Yvette+Littman

Yvette Littmann Dr. Coiro EDC 448 26 March 2015 **Annotated Bibliography of a Diverse Text Set ** This text set has been compiled for a diverse ninth grade history class studying the Vietnam War and its effects on the American people. The texts chosen cover a fairly wide range of reading and comprehension levels and for this reason, only a few are intended for the entire class to read and understand. An example of a class- wide text is the textbook American History: Reconstruction to the Present which includes a specific chapter on the Vietnam War and other events in that same period that affected the mindset of the American people. Overall, this text is of a low reading standard (grades 6-8), but it does include highlighted vocabulary sections to support troubled readers and primary source sections to challenge more advanced readers. For this reason, I believe this text to be one of the more significant of this text set. The other texts include pictures/graphs, a poem, a novel, song lyrics, interactive websites, and instructional videos so as to interest all students in the topic regardless of their reading abilities.

In accordance with D3 Standard D2.His.4.9-12, students will demonstrate an understanding of how multiple factors presented during the Vietnam War influenced both the older and younger generations of the American public. Students should also be able to showcase ways in which these changing mindsets were represented in American culture (through music, politics, literature, etc.).
 * Content Objectives: **

In accordance with Common Core Standard CCSS.ELA- LITERACY.RH.9-10.9, students will be able to compare and contrast perspectives surrounding the Vietnam War in several primary and secondary sources.
 * Reading/Thinking Objective: **


 * Annotated Bibliography: **


 * A. Print Resources: **

1. Dallek, R., Garcia, J., Ogle, D., & Risinger, C. (2008). The vietnam war years. In Dallek, R., Garcia, J., Ogle, D., & Risinger, C. (Eds.), //American history: Reconstruction to the present//. n.l.: McDougal Littel. i. This chapter of the textbook explains the events surrounding the Vietnam War while including both American and Vietnamese perspectives. ii. This text was selected because it was originally intended for younger readers (grades 6-8) and can therefore support older, struggling readers as a result. Sections of the text are even highlighted to showcase important vocabulary words and their corresponding definitions. This text also includes extra features that will interest stronger readers, such as various primary sources which require a more advanced vocabulary. iii. This text will be used as an introduction to the unit given its broad overview of the period with some specific details about significant events (such as the assassination of John F. Kennedy). This will allow students to develop a basic understanding of the Vietnam War years before delving into more complex and diverse sources. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. A copy of this text can be found in the URI Curriculum Materials Library.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 2. O' Brien, T. (1990). //The things they carried//. Boston: MA: Houghton Mifflin Harcourt. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This text is a semi- autobiographical novel about a platoon in the Vietnam War. As a Vietnam veteran, the author's perspectives and opinions are evident in the text. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This text will be attainable for most readers and should activate their interest given its real- life connections and military details. I was prompted to choose this text because it is full of information, yet the author's voice throughout the story is engaging and should entertain readers. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. Students will primarily use this text outside of class as an at- home reading assignment. Each day they will be expected to read a portion of the text and come to class prepared the next day to participate in a short class discussion. These discussions will give struggling readers an opportunity to listen to their fellow classmates and develop a clearer understanding of the text. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This novel can be found in most libraries.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 3. Jones, G. (2001). //As the darkness of night falls//. n.l.: n.p. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This text is a poem which describes the great pains of loss associated with the Vietnam War and the affects of Post Traumatic Stress Disorder. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This text is fully intended for advanced readers given its use of imagery. I selected this text for the purpose of challenging students and it will not be a required reading for the whole class because of this. Of course, anyone who would like to read the poem individually is more than welcome and a copy will be provided to all students so that they may do so if they choose. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. This text will be provided to all readers, but will only be required by selected students who have higher reading levels. However, I will still go over this poem in class as the emotions described are essential to understanding the negative aspects of the war. I will go over the imagery in detail, breaking down each section so that all students can understand the point of the text even if they do not read it. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. See attachment #1 for a copy of this text.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 4. The war in Vietnam & President Lyndon Johnson: U.S. personnel killed in action, monthly, June 1965- December 1968 [graph]. (n.d.). Retrieved March 25, 2015 from http://www.srvhs.srvusd.k12.ca.us/Staff/teachers/abgardner/Vietnam/The%20Vietnam%20War,%201965-1968.htm <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This graph shows the number of American deaths that occurred Vietnam between June 1965 and December 1968. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This text was selected because it shows evidence of why Americans were so upset about the Vietnam War and reacted in protest. This is an important perspective for students to analyze and connects directly to the Reading/Thinking objective. This graph was also selected because it contains few words and can be easily understood by students with below- grade reading abilities. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. I will give each student a copy of this text to analyze and will ask them to extract major ideas and questions based on the information shown in the graph. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. A copy of this text can be found online at [|http://ww w.srvhs.srvusd.k12.ca.us/Staff/teachers/a bgardner/Vietnam/The%20Vietnam%20War,%201965-1968.htm]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 5. Stern, S. (1968, March 24). When the black G.I. comes back from Vietnam; When the black G.I. comes home. //New York Times//, pp. SM27. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This text is an article published in the New York Times towards the conclusion of the Vietnam War and showcases the racism that still existed in America during this period, even though African American had just fought alongside their white peers. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This text was selected because it is accessible to most readers and because the topic of racism was an extremely heated debate during the Vietnam War. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. I will use this text to help explain the concept of racism in war and highlight the perspectives of many older Americans who continued to disrespect African American veterans because of their skin color. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. The full text of this article can no longer be accessed without a subscription to the New York Times. However, the abstract can be found at [|http://query.nytimes.com/gst/abstra ct.html?res=9B 05E6 DE113DE533A25757C2A9659C946991D6CF]


