Joe Brichetto

EDU 460
Elizabeth Yeaton-Evans
2 January 2018

Contextual Factors Analysis: Mt. Blue High School, Farmington, ME

Mt. Blue High School is located at 129 Seamon Road in Farmington, Franklin

County, Maine and is part of Regional School Unit 9 (RSU 9). RSU 9 consists of 8

schools: five in Farmington, two in Wilton, and one in New Sharon. Five of the schools

are public elementary schools that go as old as fifth grade and as young as preschoolers.

Additionally, RSU 9 has one public middle school, grade 6-8, one public high school,

grade 9-12, and one vocational school integrated into the Mt. Blue High School campus

called Foster Technology Center. Mt. Blue High School is comprised of students from

surrounding towns including Farmington, Wilton, Starks, Industry, Chesterville, New

Sharon, Weld, Temple, Vienna and New Vineyard. Currently more than 680 students

attend Mt. Blue High School, which was expanded by 35.8% in 2013, making the

three-story building the largest in Franklin County. Foster Technology Center pulls

more than 100 students from schools located in Salem Township, Rangeley, Dixfield,

and Jay.1

Currently, the Superintendent of Schools in RSU 9 is Dr. Tom Ward, but at the

time of writing, he has announced his planned retirement at the end of the 2017-2018

academic year due to declining health.2 No replacement has been announced, but some

veteran teachers have been unable to identify a strong frontrunner for the position

1
“About,” Mt. Blue High School, accessed January 4, 2018
2
Donna Perry, “RSU 9 superintendent to retire at end of school year,” ​Lewiston Sun Journal​, December
12, 2017.
within the district, implying that the new superintendent will come from out of the

district or even outside of the state of Maine. The first call for applications went out on

February 2, 2018 with a deadline for applications on February 23, 2018. Dr. Ward first

became superintendent in RSU 9 in 2013. Before accepting his current position, he was

the superintendent at RSU 10, which covers the towns of Rumford, Mexico, and

Buckfield. In her article announcing Dr. Ward’s retirement, Donna Perry credits Ward

with a number of accomplishments in the district, including “restructuring the

elementary school”, and consolidating sixth grade into Mt. Blue Middle School,

establishing three on-campus day treatment programs, which saved the district

“hundreds of thousands of dollars”, and an International Exchange Program with an

international school in Beijing was started under his watch.3

The Principal at Mt. Blue High School is Monique Poulin. This is her first year

back in the position of Principal, but she was previously the principal at the school from

the ‘08-’09 academic year to the ‘13-’14 academic year. Bruce Mochamer was the

principal for three years in the interim. It is unclear to me at the time of writing why

there was a hiatus, but it does appear that there is some sort of story regarding the

progression of principals. The two Assistant Principals are Joel Smith and Todd

Demmons; the Athletic Director is Chad Brackett.

In terms of the school population, the makeup is very reflective of Western

Maine, as to be expected. The socio-economic profile is, without hyperbole, grim. In

terms of per capita income according to the 2010 census, Franklin County is ranked 12th

3
Perry, “Superintendent”.
out of the 16 counties in Maine, an economically poor state in of itself .4 The number of

students who are eligible for free and reduced lunch, according to a report from the

Portland Press Herald, is 347, which is 47.08% of Mt. Blue’s total enrollment.5 Many

students eat breakfast at school as well, particularly in my classroom. Roughly one-third

to one-half of the students in both of my first period classes are eating breakfast when

instruction starts. Lots of students come in with dirty and ragged clothes, but it is hard

to discern those with a low socio-economic status from those who choose to live the

backwoods lifestyle, commonly known as a “bub”. There is definitely a correlation

between a low socio-economic status and the bub lifestyle, but not necessarily causation.

On the flip side, there are plenty of students who appear well off. None immediately

come off as higher upper class, but plenty of upper middle. If I had to put a statistic to it,

I would say it would roughly be a 60-40 split lower-middle to upper-middle.

Looking at race and ethnicity is perhaps one of the most interesting stats to look

at it because of how incredibly boring it is. According to the most recent American

Community Survey, powered by census data, Maine was the whitest state in 2017.6 The

survey calculates that Maine is 93.88% white, which is reflected in the high school and

Farmington as a town. Of the 105 students I see between my six sections of U.S. History,

only 8 of them are self-identified as non-Caucasian, 2 of which are International

students, as seen by the Breakdown of Students chart on the next page. The smaller slice

represents the 7.9% of non-Caucasian students, while the larger slice represents the 97

4
“Profile of General Population and Housing Characteristics: 2010 Demographic Data,” U.S. Census
Bureau, accessed January 12, 2018.
5
“Maine Schools: Free and Reduced Meals” ​Portland Press Herald​, accessed January 12, 2018.
6
“American Community Survey”, U.S. Census Bureau, accessed January 12, 2018.
classroom over a two-day span, a statistic very much in line with the overall diversity of

Maine.

