – including the caldera, plateau’s

ridges and faults in the area. In addition to my experience at Yellowstone, I have learned

about geography first hand through extensive travel. I bring a diversity of culturalexperiences to the classroom. I have traveled to forty-five states and abroad. Each trip I

have made a point to learn about the cultures and the landscape. My most recent trip to

Utah exposed me to a confluence of unique and interconnected landscapes formed by the

Colorado Plateau, and the Endorreheic Basin (The Great Basin). In Zion National Park I

learned about how geography influenced the Native American tribes of the area from the

Ancient Anasazi to the Fremont and Paiute peoples. How does an area so dry yield

produce? How did the people adapt? How does the Virgin River’s cycles of flooding

and drought nourish the people and the land?

Civics: Civics is in my blood. My family has always instilled a respect for civics and my

role as a citizen. In high school I was active in our Civics Club and other politicalactivist groups to encourage people to know their rights as citizens and encourage civic

development in the student body. My efforts in AP Government my senior year led to a

recognition of ‘Who’s Who in High School Students of America. At Montana State I

served as a senator for one semester. At Belmont I contributed to several volunteer

boards and organized a campaign to raise awareness about student’s need for financial

aid advocates. I have volunteered in numerous community organizations driven by my

desire to be a good citizen. I can relate my political science background and experience

volunteering in campaigns on a grassroots level in the classroom. My goal is for students

to learn the facts about our government structure and citizenship. I want students to be

critical thinkers about political issues and their roles as citizens. My class will teach

students to apply the knowledge of civics and government to make educated voting

decisions based on policy, platforms, facts and current events, as well to act as

conscientious and well-informed citizens (serving in legal matters, civic organizations,

volunteerism, etc…)



Five separate unit exams, plus the midterm, which counts twice. Lowest grade dropped and replaced if student

completes extra credit essay.

Class Project: 15%

Fall semester: students will have the opportunity to work in small groups to research and present a creative

historical project. Spring semester: Students will each work alone to complete an individual assignment on varying

topics.

Essay: 15%

Each semester students will be asked to complete a ‘Think -Piece’ essay regarding a historical subject. The

essay will deal with topics in researching varying case studies relating to the founding of America, and societal,

cultural and historical issues involved (i.e.: ‘The causes of the Salem Witch Trials,’ or ‘The Impact of the Cotton

Gin on Post-Colonial America.’) They can choose an intensive study for the essay in the form of a research report,

book report or analytical thesis. The essay guidelines will be detailed in class and graded on a Rubric scale.

Final Exam: 20%

This comprehensive exam will include core curriculum knowledge and is designed to gauge the student’s aptitude

and retention for the course material. I will host several study sessions to ensure that students are prepared for the

final exam. The exam will be modeled after the AP US History Exam, while also including primary sourceidentifications, term identifications and two open ended questions.

Late Work: Submission of assignments past due will result in deduction of ten points per day late. I accept all

assignments, but if they are past one week the lowest grade a student will receive is a ‘D.’

Extra Credit: There will be ample opportunities for extra credit in the class, which will be fun and engage students in

how history is part of the fabric of our lives and the human and American Experience.

Academic Honesty;

Work should be a reflection of individual ideas and from properly cited sources. Instances of plagiarism and

cheating will immediately resulting in a failing assignment grade.

Tentative Lesson Plan:

Fall Semester: Pre-Columbian through 1865 (Civil War)

- Unit One:

- The Land of the Ancients – exploring pre-Columbian civilizations in North America and how Native

populations and indigenous people are part of America’s identity.

- The Age of Exploration: How European exploration fueled a shift towards colonialism. We will review the

key explorers in Europe’s push towards westward expansion.

- Unit Two: Colonial Society and the Growing Spirit of a Nation

- Key issues: Massachusetts Bay Colony and Virginia Colony; Jamestown and Plymouth; Colonial

landscapes (comparing the different colonies and their trade, growth and immigration movements);

mercantilism, Salem Witch Trials, Bacon’s Rebellion, The Great Awakening, The French and Indian War,

taxation and a rising tide of colonial unity and desire for Independence.

