Joshua Varnell email: joshmvarnell@gmail.

com
17390 SW Rose Petal Ln. #201, Beaverton, OR 97003 (816)703-7979

Social Studies Teacher

Inclusive & Community Focused, Dedicated to Student Success and Developing Global Citizenship

Skills: Published Scholar Formative/Summative Professional Service

Student Mentor Assessment Design Responsive Educational
Unit/Lesson Plan Leadership Skills Approach
Development Community Activist for Collaborative Educational
Culturally Responsive Social Justice Environment
Curriculum and Transformative Justice Classroom Management
Instruction Advocate

Education:
Portland State University, Portland, OR
Master of Education, Curriculum & Instruction
Graduate Teacher Education Program (GTEP) June 2017

Western Michigan University, Kalamazoo, MI

Ph.D. Political Science
Political Theory, Comparative Politics, Democratic Theory December 2017

University of Missouri, Kansas City Campus, Kansas City, MO

Bachelor of Arts, Political Science May 2007

Licensure:
Oregon Preliminary License: Secondary Social Studies
Middle School and High School Authorization June 2017 Aug. 2020

Teaching Experience:
Student Teacher, Modern World History, US History
Lincoln High School, Portland OR August 2016 - Present
Construct and lead unit and lesson planning as part of a departmental team. This included constructing
differentiated lessons to ensure access for a variety of learner needs. I am proactive in seeking out individual
learner needs and act as an advocate for each or my students success.
Use and apply assessment data to meet the needs of each student to construct a community of
collaborative learners.

Instructor of Record, International Relations, Comparative Politics, Critical Thinking

Western Michigan University, Department of Political Science, Kalamazoo, MI August 2009 August 2015
Designed and led course work for self-constructed classes, both online and in the physical classroom.
Held office hours to attend to student needs and ensure student success in the classroom and the
department.
 Director of Mt. Hood Community College Aquatic Center Summer Camp
Mt. Hood Community College, Gresham, OR May 2014 December 2016
Constructed eight-week summer camp for kids between 6 and 12 years old. Responsible for setting up
weekly themes and designing daily activities.
Supervised and led a cohort of camp counselors, including designing schedules and training counselors in
first aid and water rescue.

Publications:
Varnell, Joshua. 2016. Speaking About Eco-Terrorists: Terrorism Discourse and the Prosecution of Eric
McDavid. Green Theory & Praxis, 9(2): 29-54.

Varnell, Joshua. Forthcoming. Speaking About Eco-Terrorists: Terrorism Discourse and the Prosecution of Eric
McDavid. In A. Nocella II, C. Mendoza, & S. Eccles (eds.) A Historical Scholarly Collection of Writings on
the Earth Liberation Front. Peter Lang Publishing.

Volunteer Activities:
Opportunity You, Five Oaks Middle School, Beaverton, OR 2015-2016

Girls on the Run Coach (GOTR), Kalamazoo Girls on the Run, Kalamazoo, MI 2014

Portage Public School District Tutor, Portage, MI 2012-2014

Democracy must be born anew in every generation and education is its midwife (Dewey, 1944: 139)