The impact the lack of diversity has on learning is demonstrable and tragic, but

nearly silent. In a report from the Southern Poverty Law Center, the Civil Rights

Movement fails to be taught adequately in 20 states in the union, Maine being one of

them. The reason for this, the report cites, is that “​many states continue to mistakenly

see it as a regional matter or a topic of interest mainly for black students”.7 Yet not all

hope is loss, as senior Kyla LeGrand has taken it, seemingly, upon herself to increase

awareness of diversity at Mt. Blue. As an intern with the Maine People’s Alliance, she

has organized a number of guest speakers to appear at the high school on Friday,

7
“CIVIL RIGHTS MOVEMENT EDUCATION REMAINS ‘WOEFULLY INADEQUATE’ IN A MAJORITY OF
STATES, SPLC REPORT FINDS,” News, Southern Poverty Law Center, last modified March 4, 2014,
https://www.splcenter.org/news/2014/03/05/civil-rights-movement-education-remains-%E2%80%98woeful
ly-inadequate%E2%80%99-majority-states-splc-report.
February 9, 2018, to speak on what she is calling Racial Justice. Outside of Kayla’s

valiant efforts, race and ethnicity, and the historical events that go with them, are rarely

discussed and taught at Mt. Blue, likely because of a twisted, unspoken lack of urgency

to do so in the whitest state in the union.

When I entered the school and began my time as a Student Teacher, I handed out

a self-created survey (attached at the end of the document). The assessment gives the

students, with no penalty for omitting answers, the opportunity to share about

themselves, indicate how much they like history as a subject on a 1-10 scale, identify

what in particular they like or dislike about the subject, a section where they share how

they prefer to learn, both history and in general, and finally a section to ask questions

about me, which became a separate activity. Whether the students enjoyed history or

not, they all preferred ‘hands-on learning’, implying that there is a large portion of

Bodily-Kinesthetic learners at MBHS, an idea complimented by the popularity of the

vocational programs offered at Foster Tech that encourage hands-on training for fields

with laborious jobs. A breakdown of the different, self-identified multiple intelligences

also reinforces the idea that most of my students prefer the Bodily-Kinesthetic

Intelligence. Of the six classes I teach, five classes had a majority of Bodily-Kinesthetic

learners and the one class that didn’t only was two short of visual learners. The Applied

class had exclusively Bodily-Kinesthetic learners. The next most popular MI was Visual,

followed by a smattering of Intrapersonal, Interpersonal, and Auditory learners.

Focusing on the individual classes, my first class I ever had, a CPI (intermediate)

on the first period of Blue days, is also one of the most difficult classes. The MI
breakdown, pictured below, is as follows: 10 Bodily-Kinesthetic, three Visual, three

Interpersonal, and two Auditory.

Tardiness and attendance in general is a problem with this class, as roughly five

students will get their breakfast at a leisurely pace and won’t ask to go and get it until

the bell is just about to ring. One student, RL, was a rare sight in the class for the first

few weeks as he was suspended, both in and out of school, for different infractions that

usually had to do with fighting. Now that he has returned to class, I have found that he is

surprisingly attentive and respectful, more so than his compatriots who are regularly in

class. Perhaps it’s his new job at Sugarloaf that motivates him to keep it together.

Speaking of RL’s friends, they epitomize the behavioral issues that plague Blue 1. Two

students specifically, HN and JT, have issues controlling their temper and often use

profanity openly. The first detention I assigned was to JT for calling HN a ‘fa@g&t’
during a movie. In a discussion after class, JT expressed little understanding of the

weight of using offensive language and how it was offensive at all. His tone carried a

sense of entitlement that I find quite often in this particular class. In an IEP I learned

that JT has a very rough, likely abusive home life. This revelation has made me

sympathize with JT more since the incident with the profanity, but we have an

understanding that his behavior that day was unacceptable. JT’s case has illuminated

the plight of public education upon me: sometimes you have to be hard on the one when

that one is interfering with the education of the many, even if that one needs help they

aren’t receiving.