- Unit Three: The War for Independenceo The road to revolution, issues and events that helped spark the war, including ‘The Halifax

Resolves’

o The Declaration of Independence

o Major battles and issues in the war

- Unit Four: The Struggle of a New Nation

o The Articles of Confederation:

Limits of authority; Northwest Ordinance

o Shay’s Rebellion



- Unit Five: The ‘Great Experiment’: Building a Nation

o Constitutional Convention and Ratification

o Our Federal System

o Arguing for the Constitution: The Federalist Papers

o The Federalist Decade and birth of political parties

- Unit Six: Jeffersonian Republicanism ‘Farmers Republic’

o Revolution of 1800o Louisiana Purchase

o Lewis and Clark Expedition

o Tariffs and Impressment

- Unit Seven: War of 1812 and Expanding Republic

o War of 1812

o Monroe Doctrine

o Era of Good Feelings

- Unit Eight: Jacksonian Democracy and the Era of the Common Man

o Trail of Tears

o Spoils System

o Beginning birth pangs towards civil war: Nullification, Sectionalism and Compromises.

- Unit Nine: Expansionism and Manifest Destiny- Unit Ten: Crisis and Civil War – The Testing of American Democracy

Spring Semester:

- Unit Eleven: Reconstruction

- Until Twelve: The Great West and Industrialism in 19th Century America

o Gilded Age, Silver Currency Farmer and Progressive Movement

- Unit Thirteen: The Emergence of the United States in World Affairs (1890-1914)

- Unit Fourteen: World War I and immediate aftermath

- Unit Fifteen: The Roaring Twenties to The Great Depression

- Unit Sixteen: World War II

- Unit Seventeen: Recovery, Prosperity and Turmoil (1945-1980) – The Cold War and its affects internally

on American political structure and societal ideals, shifts in American society, Space Age, Civil Rights

Movement, The Great Society, Vietnam, Nixon from détente to Watergate…and other important issues that

shaped America in the post-WWII era.

- Unit Eighteen: 1973 – Present-day; shift from Cold War to Globalism, Terrorism, the Great Recession and

Current Affairs

Abbreviated list of Select Reading Assignments:

Mayflower Compact

John Locke – ‘Two Treatises on Government’

Thomas Paine – ‘Common Sense’

Benjamin Franklin – The Autobiography of Benjamin Franklin

Letters of John and Abigail Adams

Declaration of Independence

The Constitution

The Federalist PapersVirginia and Kentucky Resolves

The Journals of Lewis & Clark

Henry David Thoreau – Civil Disobedience

Appeal to Christian Women of the South – Angelina Emily Grimke

Frederick Douglass ‘Narrative Life as a Slave’

Speeches of President Abraham Lincoln, including the Lincoln – Douglass debates

Muckraker Journalism and editorials from the Progressive Era

Kate Chopin – The Great Awakening



Upton Sinclair – The Jungle

Speeches of Winston Churchill and FDR

Book Report Reading List: each semester students are required to choose one of the following (or another teacher

approved historical book) for a book report (one information, one argument based)

- 1491: New Revelations of the Americas before Columbus by Charles C Mann

- Mayflower by Nathaniel Philbrick- 1776 by David McCullough

- George Washington’s Secret Six: The Spy Ring That Saved the American Revolution

- Undaunted Courage (Lewis and Clark Corps of Discovery) by Stephen Ambrose

- The People’s History of the United States by Howard Zinn

- Team of Rivals: The Political Genius of Abraham Lincoln by Doris Kearns Goodwin

- The Civil War in North Carolina by John G Barrett *UNC Press

- Hell Before Breakfast: America’s First War Correspondents Making History and Headlines, from the Battlefields

of the Civil War to the Far Reaches of the Ottoman Empire

- Trail of Tears: The Rise and Fall of the Cherokee Nation

- Unbroken: A World War II Story of Survival, Resilience and Redemption by Laruen Hillenbrand