_____________________________________________________________________________________

I have attempted to model my teaching on those teachers and educators who inspired me to
become a life-long learner. My experience in the Master of Education program at Portland State
University has allowed me the opportunity and skills to perfect my teaching. I come to the classroom
experience with a deep belief in the power of participatory democracy. Drawing from the work in the
tradition of participatory democracy, I understand democracy to be a form of life marked by the
promise of equality and the best conditions for human development in a rich context of participation
(Held, 2006: 142). This is very close to Deweys assertion that we should understand the value of
democracy as a life-form and culture rather than a set of formal political institutions (Wolin, 2004:
504). A democratic education is more than simply inculcating students to the dominate norms of social
behavior, rather, it requires active engagement.
I believe that a democratic classroom supports student development and needs through self-
actualization, agency, responsibility, freedom, community, trust, participation, and support. Each of
which I find particularly important for ensuring that students find success both in the classroom and out.
The value of education and of democracy stems from their ability to develop the conditions of the good
life in a context of community involvement and participation. This means the school and the classroom
should be laboratories of democratic experimentation. This process requires a dialogic education in the
classroom. Conversation and debate become essential parts of the educational experience; the Socratic
method. As an educator, it is important to promote multiple, intercultural perspectives that engage with
and challenge hegemonic economic, political, and social perspectives; with all perspectives being equally
valued. Students experiences and knowledge should be welcomed into the discussion as they come to
the classroom with particular social and cultural positions.
In addition, I believe that this classroom context is intimately linked to the wider community
beyond the schools walls. So, that, students find meaning in both their work in the classroom and its
connection to the wider local and global community. The democratic classroom is uniquely situated to
construct a community of co-learners; individuals dedicated to the success of their fellow classmates
and community. This also provides students with the power to grapple with and explore their identity in
a safe and welcoming environment. I firmly believe that the most effective educators are those that
consistently engage students in meaningful and interesting work that speaks to their interests, and
maintains classroom awareness and presence. By constructing a participatory democratic classroom, I
invite students into the discussion, deciding those decisions which ultimately affect them. An educators
behavior and classroom organization are the most effective tools and techniques for ensuring such a
positive and responsive classroom environment. My philosophy is student-centered, inviting students
into the democratic classroom as co-learners, co-learners who feel respected by, and connected to, their
community. Such an environment ensures that student needs are addressed and met, and that student
perspectives are valued and student voice is truly heard.
As such, students engage with the classroom and curriculum from a perspective of an
international and intercultural lens which requires students to think about how they can be effective
global citizens. Teaching democratic education is the fostering of critical thinking so that students may
engage with their global and local community, as informed citizens who have the ability and skills to act
for the common good. This means developing an intellectually rigorous and challenging curriculum
founded upon high expectations for all students.
Demonstration of Teaching Excellence
___________________________________________________________________________________________
During graduate studies at Western Michigan University (WMU), I had many opportunities to design and lead
introductory political science courses, with students in these courses responding positively to my teaching style
and classroom presence. I have tried to model my teaching style and philosophy around those instructors that
made me want to be in class as a student, those whose love of the material shone through in their lessons,
inspiring students to explore beyond the surface level of information. I actively work to improve my teaching
skills in every class and in every student engagement so that I may help all students achieve in and outside of
the classroom. The Portland State University (PSU) Master of Education program has provided me with ample
opportunity to improve my teaching skills. My student teaching at Lincoln High School as part of my masters
program was highly rewarding and a wonderful opportunity to engage in skill development with colleagues who
fostered an environment of collaboration. As a member of the Lincoln community social studies department,
we worked together to develop intercultural education which focused on decolonizing education and de-
centering whiteness in historical narratives. Teaching in such an environment was highly rewarding and
provided many opportunities for students to interact with different perspectives and ideas.

I seek to create an open and deliberative environment in my classroom, an environment that I hope allows
students to openly and honestly engage in discussion. My commitment to this environment conforms well to
the value of equity in education. I actively seek to create an environment that is open to, respectful of, and
inclusive of all perspectives. I personally dedicate myself to creating a strong community by promoting
inclusion, understanding, and community responsibility. These are not just principles that I find important for
the classroom, but they are principles that I actively pursue in my personal life. As you will note from my
resume, I have dedicated much of my time to community outreach and volunteer activities. I actively work to
help create a community that is open, honest, and inclusive, one in which all individuals can be actively
engaged in deciding the community decisions that ultimately affect them.

I have found that students in the class learn best when I teach to their interests and engage them in real world
issues. To this end, I feature a weekly news analysis assignment in my classes which asks students to write about
a news article they find interesting and tie it to some aspect of the weeks class discussion. Students then spend
time in class discussing their articles and analysis, turning the assignment into a whole class engagement and
discussion. Both the informal writing and in-class discussion serve as important formative assessments, allowing
me to gauge each student understanding of the material. It also provides me with on-going data of my teaching
practice, so that I am aware of what students understand well and what needs to be more thoroughly covered

1
in lessons. This type of classroom assignment and discussion also puts students in the role of co-teacher, as they
must present information about class material and material outside of the class, synthesizing, analyzing, and
reporting out. In turn, the discussions are highly student led as I serve in these discussions as facilitator keeping
discussion focused, using clarifying questions or re-directing discussion back to the main ideas. I have found
great success with this style both in student engagement and student learning. Thus, my teaching focus is in-
line with the wider value of developing civically engaged individuals who can put their educations to work for
their communities.