Another situation in that class revolves around a toxic group of girls in the corner.

The group consists of three or four girls, but while one girl associates with the group, she

rarely seems to be caught up in the drama and part of the toxicity. Of the three

remaining girls, it is hard to tell how the dynamic actually runs, as it includes girls in

other classes and the members who are in and on the outs seems to be in a constant

state of flux. Two that always seem to be causing a major portion of the drama, ET and

AG, are a part of that class and usually are part of a number of distractions while rarely

getting any work done. Today, I assigned my second detention to AG for using profane

language to harass their fourth member in the class, SH. SH, from what I can tell, has

been handed the short end of the stick by falling in with that group. SH is highly

motivated when working singularly, but if there is any other member of this clique in the

room, all productivity goes out the window. I learned at an IEP that SH has a very

unstable home life and is currently living with a friend, who is in the clique, but in a
different section of my class, but the family seems cold and potentially unwelcoming,

often putting her welcomeness in the home in limbo for what seems like little reason.

SH is the student that haunts me and keeps me awake at night.

Among all the students who add a unique flavor that occasionally spoils class,

there is MP, a student who brings so much to class with her silent resolve. MP takes a

little more time than the average student to complete work and you can tell the internal

gears aren’t the fastest, but they are always turning, which I appreciate more than I

think she knows. MP comes every day seemingly hungry to learn, a commodity in the

class, and she always digs deeper to get the larger implications of historical events. My

mentor once remarked: “Imagine what you could do with a class of MP’s.” It is quite the

teacher’s daydream.

The key thing to consider with this class when considering how these students

learn is the fact that most of them don’t want to learn. The class has the most students

who despise public education as an institution. To combat this, compassion is usually

the first attempt, with patience, but a firm hand is also needed to make sure the strong

personalities don’t overtake the class. Some days, it can feel like I’m bashing my head

against a wall trying to provide instruction to this class, and while I don’t necessarily

have the key to what to do with the class, I’ve had more success with patience and quiet

resolve then falling into the minefield that are potential power struggles. Instruction

requires plenty of cushion time and written assessments are usually met with some total

non-compliances, so creativity is key with Blue 1.

 Moving along to my Applied class, I initially thought they would be my most

difficult group. I found that I was quickly mistaken. The small class size of six students

(functionally five, one is in prison but still on my roster) allows for a chill atmosphere

and usually an optimal time to decompress from the first period. As previously

mentioned, the Applied class is exclusively reported as Bodily-Kinesthetic, pictured

below:

The Applied class is far behind the pace of the CP and CPI classes, unsurprisingly,

as they are just covering the 20’s and 30’s as the other classes are entering World War

II. The mentality I feel we have established with the class is to take our time to make

sure they understand the content well before moving on, no matter how long it takes. If

they only make it to Vietnam, but have a good understanding of everything up to then,

so be it. There are students in the class, specifically KW, who has the potential to have

behavioral issues, but we have not encountered any such instances in our class, possibly
because of how low-key we keep the class. One student of note, TK, is an incredibly wise

student. I feel he could succeed immensely in a CP course, but he prefers the pace.

Furthermore, TK has an incredibly high social and emotional quotient, far greater than

an average student of his age. TK could likely lead a very successful career in politics, if

he so chooses, but Mr. Ronald and I believe he will work in a garage and spend his days

fixing people’s things and there is something just spiritually satisfying about thinking

about TK’s future.

The implications of this class’ culture on instruction is to keep cool and keep

calm. It isn’t nearly as much of a powder keg as the preceding class, but pushing the

students will likely shut them down. Letting the students dictate the pace usually results

in the most compliance and most thoughtful answers. Activities that are often left to be

done on an individual level are done as a class, as the students appreciate us taking off

the pressure of them individually and the opportunity to engage in discussion.

Assessments have considerably lower stakes then in other sections to the benefit of the

students and the peace of the class.

Blue 4 (Period 3 is our prep period), the only CP group I see on Blue days, is one

of the most energetic groups, but they usually keep it in check enough to still be

considered studious. Their MI breakdown is one of the widest with six

Bodily-Kinesthetic, three Interpersonal, two Visual, one Intrapersonal, and one

Auditory.
 From a personality perspective, Blue 4 might also have the largest range of

unique personalities. Starting on the left side of the room, there is a group of 3-5 girls,

depending on the day, that bring the most energy to the class. The group is incredibly

sassy and dramatic, which creates an interesting dynamic with myself and my mentor

teacher, who are sarcastic ourselves. On some days, our personalities mesh well and the

class is not only productive, but also entertaining. They have enjoyed making puns with

my name and referring to me as ‘the Italian’. After a week of subbing for the class, they

have started to grow to like me more and are excited to see me specifically compete in

the student vs. staff basketball game. They are probably the first group that I would

consider my ‘fan club’.