- A Higher Call: An Incredible True Story of Combat and Chivalry in the War-Torn Skies of World War II by Adam

Makos- Code Talker by Chester Nez

Media Presentations:

Media is an essential part of the learning experience. Audio and Video presentations provide a dynamic interaction

with material. I am constantly searching to add to the media library. Documentaries, audio files, and films about

history will be included in the classroom in conjunction with lectures and class discussions.

Extracurricular Activities:

North Carolina is alive with history. It is my goal to sponsor several out of school field trips to area historical sites,

including the NC Museum of History, Art Museum, Bennett Place and the NC Capitol.

Guest Lecturers:

I hope to invite historical experts to come to the class as a guest lecturer when the opportunity provides.

Classroom Tools:

As a teacher I want to make learning accessible for the students under my tutelage. To ensure that students acquire

and retain course material I will employ a variety of tactics and tools. Here is a modified list of examples

- Utilizing North Carolina Department of Education source materials provided online, including curriculum

guidelines and classroom discussion and lesson plan modules.

- Following Common Core Standards

- Providing handouts and itemized timelines to assist with the student’s understanding of the overarching

themes and micro points that are crucial to US and NC History. I also implement handouts to keep students

abreast of the class curriculum, review information and any other relative articles or printouts for US High

School History

- Reading Excerpts pertinent to course study- Flashcards

- Interactive website: I will have an interactive website for students to form study groups, take practice tests,

access lectures, notes, etc…

-Office Hours: I will have assigned office hours each week to allow students to receive extra help on course

study.

- Visual and Auditory Learning Exercises

- History Jeopardy and other ‘games’ that involve students in the learning process and test their understanding

of material



-Study Groups: I will have study groups prior to every exam to prepare students for the test and ensure that they

readily comprehend the material

- Class discussions and Debates

- Tactile Learning Opportunities via in-class projects designed around creative educational process that teach

material through hands on learning (i.e. a project setting up a model of the Battle of Little Bighorn, et.al…)

Class: US Civics

Teacher: Adele Lassiter

U.S. Civics & Economics

Course Objectives:

Students will acquire the skills and be equipped with the knowledge necessary for critical thinking and their

duties as responsible and effective citizens in an interdependent world. Civics and Economics mold our society

and is the social contract that binds our country – its laws and its people together. We actively play a role in the

democratic process and the symbiotic relationship of society, government and the economy. The course is a

foundation for United States History as well as related fields of Political Science, Comparative Governments,

Economics and Business studies and Finance.

As informed decision-makers, students will apply their course study to real life experiences and how they play a

role in the civic and economic sector. Students are encouraged to analyze the body of study to formulate their

own opinions on current issues, while also being encouraged to look facts through an unbiased lens so they can

make informed decisions. This course is interdisciplinary teaching and a foundation of Civics and Economic

Principles.

Civics:

Core Goal is to meet the standards provided by the NC Public School System and Common Core Guidelines.

The U.S. is a country built on forming a ‘more perfect union.’ It is this idea of freedom and a government for

the people, by the people based on the ideal of a social contract, compromises and working together in spite of

differences to create a democratic republic that establishes Justice, insures domestic Tranquility and provides

for the common defense, while promoting the general Welfare and espousing the ideals of Liberty. This course

will establish the foundations of the Constitution and its exact language and historical issues surrounding its

ratification and implementation. The course will discuss the rise of the political party and party trends

throughout U.S. History. Landmark Supreme Court Cases will be detailed.