To give you a better idea of my teaching style and classroom presence I have taken several comments made by
students in course evaluations and included them below. I believe that the sampling of comments I have chosen
demonstrates my commitment to my students and the course material. I believe these comments also
demonstrate my love of teaching and my dedication to my students' success. Teaching is a tough, but also
rewarding process that I thoroughly enjoy. As an instructor, I enjoy the process of teaching
and like that I get the opportunity to engage with students from diverse backgrounds and perspectives, giving
me an opportunity to learn as well. As I continue with my teaching career I welcome the opportunity to practice
and improve these skills as well as pass on my love of the content to my students.

A sampling of student comments drawn from course evaluations:

Mr. Varnell challenged the entire class to work hard. He focuses on our success, and while modern
world history was a difficult class, it was also fun to learn in an environment where the teacher really
cares about your success and engages you in interesting conversations (Lincoln High School Student
Teaching Modern World History, 2016-2017)

I have never taken an online course where the professor interacted with his students so personally. I
took your critical thinking course as a gen-ed, but I learned to critically analyze arguments in a way I
never had before. The topics were all so relevant to my adult life and my views of political issues. I
wanted you to know how much I have appreciated this course even though it was difficult and certain
weeks were a struggle for me. Thanks for pushing me critically, academically, and personally (Fall, 2015
Critical Thinking)

He really knows his material, easy to talk to, helps students understand the material from all levels of
analysis (Spring, 2014 - Introduction to International Relations)

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Doesn't push his opinion EVER. Truly wants to create a learning environment where everyone
participates and discusses different points of view (Spring, 2014 - Introduction to International
Relations)

SME (subject matter expert), preparedness, able to take sometimes incoherent answers and opinions
from students and turn them into valid points (Spring, 2013 - Introduction to International Relations)

Strong character and not appearing dominant, egotistical or judgmental when I want to work with him
or ask questions and he follows the material closely. I am quite impressed by the atmosphere and felt
really free to contribute to the class (Spring, 2013 - Introduction to International Relations)

The instructor allowed us to go over certain aspects of the course that we did not fully understand,
which helped the students understand the governments of other nations more easily (Fall, 2012
Introduction to Comparative Politics)

I came into this class with no knowledge whatsoever in international relations. However, throughout
the semester I have found an interest in this particular subject area. Josh was great and helped
whenever the students needed. He was very knowledgeable in the area of study (Spring, 2012 -
Introduction to International Relations)

The lab sessions immensely helped my understanding of the course material. He went over many of
the key points that would be on the tests (Fall, 2011 Introduction to Comparative Politics)

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 Secondary GTEP Lesson Planning Template

PSU Graduate School of Education Lesson Plan Template

TC Name: Joshua Varnell Subject/Grade level: Modern World History 10 & 11 Time Duration of Lesson: 90 Min.

Lesson Goals
Central Focus of Lesson: The purpose of this lesson is to introduce students to the process of data analysis in the social studies in support of
their final research project. The purpose of this lesson is to provide support for student development in the analysis of evidence. The purpose of this
lesson is to demonstrate to students the questions which scholars use to interrogate information and decide which data to use and how in their
research.
Standard(s) Addressed:
ODE Social Science Grade Level Standard HS.57 Define, research, and explain an event, issue, problem, or phenomenon and its significance to
society.
ODE Social Science Grade Level Standard HS. 61 Analyze an event, issue, problem, or phenomenon, identifying characteristics, influences, causes,
and both short- and long-term effects

Content Objectives: Students will be able to decide the value of information through research for supporting their hypothesis in their final
research paper. Students will be able to evaluate the strength and goodness of fit of their gathered data for their research paper. Students will
be able to justify their choices of evidence and data in connection with their hypothesis and thesis. Students will learn how to use social science
standards to evaluate and synthesize material in a qualitative analysis.
Language Objectives: Students will work together in small groups and as a class to identify and share-out the main features of the Historical
Comparative Analysis procedure. Students will discuss the features and their relevance for their final research paper. Students will construct a
written outline using their data and the Historical Comparative Analysis discussion to be assessed at the end of the class.
Key Vocabulary in Lesson: Historical Comparative Analysis
Materials:Chromebooks/laptops; https://owl.english.purdue.edu/owl/resource/747/01/;
https://owl.english.purdue.edu/owl/resource/747/02/;

