Andrew+Oaklund


 * DIVERSE TEXT SET ASSIGNMENT**

**Name: Andrew Oaklund**

**Context for using the text set: This text set is intended for a high school World History class around the 10****th** **grade level so that students can evaluate a variety of historical sources including a song, a newspaper article, a video analyzing a video game, a documentary, and primary sources.**

**Content Objective:**
 * **C3 Framework for Social Studies: D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.**

**Reading/Thinking Objective:**
 * **Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.**

**A. Print Resources:** **Text #1:**
 * Citation: Bilefsky, D. (2014, November 20). Video game meets history, and France rebels again. //New York Times.// Retrieved March 24, 2015 from http://www.nytimes.com/2014/11/21/world/europe/assassins-creed-unity-french-revolution-left.html.
 * Text Summary: This is a New York Times article covering controversy over the video game Assassin's Creed Unity's depiction of the French Revolution.
 * Rationale: This article is meant as a basic introduction to the continuing relevance of the French Revolution and to show how contested history is. It also shows students, particularly those who don't care for history, that video games and other entertainment products are products furst and are only representations of history. They obviously vary in their accuracy and all movies and video games choose what they will and will not show.
 * Use of text: This text is meant for class discussion and as a lesson introduction. It is written in a simple, straightforward style which can be helpful to English language learners, though some vocabulary might have to be scaffolded (eg fulminating, as well as far right as a political term).
 * Attachment: See attachment #1 for a copy of this text

**Text #2:**
 * Citation: Paine, T. (1792, 21 November). //Paine (21 November 1792)//. Retrieved March 24, 2015 from Roy Rosenzweig Center for History and News Media **, ** //Liberty, Equality, Fraternity: Exploring the French Revolution//,https://chnm.gmu.edu/revolution/d/321/.
 * Text Summary: This was a speech written by Thomas Paine calling for King Louis XVI of France to be tried after some letters of his were found in which he wrote to other monarchs about overthrowing the National Convention.
 * Rationale: This text demonstrates a link between the American Revolution (usually very familiar to students) and the French Revolution (usually very unfamiliar to students) because it is written by Thomas Paine, author of //Common Sense//. He was a staunch supporter of the radical left side of the French Revolution. Like many English-language historical documents, the sentence structure is tricky and filled with passive language and important clauses buried before a period. The vocabulary is actually not too bad, but there are some words he used differently than are used today. For example, in the beginning the word “suggested” would today be substituted with “inspired” or “informed” or “caused,” and “object” would be substituted with “person.”
 * Use of text: This text would be used in small group work.
 * Attachment: See attachment #2 for a copy of this text

**Text #3:**
 * Citation: de Gouge, O. //Declaration of the rights of women//. (1792). Retrieved March 24, 2015 from P. Halsall, //Modern History Sourcebook//, http://legacy.fordham.edu/halsall/mod/1791degouge1.asp.
 * Text Summary: In this text de Gouge pointed out that women were left behind by the French Revolution. It's one of the first modern documents in favor of women's rights.
 * Rationale: Modern feminism has long historical roots that can be traced back to texts like this. This document can be linked with all sorts of modern concerns about marriage and divorce.
 * Use of text: This is a difficult but dramatic text I would use for a think-aloud so that students could have a chance to see how to approach an historical text.
 * Attachment: See attachment #3 for a copy of this text

**Text #4:**
 * Citation: Rouget de Lisle, C.J. //La Marseillaise//. (1792). Retrieved March 24, 2015 from P. Halsall, //Modern History Sourcebook//, http://legacy.fordham.edu/halsall/mod/MARSEILL.asp.
 * Text Summary: This was, and still is, the French national anthem.
 * Rationale: With a catchy melody and violent lyrics, this is a text to get the blood boiling. This is for students who like sound and music and poetry. It also has the benefit of being pretty approachable for ELLs.
 * Use of text: As a class we would listen to recordings of this song and then sing it aloud. After, the class would break into small groups to analyze it.
 * Attachment: See attachment #4 for a copy of this text.

**Text #5:**
 * Citation: The Revolution in perspective. In Doyle, W. (2002). //The Oxford history of the French Revolution//. Oxford: Oxford University Press.
 * Text Summary: This chapter from Doyle's survey of the French Revolution covers the legacy of the Revolution and calls it a tragedy.
 * Rationale: Students with matchup assets could read this to learn about historical perspective and interpretation, as the chapter is a great example of both. They would have to be aware of this, however, and not just read it as if what Doyle says is the Truth from on High.
 * Use of text: This is for supplementary independent reading.
 * Attachment: This was a 35 page chapter from a long book, so I did not include it here.