Competency Goal 1: The learner will investigate the foundations of the American political system

and explore basic values and principles of American democracy.

o Geographic diversity and its influence on economic, social and political life in colonial

North America

o Tracing and analyzing the development of ideas about self-government in British North

America – including transference of Age of Enlightenment Ideals and Continental

societal issues that igniting a separatism of thought from the Colonial System to the

burgeoning idea (faint but impenetrable light) of America as its own nation; The

movement to independence and its roots in The Mayflower Compact, House of Burgessesand Town Hall Meetings

o Examine the causes and fallout of the American Revolution and how The Articles of

Confederation failed to be an effective government system.

o The Constitution; opposing viewpoints about the government’s role in society and as an

institution: Compromise – The Federalist Papers and Anti-Federalist Movement – The

Bill of Rights as an extension of the Constitution

o Comparative Government



Competency Goal 2: The learner will analyze how the government established by the United

States Constitution embodies the purposes, values and principles of American democracy

Competency Goal 3: The learner will analyze how state and local government is established by the

North Carolina Constitution

Competency Goal 4: The learner will explore active roles as a citizen at the local, state and

national levels of government

o Examine structure of political system and political partieso Discuss the election process and the qualifications and procedures for voting

o Fact-checking and the role of bias (and how to avoid it) in the political process

o Analyze information on candidates and political issues

o Benefits of civic participation

o Analyze costs and benefits of jury service, voting, seeking office and civic action at the

local, state and federal level

o Conflict resolution in civics

Competency 5: Learner will explain how the political and legal systems provide a means to

balance competing interests and resolve conflicts

Competency Goal 6: The learner will explain why laws are needed and how they are enacted,

implemented and enforced at the national, state and local levels

Economics:

Course Objectives: To inform students about the science of economics, its role on macro (government and national)

and micro (business, personal, etc…) levels. How does the law of supply and demand affect the economy? What

are the factors of production? What is the Production Possibility Frontier? These are some of the questions and

topics we will explore in Economics. This is foundational course that defines the classical and modern schools of

economic thought, comparing and contrasting the different economic models and government’s use of economics

(fiscal policy). This class also will incite students to engage in the economic process: creating a budget, stocks and

retirement accounts, small business and entrepreneurship and the interdependent role of Economics and Civics.

Class Curriculum Points:- Competency 1: The learner will investigate how and why individuals and groups make economic choices

o Factors of production: land, labor, capital and entrepreneurial skills

o Role of scarcity

o Opportunity Costs

o Specialization, Division of Labor, Consumption and Production Increases, Comparative

Advantage

- Competency 2: The learner will analyze features of the economic system of the United States

o Compare characteristics of command, market, traditional and mixed economies

o Supply and Demand

o Free Enterprise

- Competency 3: The learner will analyze factors influencing the United States economy

o Business Cycle, Fiscal Policy, Human Capital and Consumerism

- Competency 4:

o Understanding of Macro and Microeconomic principles and the local, national and global market

o The learner will develop, defend and evaluate positions on issues regarding the personal

responsibilities of citizens in the American constitutional democracy.

Class Goals:

- Interaction in research, analysis, debate and civic participation.

- Student projects designed to teach students about current affairs, politics and lobbying and their role as citizens



- Projects aimed at exploring major Supreme Court Cases and their effect on the Federal System and American

Society

- A comprehensive understanding of historical politics and government in America to the modern area

- A working knowledge of economics and how it can be engineered in fiscal policy and on a micro level (i.e.

students will have a project to create their own business plan, balance budget and understand stock options and the

stock market’s role in the economy – convergence of macro and microeconomics)

Class: World History

Teacher: Adele Lassiter

World History:

Course Objectives:

This course will offer students a comprehensive overview of the history of the world and the important events that

shapes human history from its origins to the present day.