Lesson Plan Details: This lesson will assist students in developing the necessary tools and skills to analyze research material for their compare
and contrast final unit research paper.
Introduction: What Teacher Will Do to Engage Students. Introduction: What Students will do
Ask students to work with their table groups and discuss what Students should work together in groups to first discuss the
does it mean to analyze? This intro question should be used to definition of analyze and what it means in connection with their
help students develop an understanding of what it means to research paper final project. After working in their table groups,
analyze data and research and how to synthesize this material students should share out as a class to devise an understanding
for their compare and contrast final unit research paper.
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 Secondary GTEP Lesson Planning Template

Students should work together in table groups and then report of analyze that is clear and precise and allows them to use it as
out to the whole class to develop a definition for the concept a guide for their research paper final discussion.
analyze. Guide students through the analysis process using
group and class discussion allowing students to develop the
conceptual definition. Use clarifying questions to help guide
students to a reasonable and accurate definition of analyze. As
students construct their definition, write on the whiteboard the
key features (10 mins)
Student Support: SHO Revolutions and Resistance (Received on Dec.
16th); SHO Compare and Contrast (Received previous lesson); TC & CT
Main Learning Activities: What Teacher Will Do Main Learning Activities: What Students will do
Introduce students to Comparative Historical Analysis: Introduce Students should listen to and identify the main points of the idea
students to the process of analysis by elaborating the main of analysis and recognize how to complete a historical
features of this process in connection with their definition of comparative analysis by asking and answering questions related
analysis. I. Focus on Important Puzzles Related to their Research to the discussion. Students should be able to summarize the
Questions (RQ) discussed in earlier classes. II. Concerned with main points in small group discussion and record their answers
Causal Analysis What can you identify as necessary and/or with an eye towards how they will employ this methodological
sufficient for the particular outcome under investigation? How approach in their final research paper. As the teacher discusses
do you know?. III. Emphasis on process over time (how do their and delinates the main features, have students record in their
cases help demonstrate a historical process that has taken place own words how the feature is useful to them and what it might
over time?) IV. Contextualized Comparison (How do the specific mean for their research, discuss in small groups (or with table
contexts of their cases affect the outcomes they are studying?) partners), and use their responses and discussions to report out
As the teacher moves through the discussion of comparative in a whole class discussion.
historical analysis, have students discuss with table groups and
table partners the meaning of, usefulness of, and how they
might employ these aspects in their own research. Have
students discuss and write short discussions in their own words,
or use bullet points, to delineate the answers to these questions.
Students should jot notes about the evidence they have
collected and how they plan to complete an analysis. Doing so
helps students during whole group discussions to refer back to
their notes on their thinking. These notes will be collected and
assessed by TC to help offer support in completing the process

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 Secondary GTEP Lesson Planning Template

as well as serving as a formative assessment to judge the

progress of each student (10 mins)
As students share out, have the class think about and respond to
Have students share out their research projects, focusing on what students are sharing. What can we offer to help improve
their RQ and evidence they have collected. Have students refer the research? What should we look at in the data we collected
back to their notes on their research. Have students analyze to conduct a good analysis? How can we add to or improve the
their material in a meaningful discussion and have other discussion? What questions are you left with in the discussion?
students respond to and raise questions about the research.
Have a few students share out and call on volunteers as needed
so that the class has a chance to work with the real material and
think about the analysis process. Prior to discussion, remind
students about the community classroom, that we are here to
help each other; that discussions should be meaningful and
supportive; Value the questions of your fellow students and be
comfortable with discomfort and not knowing the answer; help
everyone in the class succeed, it is not zero sum, rather, we can
all win. (30 mins)
In groups, students should work on the citations packet,
Students will now practice citations in preparation for writing working to construct a works cited page with the given
their research paper. Make clear that the analysis we have been resources in the packet. Students may use the Purdue Owl
doing so far is supported by the research we have done in class citation webpage as a resource and their fellow classmates. Each
for our research papers, but this research comes from group will then write one of the resources on the board.
somewhere and needs to be properly cited. We are going to
practice creating a works cited page and on in-text citations.
Organize students into groups of 5 and pass out a citation packet
to each group. In the packets students will find a number of
different resources, their job, as a group is to construct a works
cited page using MLA. Advise students that they can find
information on MLA through the Purdue Owl website. When
groups have finished, have a volunteer from each group write
out one of the citations on the board and ask the class to
address whether the citation is correctly MLA formated. After all
the citations are on the board and corrected, if necessary, have
students practice in-text citations as a class by forming