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">B. Media Resources: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 6. Vietnam war: U.S. soldiers in Phuoc Tuy [photograph]. (1966, June). Retrieved March 25, 2015 from http://www.britannica.com/EBchecked/topic/628478/Vietnam-War <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This photograph pictures a platoon of men walking through the Phuoc Tuy province of South Vietnam in June of 1966. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. I was prompted to select this text because many students learn through visual aids and because it is easily accessible to all readers, yet still involves the discussion of complex ideas. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. I will use this text by showing it to the class on a projector and asking students to make generalizations based on what they see. I will require that students start their questions with the phrase "I wonder." <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This photograph can be found online at [|http://www.britannica.com/EBchecked/topic/628478/ Vietnam-War]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 7. Charters, S. (Producer). (1967). I- feel- like- i'm- fixin'- to- die. [Country Joe and the Fish, Performer] On //I- Feel- Like- I'm- Fixin'- To- Die//. New York, NY. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. The lyrics of this song directly reference the Vietnam War as this song was titled a protest theme during this decade by the younger generation. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. Because this source is in the form of music lyrics and uses basic vocabulary, it will be accessible to all students and hopefully engaging as a resource shown in conjunction with a YouTube video. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. I will present all students with a copy of these lyrics and ask them to follow along while watching the corresponding film of the song being performed at Woodstock. It is my hope that they will gain insight from seeing the reactions of the audience and will have a better understanding of the politics involved in the Vietnam War. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. See attachment #2 for a copy of the lyrics. The YouTube video which corresponds can be found online at [|http://www.youtube.com/watc h?v=LBdeCxJmcAo]


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">C. Online Interactive Resources: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 8. //American history: Reconstruction to the present//. (2008). Retrieved from ClassZone: [] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This interactive site is in partnership with the textbook described above. Students have the ability to use the site resources to take chapter quizzes, look at maps, play games, and watch historical animations. From a teacher's point of view, this site also includes an activity maker. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. I was prompted to choose this text because it directly connects to an accessible text that students will have already read by the time they visit this site. This site is also significant because of all the interactive features it provides to engage students and help them connect with the unit. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. I will use this text by allowing students one day in a computer lab to explore all of the different aspects of this interactive page and take quizzes to help them study for the unit test. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This page can be found online at []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 9. Vietnam online: An online companion to Vietnam: A television history. (2009). Retrieved from PBS: [] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This interactive site includes a timeline of the Vietnam War, maps of Southeast Asia, reflections from veterans, primary sources, and facts about the weapons and military language of the war. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This site has options that will attract both advanced and low- level readers, making it reasonable source to present to the class. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. This text will be used by students in a school computer lab (likely during the same day as the interactive site listed above). They will be given the opportunity to do independent research in preparation for a unit test. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This page can be accessed at []


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">D. Instructional Resources: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">10. Hedberg, B. (2015). //Opposing views on the Vietnam War//. Retrieved form Discovery Education: [] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This is a completed lesson plan that is intended for older students researching the Vietnam War. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. Although this lesson plan was created for older high school students, I believe it can be tweaked to fit the needs of my students. I was prompted to use this text because of the detailed instructions and many references to strong primary sources. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. I can use this text as a guideline when completing a lesson plan of my own, or could even save this plan if I expect to work with older students in the future. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This lesson plan can be found at []


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">E. Rationale: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 1. The use of the song lyrics and YouTube video for "I- Feel- Like- I'm- Fixin'- To- Die" is a text designated for ELL students to better understand the social turmoil associated with the Vietnam War. Because this text includes both a print and media aspect, it can be easily understood by all students and will likely lead to effective class discussions of this topic. In addition, this is a useful text because it has the ability to engage, and not bore, more advanced students who will be activated by the visual component and just as interested in the diverse crowd at Woodstock. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 2. Many of the texts cited above can be used to effectively engage a diverse class and aid active participation in the classroom. Of these texts, three stand out as meeting the needs of students with matchup assets, students with matchup gaps, and students with mismatches. Starting with students with matchup assets, Text #3 is a more advanced piece of literature that will require in- depth concept understanding and an understanding of literary elements such as imagery. However, the fact these complex ideas have been paired with more simplistic vocabulary ensures that this text will challenge students without being out of their reach entirely. Next, Text #2 is an appropriate text for students with matchup gaps because it requires decent reading skills but its autobiographical voice allows students to imagine themselves in place of the speaker. The ability to use their imagination will aid their understanding of the characters' emotions and will make the ideas in the book easier to digest. Lastly, students with mismatches can be appropriately paired with Text #6. This text does not include any words but forces students to question and analyze complex ideas which will aid their comprehension of the topic. By focusing on their ability to understand and not their ability to read, these students will likely feel less pressure and will be more willing to contribute along with their more capable peers.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This diverse text set can be used as a guideline for lesson planning in the future given the ability to modify and use every text to fit the needs of all students. These texts are even more effective when used by the teacher to encourage students to participate in class and small group discussions. Students that may have been reluctant to share due to difficulties reading can still add their own ideas and actively listen to continue the learning process.