Topics:

- Neolithic Revolution and rise of Agricultural Society

- Mesopotamia: It starts at Sumer – the rise of agriculture and civilization along the Tigris and Euphrates Rivers, birth of writing (cuneiform), Epic of Gilgamesh, Arithmetic (60 second minute), Taxes and social hierarchy. The

rise of an empire – Sargon the Great and Akkadian Empire (World’s First Empire); Amorites and Babylon –

Hammurabi and The Code of Hammurabi, The Kassites, The Assyrian Empire and Neo-Babylonian Empire

- Indus River Valley: Harappan and Mohenjo-Daro Civilization

- The Gift of the Nile: Egypt: Old Kingdom (Age of Pyramids), Middle Kingdom, New Kingdom (Age of Conquest)

- The Minoan and Mycenae Cultures of early Greek civilization, The Dark Ages of Greece and Homer, transition of

Greek City States; Greco-Persian Wars, Peloponnesian Wars

- Alexander the Great and Hellenistic Globalization

- India’s Mauryan Empire: Buddhism and Ashoka the Great

- Roman Empire, its rise and descent from republic to imperial power; the ‘Barbarians’ and cultures within and

beyond Rome’s reach

- China – A Land of Dynasties

- India – The Gupta Empire

- Rise of World Religions

- Fall of Roman Empire and European History in the ‘Dark Ages’

- Mesoamerican, South American cultures

- The Middle Ages, forging of European identities

- Genghis Khan, Kublai Khan, Timur the Lame and how Mongol became a band of nomads that ruled Asia, India

and Mesopotamia

- The Silk Road

- Islam and Christianity, the Middle East and Crusades, conflict, issues and misconceptions

- The Mughal Empire

- The Renaissance

- The Reformation and Counter-Reformation

- Russia Land of the Czars- African History from pre-history to the Trans-Saharan Road and beyond

- The Ottoman Empire

- Holy Roman Empire and Habsburg Dynasty

- Absolute Rule and Divine Right of Kings

- British History from Alfred the Great to Norman Conquest, Kings and Queens to Cromwell, Imperialism and

beyond

- The Enlightenment and Scientific Revolution

- The French Revolution, Napoleon and the Congress of Vienna



- Crimean War and end of Concert of Europe

- Nationalism, Germany and The Balance of Power

- World War I – The Lost Generation

- The Great Depression

- Fascism, Communism, Nationalism and Totalitarian States – a perfect monster storm that sparked World War II

- World War II comprehensive overview and detailed study

- Post-War era to present day



Adele LassiterSecondary English Teacher

“A day wasted on others is not wasted on one’s self.” – Charles Dickens, “A Tale of Two

Cities”

Objective: “To promote the development of literacy, the use of language to construct personal

and public worlds and to achieve full participation in society, through the learning and teaching

of English and the related arts and sciences of language.”

Language is the foundation of our social interactions and how we communicate. Oliver Wendell

Holmes states the purpose of language perfectly: “Language is the blood of the soul into which

thoughts run out of which they grow.” My goal as an English Teacher is to spark a f ire in

students to develop a mastery of language as a way of effective communication, applying that

knowledge to literary appreciation and analysis. Language is diverse and extraordinary.

Language is movement. Students will be exposed to a variety of literary genres, delving into

themes and analyzing issues within the scope of the unit.

Dickens, Hawthorne, Hardy, Faulkner, Fitzgerald and Homer are just a few well-loved booksthat line my bookshelf. I have always been a bibliophile. With each book I read I feel as though

I am stepping into another world, a world of mystery and magic, hope and loss, life and death,

rebirth and renewal. . I have my Senior English Teacher, Mrs. Crowder, for recognizing my

aptitude for literature and encouraging me in my own creative writing. Professionally I have

worked as a novelist and blogger. I have written over eleven books and continue to engage in

improving my craft as a writer through workshops and participation in book clubs and writing

circles. What drives my writing is a love of reading. Seeing stories burst to life on paper is

magic.

In teaching Secondary English, I want students to see the beauty in language by understanding

the world the authors lived in and the meaning of words in the context of the story. Chaucer ’srhyme may be hard to comprehend in the 21st century texting culture, but he made his mark as

the first ‘pop’ author, writing in English vernacular in a way that spoke to various facets of the

late Middle Ages and early Renaissance. Shakespeare has created hundreds of words and

expressions we use in daily life. “It’s all Greek to me.”