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 Secondary GTEP Lesson Planning Template

sentences for each source and asking students how you would
use an in-text citation for the constructed sentence. Can have
them answer this in groups and write it down, or as a whole
class and demonstrate on the board. Collect group works cited
pages at the end of the practice to use as a formative
assessment. (15-20 mins)
Student Support: SHO Revolutions and Resistance Paper; Citations
Packet; Group work; CT and TC assistance
Closure: What Teacher Will Do Closure: What Students will do
Have students finish up their Historical Comparative Analysis Students should finish their notes on their research data and the
notes and answer the following questions as an exit slip: What is four components of the Historical Comparative Analysis with an
still unclear about the process we discussed today? What eye towards their final paper.
information do you still need to help answer your RQ? What
concerns about the research project do you still have? (10 mins)

Remind students that next week they will get their notes back
with teacher notes to help them refine their work. Research
papers do need to be complete at this point, and are due
January 23rd by midnight. The share-out/mini-conference gives
students an opportunity to share their ideas and work with
fellow students as we finish up our unit final research projects.
How will you assess the objectives?
Formative assessment: The notes on their research and how
they plan to organize their papers data with an eye towards the
final paper. Teacher will use these notes to comment on to help
students refine their thinking and address any glaring
shortcomings that are evident.
Formative assessment: Digital Notes Check on January 17th
Summative assessment: Final research paper comparing and
contrasting two countries revolutions and/or resistance
movements.

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 University Supervisor Lesson Observation

_____________________________________________________________________________________

The following document was produced by my University Supervisor, Nick Karafotias, who
observed my classroom on the 19th of January 2017. This observation was conducted on the lesson
outlined in the previous lesson plan template. This was part of a unit on teaching students the skills of
researching and writing a research paper. The research paper served as a summative assessment for our
unit on colonization, resistance, and independence. This observation demonstrated a number of
differentiated instructional tools, engagement strategies, and a community of co-learners in the
classroom.

On this particular day, students were working on the process of analysis, using the data they had
found in their own research. Students worked in pairs, groups, and as a whole class to help each other
improve their analysis skills and improve their research papers overall. The foregoing lesson plan and
observation notes, demonstrate my teaching skills in a number of areas. Particularly it demonstrates my
ability to work with diverse students and break down complex discussions to ensure that all students
may access the material and develop the skills associated with the lesson. I believe these documents add
to the illustration of my overall teaching effectiveness.
 SHO: Israel-Palestine
Unit Dates, Activities, & Assignments
Date Activity Assignment/Readings

9 Feb. Introduction to Israel-Palestine Unit: WWI in the

Middle East

13 Feb. History of the Israel-Palestine Conflict Reading: Gelvin Ch. 14

15 Feb. Israel-Palestine Partition Plan

17 Feb. Political Geography Reading: Gelvin Ch. 18

22 Feb. Israel-Palestine Ongoing Issues and New Conflicts Due: News Article Analysis

24 Feb. 2 Israel-Palestine Simulation Preparation Due: News Article Analysis

Mar. (24 Feb. & 2 March)

6 14 March Israel Palestine Simulation Conference

POLICY DEBATE:

Should Israel and the Palestinian territories be divided into two separate independent states?

YES
A Palestinian state would reinforce the democratic commitment to the principle of
self-determination.
A Palestinian state would provide greater stability in the region. With the Palestinian dream
realized, Arab states would have achieved an important foreign policy objective.
A Palestinian state could encourage the return of refugees who fled the territory during the wars
between the Arabs and Israel, reuniting the Palestinian diaspora.
The establishment of a Palestinian state would frustrate the rise of more extremist factions
within Hamas and Hezbollah
The end of Israeli occupation of the West Bank would shift the burden of governing the people
there from Israel to the Palestinians.
Palestinians living in Israel may choose to move to the newly created Palestine, decreasing
religious and ethnic conflict in Israel.
The two-state solution is the only moderate solution likely to lead to the end of hostilities
between the Israelis and Palestinians.
All other alternatives would be worse for both Israelis and Arabs.
 The two-state solution enjoys considerable international political support.