**B. Media Resources**

**Text #6:**
 * Citation: Hayhurst, M., & Hindmarch, C. (2009). Terror! Robespierre and the French Revolution. United Kingdom: BBC.
 * Text Summary: A film about the famous Terror phase of the Revolution. This is when the heads rolled off under the blade of the guillotine and rivers of blood flowed through Paris so much that people complained about the smell and impact on property values.
 * Rationale: Very entertaining but also very informative. The best documentary I have ever seen about the French Revolution. From this students will learn about how the French Revolution started the modern world and the long-term impact it has had. They will also learn about how strange some of the main players of the Revolution were. Riveting but would require an outline or notes to accompany it as it covers dense material.
 * Use of text: To be watched in class as an introduction to the Terror.
 * Attachment: available on Youtube: [|link]

**Text #7:**
 * Citation: History Respawned. (2015, January 19). History Respawned: Assassin's Creed Unity. Retrieved March 24, 2015 from https://www.youtube.com/watch?v=r47yZIYBUzc.
 * Text Summary: In this video the historian David Andress analyzes and discusses the best-selling video game Assassin's Creed Unity.
 * Rationale: The Youtube channel History Respawned is a great resource to teach history to students who like video games. The format of the videos is that the host interviews an historian while they look on at footage of a video game that takes place in an historical era.
 * Use of text: This is independent viewing for students with matchup gaps.
 * Attachment: [|link]

**C. Online interactive resources** **Text #8:**
 * Citation: Katz, A. (2014, March 23). Interactive Learning: The French Revolution. Retrieved March 24, 2015 from http://tracks.roojoom.com/r/6584.
 * Text Summary: This website compiles flashcards, a quiz, a game and a time line.
 * Rationale: An extremely useful tool for all students to gather background knowledge and to monitor their learning by using the quiz and flashcards. It is a good supplemental resource for students with matchup gaps and mismatches.
 * Use of text: This would be for review and for struggling students. They could hand in the quiz results as a quick formative assessment.
 * Attachment: [|link]

**Text #9:** **D. Instructional Resources** **Text #10:**
 * Citation: Fisher, C. (2009, July 23). European history interactive map//.// Retrieved March 24, 2015 from http://www.worldology.com/Europe/europe_history_lg.htm.
 * Text Summary: This map offers an interactive look at Europe during different time periods. The period for this text set is 1789-1816.
 * Rationale: Great for students who like visuals and as a way to understand European geography. It is not only a map but it also contains explanations behind the lines drawn on it and shows what was going on in the rest of Europe during the Revolution.
 * Use of text: I would have students explore this as a homework assignment and analyze it using a given concept map.
 * Attachment: [|link]
 * Citation: Cornell, S. & Tully, J. The French Revolution. (n.d.). Retrieved March 24, 2015 from the History Teaching Institute at Ohio State University, http://hti.osu.edu/history-lesson-plans/european-history/french-revolution.
 * Text Summary: This rather extensive lesson plan is more like a unit plan, but individual lessons could be pulled out. My favorite part is one in which the students are assigned roles and participate in a mock National Assembly session.
 * Rationale: A mock National Assembly would have the students take on authentic roles and work in teams to put their cases and ideas before the nation. They would have to do reading beforehand appropriate to to their group, so a Jacobin student would read an excerpt from a speech by Robespierre and a student assigned to be a monarchist would read excerpts from Burke's //Reflections on the Revolution in France//.
 * Use of text: A mock National Assembly would be an excellent summative assessment to a unit on the French Revolution.
 * Attachment: See attachment #5 for a copy of this text.

**Which texts/tasks selected for each type of learners:** (indicate by listing the # of each resource selected for that population)


 * Students with Matchup Assets: 2,3,5,6
 * Students with Matchup Gaps: 1,4,6,7,8,9
 * Students with Mismatches: 1,4,7,8,9
 * Non-native English speakers: 1,4,8,9

**Using these texts together in the classroom:** I think these texts would appeal to a wide range of learners, but they can also be used in concert. Texts 1 and 7, for example, are meant to be taught as a pair. I might actually start with 7 in that case if students are really keen on video games, then present 1 to add context. Text 4 is a motivating exercise. A song is a good way to set the mood. I expect that the class would get up and sing it together, in French. Recordings would model this and the teacher would lead. The unit would end with a mock National Assembly as in text 10. 9 and 10 would be supplements for homework. 3 would be a think-aloud followed by students working on 2 or another appropriate primary source in small groups. I think it's crucial to have a think-aloud for historical texts because their style is so different that students will be able to decode most of them but will hit a brick wall when it comes to higher level thinking. When approaching the texts the content objective would be most important. Students would have to be able to critically evaluate the sources, and hopefully the juxtaposition of them would show that history is constructed and not a given list of facts. The mock National Assembly at the end would then reach toward the thinking objective of integrating and evaluating what they have learned to present it in a forum.