Objectives in the course will be to explore, comprehend, and interpret literature, appreciating

complex literary themes. We will study the social and cultural elements and biographical



information related to each work. The course will integrate history into topics such as ‘How did

World War II influence Orwell’s writing of 1984?’; ‘What social issues are part of the fabric of

Faulkner’s work?’ The curriculum will instruct students in grammar and literary terminology.

The course will apply themes related to the student’s educational journey (i.e. The Odyssey and

Great Expectations are stories about beginnings and taking a ‘journey’ through life’s ups and

downs, going into the great unknown and processing hardship and learning from mistakes. Howcan the student connect their own journey to the journeys of Odysseus and Pip, respectively?)

Key Curriculum Goals:

Secondary English focuses on building a strong foundation for lifelong learning through a

diverse curriculum of reading and writing principles, including but not limited to language and

linguistics, grammar and syntax, essay and creative writing, literary analysis and more. I will

seek creative solutions to instruct students in the art of language arts and incorporate core

standards into a well-planned curriculum. The diverse course will be focused and inspired. My

curriculum will follow state and national guidelines set forth by the State of North Carolina and

Common Core. I will also utilize the principles of instruction instituted by the National Councilof Teachers of English.

Year One: Exploration and Discovery

English I is the introductory course for High School English. In this course students will learn

the basics of the writing process including constructing thesis statements and writing essays.

They also study grammar rules and vocabulary in terms of literature, students typically look

closely at each author’s style, theme, and plot. Finally students learn about and practice research

and public speaking skills.

Literature: The Odyssey, To Kill a Mockingbird, Great Expectations and Romeo & Juliet

Year Two: The World is a Stage

English 2 builds on the major principles taught in English I. Students focus on expanding their

formal and informal forms of written expression. They work through each step of the writing

process from pre-writing to final drafts. Students continue to build on grammar and expand their

vocabulary. The study of literature is focused on students increasing their comprehension of the

material, while recognizing theme and plot. Students will examine each author’s use of literary

devices. Students will be instructed in proper techniques of research and citation.

Literature:

Gilgamesh, Julius Caesar, Siddhartha, All Quiet on the Western Front, Lord of the Flies

Year Three: The American Story

In English 3, students will delve into a course study dedicated to American literature. This

course study will be integrated with American History. Students continue to work on their

formal and informal forms of written expression. Students are expected to successfully complete

literary analyses of various forms of literature. Students will complete a research paper and write

a creative short story. The curriculum will include numerous oral presentations.



Literature: The Scarlet Letter, Walden, The Great Gatsby, Catcher in the Rye, I Know Why the

Caged Bird Sings

Year Four: New Horizons

English 4 is a culmination of the student’s secondary education in language arts. The focus is onBritish and World Literature. Students are expected by the end of their senior year to be able to

comprehend and analyze various forms of literature including essays, nonfiction, fiction and

poetry. A strong focus will be on formal written expression through essays and literary analyses.

Literature: A Tale of Two Cities, Hamlet, Beowulf, 1984

Qualifications:

- Professional Writer: I have an extensive background in writing and literary analysis. I am a

novelist and blogger who has written for The Sporting News (college blog), Into the Great

Unknown (my travel blog) and several university journals at Belmont. I have taken journalism

courses at Belmont and The University of North Carolina at Chapel Hill. I am a member of themystery crime writing organization: Sisters in Crime. I am currently taking a Grammar and

Syntax course online and plan to enroll in a Creative Writing course in the summer of 2015.

- Literary Analysis: While attending Belmont University I studied American and British

Literature as well as participated in Third Year Writing (critical thinking, analysis, grammar and

essay focused course). In addition to my college coursework, I have participated in numerous

writing and literary conferences, including The Festival of the Book in Bozeman.