 On the tail end of the fan club is the black sheep of the class, CG. CG has

considerable behavioral issues and is keen on hijacking classes and making everything

about her, when she is in attendance. After sitting in on a staffing for CG, it is clear that

she does not need any special services, as she is aware that her behavior is unwelcome or

unacceptable, yet no one seems to know exactly how to connect with her. CG is rarely

actually in class though, for many different reasons, but usually for suspensions, both in

and out of school. It’ll be interesting to see what opportunities I’ll have to connect with

this student, let alone what methods are going to work with her.

A solid third of the students are quiet and studious, by modern standards at least.

They are more subdued in their comedy, but they make it clear that humor is also

important to them. One specifically, LP, reminds me a lot of my sophomore sister, in

that she is quiet, but likes hijinks and creating inside jokes with me. Another student

who sits in the middle of the class, JL, is an interesting character. He has this quiet

intensity about him where he looks like he has a chip on his shoulder constantly. JL is

nothing short of brilliant in history and he clearly knows the answer to every question

we pose before we even ask it. I have a few students like JL who clearly already have a

proficient knowledge of U.S. History, but those students do it by being very extroverted

with their understanding. JL is unlike them, therefore, because he keeps it under wraps,

even though the whole class knows about it. On most days, after instruction is over, JL

will ask to leave the class to go work in Digital Media, something he is clearly passionate

about. In the survey distributed on my first day, JL disclosed that he is already enlisted

with the Air Force and will ship to basic training after he graduates. The factoid about
the Air Force was new to my mentor teacher, but not too surprising to either of us. His

demeanor seems like one that would thrive under regimentation. For awhile in the

beginning, I had a hard time understanding and bonding with JL for reasons I could not

understand, but eventually it became clear. I see a lot of myself in him from when I was

in high school. From the knowledge of history to the love of digital art and interest in the

military, JL is a more intense version of high school me, which I have since been able to

leverage to bond with him. Obviously you don’t pick favorite students, but he would be

up there for me if I did.

The last third of class is filled with the class’ monkey wrenches. LG does solid

work and is sharp as a whip when she chooses to engage herself in the class, but she

often lacks the self-confidence to push herself. HD is our foreign-exchange student from

China who has been described as a ‘sitcom character’. HD is very animated and has

some fantastic slapstick comedy value on the surface, but never lets that get in the way

of his academics. HD is very studious with his classwork and has a deep understanding

of Chinese history. So deep, in fact, that he will often connect events in China’s history

to themes we are discussing in class, providing an invaluable example that deepens the

class’ knowledge of history, mine included. He truly is an incredibly interesting resource

for the class. The final monkey wrench, HG, is a student who can’t get out of his own

way. He is very bright and capable of completing the work, yet from a combination of

disorganization and apathy, chooses not. In Quarter 2, he was given the option of taking

an Incomplete, which would give him the opportunity to turn in more work and raise his

grade, but he opted to take the F instead. As of writing, I am unaware of any

accomodations HG may or may not have, but I believe he would benefit from some

greatly. He appears to enjoy the curriculum and is motivated during class-wide

activities, but does not have the same drive to complete work independently, which will

be a fun challenge as an instructor through the semester. This class will likely be the

group that I get along with the most and thusly will be able to do the most with. They are

inquizitive and dutiful to their studies, yet laid back enough to make the class still fun

for everyone. The scaffolding I have to do for my lower classes will likely help these

students as well, but won’t be necessary for them either.

The other half of groups I see on Gold days are often more rambunctious, but

more capable as well. Their MI breakdown is similar to those of other classes. The

breakdown for Gold 1 is illustrated below.

Gold 1 is my powder keg class. Usually, the class is docile and unmotivated, but

they are quick to agitate, especially by work. The most interesting dynamic comes from a
group of apathetic athletes who all have different sources of apathy. RB is the ringleader

without a doubt and his apathy stems from a cocky nature.

