msiegel



Matt Siegel EDC 448 Dr. Coiro March 8, 2009 Revolutionary War Diverse Text Set **Content for using the text set:** The unit that I would use this set of text within is about the Revolutionary War. Within the larger unit, I would do a mini-unit about certain battles like Saratoga, Ticonderoga and Bunker Hill as well as famous people during this time period like George Washington and Paul Revere. Based on the advanced subject matter of the topic, I plan to use this text set and lesson with ninth and tenth graders. I think that this type of lesson could be applicable in a U.S. History class or a U.S. Government class. __Citation:__ Ketchum, M.Richard. (1999). //Saratoga: Turning Point of America's Revolutionary War// (pp. 113-127). New York: Henry Holt and Company. __Text Summary:__ This section of the text involves the battle at Fort Ticonderoga. It discusses the history of the battle and provides a secondary source of what happened. It also discusses the important players in this theater of the Revolutionary War. __Rationale:__ I selected this text because it is a perfect example of a secondary source for an account of a battle. It is important for students to understand how different people can explain different events in history. __Use of Text:__ I plan to use this text because it will help the students establish what the unit is about. I can use this in a read aloud on the first day of the lesson to make sure that everyone is clear on what the upcoming unit is about. __Attachment:__ This is a full sized book so it is not attached. While the portion of the text used in the lesson is only a chapter it is not fully available for viewing online. __Citation:__ Adams, Francis Charles. (April, 1896). The Battle of Bunker Hill. //The American Historical Review// (pp. 401-413). Vol. 1, No. 3 American Historical Association From the article online: http://0-www.jstor.org.helin.uri.edu/stable/1833719?&Search=yes&term=Hill&term=Bunker&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3DBunker%2BHill%26gw%3Djtx%26prq%3DAmerican%2BRevolutionary%2BWar%26Search%3DSearch%26hp%3D25%26wc%3Don&item=6&ttl=5145&returnArticleService=showArticle __Text Summary:__ This text is an article giving an alternative account of the battle of Bunker Hill, one that was published over 100 years ago in a historical journal. The language of the article is different from a normal textbook and will change the student’s way of thinking. __Rationale:__ I selected this text because the language of the article is different from a normal textbook and will change the student’s way of thinking as well as the article being an excellent source about Bunker Hill. __Use of Text:__ I would use this text as a supplementary source. I would assign this as a take-home reading in addition to a textbook reading. The length is reasonable and it is only somewhat challenging on a readability level. __Attachment:__ See Attachment #1. __Citation:__ Timeline of the Revolutionary War from: http://www.ushistory.org/declaration/revwartimeline.htm __Text Summary:__ This timeline is the perfect example of a visual source to help aid students understand the Revolutionary War. __Rationale:__ I selected this to provide a visual aid to exactly what happened during the Revolutionary War, where it happened, when it happened and in what order these events occurred. __Use of Text:__ I plan to hand this out to the students so they can use them as aids in their understanding of the unit as a whole. __Attachment:__ See Attachment #2. __Citation:__ Carter, Jimmy. (2003) //The Hornet’s Nest: A Novel of the Revolutionary War// (New York: Simon & Schuster) __Text Summary:__ This text is a fiction novel written by former President of the United States Jimmy Carter. __Rationale:__ I selected this text because it is a fictional novel of the time of the unit. A book written by a famous American, and a novel that is well-reviewed and acclaimed. __Use of Text:__ I am going to use this text throughout my entire unit as a supplementary source to the main textbook. __Attachment:__ This text has many pages so I did not include it.
 * A. Print Resources:**
 * Text #1:**
 * Text #2:**
 * Text #3:**
 * Text #4:**

= __ Citation: __ edited by: // Gregory Fremont-Barnes, Roberta Wiener, Richard A. Ryerson, Richard Alan Ryerson, and James Arnold. (September 2006) //// American Revolutionary War: A Student Encyclopedia, Vol. 5 //// ( // ABC-CLIO, Incorporated) = __Text Summary:__ This text is an excellent resource for a unit on the Revolutionary War. It has a plethora of excerpts of primary and secondary sources of the time period. __Rationale:__ I selected this text because I wanted to provide the students with another large textbook-like resource that they could use for many different sub-units to the Revolutionary War. __Use of Text:__ I plan to use this as supplemental text to my lessons. It will provide a second major accredited textbook resource. __Attachment:__ Full Encyclopedia (465 pages), not included. __Citation:__ //American Revolutionary War Map// from http://sillysoft.net/lux/maps/American%20Revolutionary%20War __Text Summary:__ This is an image of a depiction of the American Revolutionary War Map and shows how and where the British attacked. __Rationale:__ I selected this text to go along with the discussion of the Revolutionary War. This gives the students a visual aid to how the British attacked the Thirteen Colonies. __Use of Text:__ I plan to discuss this text with the students and hand it out to all of them. __Attachment:__ See Attachment #3.
 * Text #5:**
 * B. Media Resources**
 * Text #6:**