My love of literature goes back to when I read my first Bernstein Bears book when I was four.

I am an incessant bookworm and a creative writer who enjoys exploring complex themes,

dissecting characters and analyzing literary styles. I have far too many favorite books and

authors to name, but here is a consolidated list:

- Charles Dickens: ‘Great Expectations’ and ‘A Tale of Two Cities.’

- Nathaniel Hawthorne: ‘The House of Seven Gables’ and ‘The Scarlet Letter’

- Thoreau: ‘Walden Pond.’

- Thomas Hardy: ‘Far from the Madding Crowd.’

- Shakespeare: ‘Macbeth’

- Harper Lee: ‘To Kill a Mockingbird’

- Jane Austen: ‘Pride and Prejudice’



Adele Lassiter

Marketing:

The American Marketing Association defines marketing as the activity, set of institutions and

processes for creating, communicating, delivering and engaging offerings that have value for

consumers. Marketing is the backbone of driving sales through communicating the value of a

product to a consumer. Marketing is so intrinsic to society that we spend a rare minute away

from the influence of marketing. The textbook in a classroom is marketed to ensure it is

accessible and communicates the course material well. A billboard ad grabs our attention,

marketing a product to passerby. Coupons at the grocery store are a form of marketing to

encourage consumers to purchase new items. Marketing is full of boundless possibilities.

Marketing is integral to the macro and microeconomic scope by targeting consumers to solutions

of what to buy.

Course Objectives:

- To introduce students to the key elements of marketing. Students will learn to develop a

marketing strategy and design and implement a marketing plan.

- The course will enhance students’ problem-solving skills by offering a set of analytical tools

including frameworks, concepts, models and techniques in market approaches.

- To provide the student with examples of how companies organize their marketing efforts across

a variety of business settings (telecommunications, retail, financial services, consumer packaged

goods, non-profit organizations, local vs. national corporations and market implementation).

Students will examine and analyze case studies of marketing and publicity.

- To provide students with the necessary foundational skills to explore a career in marketing andapply marketing disciplines to their personal and professional lives.

Qualifications:

I have an extensive background in marketing. At Belmont University I minored in Music

Business, a business degree with an emphasis on the entertainment industry. I have over 28

credit hours in marketing, public relations, selling techniques, economics and management.

During college I interned as an Administrative Assistant at Big Loud Shirt, Nashville’s premier



independent music publishing house. This position was driven by marketing music and

intellectual property to major record labels, touring musicians, advertisers and more. During my

internship I created a social media campaign, launching Big Loud Shirt’s presence on facebook.

I also was active in planning and executing promotional events for BLS, including a CMA

junket, and premier party of The Hitmen of Music Row (GAC TV show)

Marketing was backbone of my work as a booking agent and artist manager at Firehole

Productions. My job was to ‘sell’ my roster to performing arts venues, clubs, advertisers, stores,

record labels, etc…to expand their brand and exploit their copyrights. In the Music Business

exploitation of a brand is usually a good thing. It merely means, selling your brand to a potential

buyer and utilizing your brand to stream income from numerous sources to support the brands

production and in turn create and sell more product to consumers. I created press kits (hard

copies and electronic press kits) with the artists’ biographical information, photographs, CDs and

other pertinent information. The press kit is not enough though, you need to make it stand out.

The kit needs to be easy to access, comprehensive, but to the point. In addition to press kits, I

utilized the web and music websites to promote my artists and their upcoming concerts. Icoordinated publicity, through press releases, radio and television interviews, on the ground

marketing.

As Music Chair for The Sweet Pea Festival of the Arts in Bozeman Montana, I was charged with

coordinating the music marketing effort through poster design and delivery, contacting radio and

interviewing with local news media, promoting the event through word of mouth marketing and

more.