RB feels that history is not an important subject to study and doesn’t care to hear

otherwise. Talking with some of his coaches, RB is a stud athlete and one of the most

important players on the football team. His athletic ability has created a cocky attitude

in RB, which often gets him in trouble in and out of school. His antics often affect his

eligibility in sports, something he hottly contests because he believes that teams are

reliant upon him. DS has a similar attitude, but to my understanding isn’t an athlete. DS

appears apathetic as well and rarely completes work or shows up to school. From is

appearance, I would guess he is comfortably in the middle class, but his home life is

unclear as well.

TC is another member of this possy, who initially appears to be a follower,

but there is much more behind TC. At a recent IEP, I learned that TC has issues with

memory and struggles to complete tasks because he forgets the necessary steps to follow

through on assignments. Additionally, TC, while very polite, respectful, and the nicest of

the bunch, apparently dislikes the teacher in the classroom, my mentor. I feel confident

in saying that my mentor teacher likely has no idea about this student’s dislike of him

and since my mentor teacher wasn’t at the IEP, he still doesn’t know. Per mom’s

request, she wants that fact to remain unbenounced to the teacher unless TC makes it

clear. This puts me in a situation where I must work with the student and help him pass

history, the class mom is most concerned about, while keeping my mentor on a

need-to-know basis in terms of his temperament.

 The final member of the group, JP, is the catalyst that makes their toxic group

dynamic so clear. JP, while older, has clear learning and social deficits. Not only does

this affect his ability to work independently, but he often takes a lot of flack from the

other members of the group that from the outside appears to be hazing, but to JP

appears to be camaraderie. Only on a few occasions has he ever indicated he was fed up

with their taunting. I’ve comforted him on those occasions and have tried to promote

some self-advocacy or removal from the group, but he continually declines the offer.

There are plenty of other students who feel some disillusionment with history in

Gold 1, but that is offset by some hard-working students, to a degree. Most of the

hard-working and brightest students have issues with focus and organization or are

rarely in attendance at school. The effect this class temperament has on my instruction

is to take things slowly. A lot of the apathetic students need time to find motivation to do

anything in history, while the students who struggle can always use the extra time to get

a thorough understanding of the content. Given that this class is first thing in the

morning, it isn’t the worst thing to take things slowly and let them get settled in to

school.

Moving along in the Gold day, period 2 is the first of two CP groups that I see in a

Gold day. Gold 2 was initially one of the harder classes to crack in to, but as time went

on, they have seemingly warmed up to me and enjoy making jokes with me as they have

with my mentor from the start. They are generally more chatty and are easily distracted

by their cell phones. Gold 2 is typically one of the more snarky and snide groups because

they are wicked sharp, both socially and when learning new content. Unfortunately,
there was only a small percent of students who self-reported their preferred MI. Their

MI breakdown is below:

Again, the Bodily-Kinesthetic wins out, but the number of reporters are so

small that it was harder to say exactly how to approach these students in the beginning.

I believe that the barrier degraded overtime by no specific efforts from the students or

myself, but by us getting comfortable with each other. Once the more vocal students

started to engage with me on a social level, which was an option when I spent an

extended period of time subbing for my mentor. Specifically, AK and MH are the most

vocal and snarky students, but once they figured that my sarcasm can be fun, they were

more willing to engage me in lighthearted fun, which also made instruction feel less

overbearing to them. As the semester has gone on, they have developed a sort of morbid
fascination with my personal life and have figured out what I drive and where I live by

just seeing me around on campus. Their knowledge of my personal life is disarming for

sure, but they have least not done anything with that information thus far. I believe that

their fascination is a fad that is quickly passing.

Gold 2 has probably the highest concentration of introverts of my classes. That’s

not to say that there are a lot, BS, MC, and BB come to mind, but group work is typically

a hard sell to that group because they don’t like to feel pushed into new social situations.

On average though, Gold 2 is one of the most compliant groups while still maintaining

their own identity, which makes them one of the most fun groups to teach. They

appreciate the extra effort to make a lesson hands-on and interactive. Some

considerations I make when working with Gold 2 is to make group work as quick as

possible. Some groups will chat and drag out an activity as long as possible while other

students despise every minute they have to be even the slightest bit extroverted. Keeping

the pace moving with intention usually makes it a productive process.

Finally, Gold 4 was my strongest class early on because they are so extroverted.