__Citation:__ Nelson-Burns, Lesley (October 17, 1777). //The Battle of Saratoga//. Retrieved March 8, 2009 from http://www.contemplator.com/america/saratoga.html __Text Summary:__ This text is lyrics to a song written during the Battle of Saratoga. The lyrics are set to the tune of Brennan on the Moor and depict the battle scene from the American viewpoint. __Rationale:__ I selected this text (and music) because I figure playing it for the class is a good way to get them interested in the topic. This song shows the American viewpoint of the Battle of Saratoga. __Use of Text:__ I plan to play the song for the students and allow them to enjoy it. Then I want to go back to examine certain passages, such as each verse, to show the students how someone saw the battle and the British. __Attachment:__ See Attachment #4.
 * Text #7:**

__Citation:__ 8th Grade Revolutionary War quiz from: http://www.allthetests.com/quiz07/dasquiztd.php3?testid=1070584751 __Text Summary:__ This is a quiz the students can take for fun to see how much they know about the Revolutionary War. The quiz contains questions about famous people, events and documents from this time period. __Rationale:__ I selected this text because it gives students the opportunity to see what they know about the Revolutionary War in a fun way that will help capture their attention. __Use of Text:__ I plan to use this text after the discussion of the Revolutionary War as a summative assessment. __Attachment:__ See Attachment #5.
 * C. Online interactive resources**
 * Text #8:**

__Citation:__ //Revolutionary War Game// from: http://estore.archives.gov/ProductInfo.aspx?productid=N-11-2975 __Text Summary:__ This text is a game that pertains to the Revolutionary War. It is a trivia game that is somewhat like trivial pursuit. __Rationale:__ I selected this text as a fun activity to do in the classroom. Also, I selected it because it gives students the opportunity to look outside the box and instead of just reading about the Revolutionary War, they can learn in a fun way with their classmates. __Use of Text:__ I plan to use this text in a classroom setting by dividing the class into two teams and playing the educational board game. __Attachment:__ This is a game that costs $16.95, so it is not included.
 * Text #9:**

__Citation:__ The American Revolution: Causes Lesson Plan from http://school.discoveryeducation.com/lessonplans/programs/revwar1/ __Text Summary:__ This text is an example of a lesson plan on American Revolutionary poetry and what it means. __Rationale:__ I selected this text because I feel that it help engage the students and as the lesson plan states: Students will understand the following: __Use of Text:__ I plan to use this text to lead a project and lesson and to help describe how poetry can aid in understanding history. __Attachment:__ See Attachment #6.
 * D. Instructional Resources**
 * Text #10:**
 * **1.** || Taxation of the American colonists by the British led to the revolution. ||
 * **2.** || All eras have protest poetry or songs. ||
 * **3.** || We can perform and analyze old literature. ||

**Using these texts together in the classroom:** I feel as though my texts are all very different, but they can be grouped into sections of topics that relate to one another. My section in the text discussing the Battles of Saratoga and Bunker Hill will be used to introduce the Revolutionary War and show first hand accounts of the war. The novel will provide a different kind of reading source just like how the encyclopedia does. The timeline and map provide a visual aid to the students and I plan to use the song lyrics to introduce the Revolutionary War life and the lesson plan will reinforce that with poetry of the time. We would be reading most of the print texts together in class and the other books would be used during guided exploration in the classroom and on their own at home. ** NCSS: Individual Development and Identity: ** Social studies programs should include experiences that provide for the study of individual development and identity. (http://www.socialstudies.org/)
 * Learning Objectives:**
 * GLE:** R-12-7.4 Demonstrate initial understanding of informational texts (expository and practical texts) by ... Generating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information.

Matt, I liked the differentiation in your texts. They weren't all the same exact topic just written over. I especially liked that you included the map of the Revolutionary war. It is a great visual for students to see where these things are happening in relation to each other and allows them to visualize what they are talking about. Great job, Britta Leigh