As a Selling Specialist for Tommy Bahama at Belk, I am tasked with creating an in store

marketing strategy of one-to-one marketing, while using promotions to drive sales. It is my job

to merchandise the floor to create a visually appealing department that entices customers to

purchase our quality clothing. My experience in retail and sales applies directly to the marketing

mix and global issues of marketing (our product is made overseas and sometimes external

shipping issues prevent product being received at our store, in turn leaving a void in inventory,

forcing us to re-market our department with limited merchandise. A situation where your

merchandise is low demands creative marketing and rebranding to fit the needs of the consumer

in spite of a lack of product to sell.

My first marketing ‘job’ was in the second grade. I assisted my mother in publicizing the

Fourth of July festivities at the Joel Lane House. I created a poster and designed a brochure

detailing the history of the property. In third grade I brainstormed ‘George Washington’s

Birthday Party.’ I wanted to host a public family event where kids could learn about our nation’s

first president in a fun and engaging way. It gave parents the option of dropping off their kids on

a teacher workday if they had to work. My mom and I recruited adult volunteers to help with the

festivities. I printed flyers, called the newspaper to print a blurb, I contacted radio and television

media, I sent informational brochures about the program to other schools and invited my friends.

The activities included history lessons about President Washington’s life and the founding of our



nation. My mom and I wrote a Valentine-themed story about George and Martha Washington.

We capped off the festivities with cake and other Revolutionary treats. The event was held at

Haywood Hall, a national historic landmark in Raleigh N.C. Over 300 children and adults came

to ‘George Washington’s Birthday Party.’ I cite this example because it shows how marketing

and planning can turn even the smallest idea into something great.

My Goals:

As a marketing instructor, I want to incite innovation in the classroom. My curriculum will train

students in the fundamentals of marketing and how it can be applied to personal and career

pursuits. I will utilize a hands on approach in teaching students marketing through projects,

activities (building a portfolio, website and poster design), selling techniques and brand

communication. I will bring in guest speakers, including marketing executives and small

business owners to share their experiences. Students will have the opportunity to create amarketing plan for a business, civic organization, and school event and/or music group. My

marketing class will focus on grassroots principles, showing how a marketing plan can be

implemented using cost effective promotion through PR, social media, free websites such as

Weebly or Webs, fliers and more.

Project Example: Students will have numerous opportunities to apply the marketing skills

learned in the classroom to assignments including several class projects. Here are several

examples of project concepts for students to partake in. An example of a project concept:

- Self-Publishing: Students compile a collection of student essays and short stories. They will

edit the material and market it to the study body. Methods such as Create Space and Ingram

Spark will be explored. Profits from the book sale will benefit the school. Another offshoot of

this idea is to brining in a local published author and help plan an event to market their book.

- Promotion of a non-profit: An example of this would be for the students to create a marketing

campaign for an area non-profit and execute the plan into action. An implementation of this

concept would be promoting The Heart Walk for the American Heart Association to encourage

students to volunteer and participate in the event.

Topics of study will include:

What is marketing?

Strategic planning and the marketing process

Creating an Effective Marketing Plan utilizing the Marketing Mix and 4 P’s of Marketing

The Marketing Environment, Ethics and CSR

Consumer Behavior

B2B Marketing

Global Markets

Marketing Research, Support Systems and Sales Forecasting



Market Segmentation, Targeting & Positioning

Relationship Marketing, CRM & One-to-One

Product and Service Strategies

Brand Management and Product Development

Marketing Channels and Supply Chain Management

Direct Marketing and Resellers: Retail and Wholesale

Integrated Marketing Communications

Advertising and Public Relations

Personal Selling and Sales Promotions

Price Concepts, Approaches and Strategies

Methods of Instruction:

- Dynamic Didactic Lecturing

- Textbook and other literature on the subject

- Power Point, Video and other Visual Methods of Learning- Guest Lecturers

- Group projects

- Utilization of technology (Graphic Design, Office, Salesforce)

- Field work/Field trips

- Interactive tasks (art activities, debates, mock-promotion and selling a product)

- Case studies

adele lassiter teacher portfolio

Documents