The comfort of their conversation stagnated eventually and they became one of the

hardest classes to work with because of their lack of compliance or attention. Their MI’s

are visualized below:

 As shown above, Gold 4 is the only one of my six classes where the visual

learning style beats out the number of bodily-kinesthetic. This makes sense since most a

lot of students in the class, while all brilliant, are hard to engage with even the most

tactile of lessons. Gold 4 has one of the most interesting dynamics because their level of

raw talent is matched by their energy and inability to focus on any given topic. By far the

most charismatic and extroverted, Gold 4 has the strongest background knowledge to

the point where they disengage almost completely or are easily distracted.

Specifically, one corner of the room manages to get by, but are some of the least

engaged students of all my classes. JH, JF, IC, KH, MC, and ST all have issues focusing,

especially when directions are given. They usually just get the answers from CH, one

who fits into the cohort socially, but is an exceptional history student, so he acts as their

fountain of answers. Cracking in to that group will likely be one of my greater challenges

of my student teaching experience.

 On the opposite end of the spectrum, I have two students in particular, JG and

MM, who know pretty much all of the curriculum before I get to it. They both like to

engage in extracurricular conversations about current events, which is occasionally

welcome, but they have little regard for time and place. JG is incredibly bright and tells

me about his dream of being a history teacher himself someday, reservations and all. JG

gets in his own way a lot though, which stops him from filling out his true potential.

Things often get to JG and hit him harder than it would for some people and he is prone

to oversharing. MM on the other hand, is grossly failing the class because he turns no

work in. His only saving grace is that he aces every quiz / in-class assessment. Looking

at the grade book, he has exclusively 100s or 0s, no in between. Despite the big

personalities already described from the CP class, that is only a mere portion. Every

student could have a paragraph dedicated to them and how they affect the classroom

environment.

Mt. Blue high school is going through a turbulent time. The tension of the

impending changes, both with PBE and a new superintendent, can be palpably felt.

That, along with pandemic apathy, which likely stems from a number of socioeconomic

factors, makes for a hostile learning environment. Lessons can be beat-down, drag-out

affairs, but there is hope. Every student has their days, both good and bad, and those

days aren’t balanced between students. There is no common ratio; some students just

have more bad than others days because of the hand life has dealt them. I suspect that to

be a universal truth.
 In the words of a great military man, knowing is half the battle and I wake up

every morning feeling prepared because I’m armed with the information I have laid out

here.

Works Cited:

Mt. Blue High School. “About.” Accessed January 4, 2018.

https://sites.google.com/a/mtbluersd.org/mt-blue-hs/about​.

Perry, Donna. “RSU 9 superintendent to retire at end of school year.” ​Lewiston Sun
Journal​, December 12, 2017.
https://www.centralmaine.com/2017/12/12/rsu-9-superintendent-to-retire-at-end-of
-school-year/.

Southern Poverty Law Center. “CIVIL RIGHTS MOVEMENT EDUCATION REMAINS

‘WOEFULLY INADEQUATE’ IN A MAJORITY OF STATES, SPLC REPORT FINDS.”
News. Last modified March 4, 2014.
https://www.splcenter.org/news/2014/03/05/civil-rights-movement-education-rema
ins-%E2%80%98woefully-inadequate%E2%80%99-majority-states-splc-report.

Unauthored. “Maine Schools: Free and Reduced Meals.” ​Portland Press Herald​.
Accessed January 12, 2018.
https://www.pressherald.com/interactive/search_maine_school_database_free_and
_reduced_meals/​.

U.S. Census Bureau. “American Community Survey.”, accessed January 12, 2018.
https://www.census.gov/programs-surveys/acs/.

U.S. Census Bureau. “Profile of General Population and Housing Characteristics: 2010
Demographic Data.” Accessed January 12, 2018.
https://factfinder.census.gov/faces/tableservices/​.
Name​: ​ ___________________ Period​:_____________________

Directions​: Answer the questions as truthfully as possible. No answers will leave you, me, and
Mr. Ronald, except for the last question.

If you’d like, tell me a little bit about yourself. What are some hobbies or interests you
have? What did you do over break? What are you talented at? Any goals after high school?
If there is anything you would like me to know about you, this is a great place to do so. Feel
free to write as much or as little as you want, or omit the question completely if you just
aren’t feeling it.

On a scale from 1 (can’t wait for Mr. Brichetto to shut up) to 10 (love every minute of it),
how much do you like history? _________________
What do you particularly like or dislike about history?

How do you think you learn best, both in history and generally speaking?

What is something you want to know about Mr. Brichetto? If you could ask me a question
about myself, what would you ask? (I’ll answer as many questions as I can once everyone is
done, but I reserve the right to omit any questions I don’t feel comfortable answering)