NO
Israel's security would be jeopardized by the increased military capability of the newly created
state of Palestine.
Israel's internal security could be compromised if right-wing Jewish settlers are forced to move
from territory handed back to the Palestinians. Extremists could cause unrest as they compete for
scarce land.
Separate states could result in a massive population transfer, making war more likely when ethnic
tensions erupt.
Separate states can be maintained only with a third-party buffer between Israel and Palestine.
Too many issues need to be resolved: determination of borders; the status of Jerusalem and
other religious sites; the status of Israeli settlements; water rights. No consensus on these issues exists.

News Article Assignments:

For this unit, students will need to complete three news analyses as part of the unit. These are
due on Wednesday 22nd February, Friday 24th February, & Thursday 2nd March. For each assignment
students will need to find and read a contemporary news article from a major news outlet or journal,
read the article, and then write a one-page synopsis and analysis of the article as it relates to our
discussion. (Example news sources include the following: New York Times, Washington Post, BBC,
Guardian, Pro-Publica, Al-Jazeera, The Economist, Time, PBS, The Wall Street Journal, Los Angeles Times,
NPR, etc.).
For the one-page synopsis and analysis, students should summarize the main ideas of the article
in a single paragraph and then analyze the article in one to two paragraphs. Students should draw on
classroom discussions, reading assignments, or outside knowledge/readings to analyze the news article
and its relevance to the class. Be sure to cite relevant information that you are drawing from other
sources. The article should cover some aspect of the Israeli-Palestinian conflict and elaborate on
something discussed in class or from the readings. The policy debate above is a good place to start to
understand the issues around the conflict involving Israel and Palestine.
Papers should be double spaced, with one-inch margins, 12-point Times New Roman font. At the
bottom of your paper, please provide an MLA formatted citation for your article so that I, and your
classmates, may find and refer to the news article.
Modern World History Name:
Israel-Palestine Peace Conference Period:

Peace Conference Preparation

Directions: In order to prepare for the Israel-Palestine peace conference, you will need to research your
groups positions on key issues and use those positions to create proposals for the peace conference. In
this process you will create three documents as a group: 1) a list of your groups positions on the key
issues, 2) a proposal with justification for each key issue, and 3) a works cited page documenting your
research. You will turn in one copy of each for your group according to the preparation calendar below.
These documents will constitute a group classwork score.

Research Tools: In order to research your position, you will want to access news and organizational
sources that are either neutral or biased towards your position. Search for news sources reporting on
statements made by your groups leadership as well as English-version websites for your group. Be
aware of bias, but use it to determine your groups current positions. Make sure your information is as
updated as possible.

Note: In some cases, you may not be able to find specific documentation of your groups position on a
given issue. You should be able to develop an understanding of the most important issues (borders,
security, &c.) and make inferences from these positions on other issues.

In order to provide support to justify your proposals, you should focus more on objective facts that
support your proposal. Be wary of sources with potential bias. Focus on generally objective news
organizations and data from impartial studies to the best of your ability. If you have trouble finding such
information, then turn to other arguments made by your group.
 Positions on Key Issues

Group Name:

Group Members:

1. Borders (includes statehood):

2. Border Security (includes the West Bank barrier):

3. Jerusalem:

4. Jewish Settlements:

5. Palestinian Refugees:

6. Water Rights:
 Proposal Template
(copy and paste for each issue)

Group Name:

Issue Addressed:

Proposals have two parts:

1. Statement of facts to justify the validity of the proposal.
a. This is the evidence provided to support your proposal.
b. These are presented in phrases starting with Whereas...
2. The elements of the proposal.
a. This includes the components of the proposal (what) and the steps needed to
accomplish it (how).
b. This section starts with the phrase Be it resolved that...
Note: The number of whereas phrases and be it resolved that statements can vary from proposal to
proposal.

Whereas

Whereas

Whereas

Be it resolved that:

1.

2.

3.

4.
 Works Cited Page

Group Name:

Please use proper MLA formatting to complete your works cited page!