JGonsalves

Joseph Gonsalves 26 February 2008 EDC 448 Dr. Coiro
 * Diverse Text Set**

1.) The content of this diverse text set is intended to be used in a 9th grade U.S. History class. It is all of the students first year of high school and the class is composed of learners at all levels. The following diverse text set is part of a unit plan on the American Revolution.

2.) __Print Resources__ Text # 1- Textbook -Cayton, Andrew, Elisabeth I. Perry, Linda Reed, and Allan M. Winkler. __America____: Pathways to the Present.__ Upper Saddle River, NJ: Prentice Hall, 2000.
 * Chapter 4, titled “The Road to Independence”, discusses the change in thinking that was happening among the colonists. It touches upon the French and Indian War which caused the colonists to rethink their relationship with Britain, the issue of taxation without representation, and ultimately their fight and eventual victory for independence.
 * I selected this text because it covers all of the necessary information a 9th grade U.S. history student should know about the American Revolution. The sections are broken up nicely and the comprehension and critical thinking questions are also very good for the students to do. The reading is not that difficult and students would be able to use this at home.
 * The textbook would be used mostly for homework as students would have to read the sections at home and answer a few of the questions. They will also bring the book to class so I can point out some of the key things in the chapter for them to understand.
 * Attachment: This is a 1200 page book, so there is no attachment.

Text # 2- Primary Source. //A copy of the introduction to the “Common Sense” pamphlet written by Thomas Paine.// __Common Sense__. Philadelphia: W. and T.Bradford, 1776. http://www.earlyamerica.com/earlyamerica/milestones/commonsense/
 * Published in 1776, “Common Sense” challenged the authority of the British government and the royal monarchy. The plain language that Paine used spoke to the common people of America and was the first work to openly ask for independence from Great Britain.
 * I selected this text because “Common Sense” was a best-seller and talked about many of the issues that the colonists were facing and dealing with against Britain. The introduction will help students understand why the colonists were upset and give them a sense of how people wrote and the type of language they used during colonial times.
 * I would have my students read this to themselves during class and then we would have an open discussion about what Thomas Paine was actually saying in the pamphlet about the colonies and Britain. I would then have them write up their own small pamphlet, acting as colonists, arguing for their independence from Britain.
 * Attachment- See attachment #1 for copy of text.

Text # 3- Primary Source. "Abigail Adams "Remember the Ladies" Letter (1776)." 24 Feb. 2008 <[|http://www.pbs.org/wgbh/amex/adams/filmmore/ps_ladies.html]>.
 * This web site shows a picture of the actual letter written by Abigail Adams in March 1776 to her husband John Adams. In this letter she urges her husband to remember the ladies in a time when women were seen as mostly domestic. This letter shows she possessed much strength and intelligence.
 * I selected this text because I would want to show my class the role that women played during the American Revolution. There were many women who helped and quartered soldiers, were spies, and played important roles during the Revolution. The “Remember the Ladies” letter by Abigail Adams was one of the first calls for the equality of women in America.
 * I would present each student with a copy of the letter and they would have to read and analyze it. As a class, we would then discuss the importance and significance of the letter.
 * Attachment- See attachment #2 for copy of text.

Text # 4- Picture of //Washington crossing the Delaware//. Leutze, Emanuel. __Washington__ __Crossing the__ __Delaware__. 1851. __[|http://www.solarnavigator.net/history/american_war_of_independence.htm. 24 Feb. 2008]__.
 * The picture is basically a commemoration of when George Washington crossed the Delaware River on December 25, 1776 in a surprise attack against the British at Trenton in the Battle of Trenton. The move proved successful as Washington and his men were able to catch the British off guard and win the battle.
 * I selected this text because when talking about the American Revolution it is impossible to not talk about George Washington. As the leader and hero of the Revolutionary War, George Washington established himself as the greatest of all gentlemen in America. This popularity would ultimately lead to his election as the first President of the United States.
 * I would probably present this picture on an overhead projector to increase its size so that students could really get a sense of how great the painting actually is. I would then ask my students just to scribble down some of the ideas and emotions they get from looking at this painting and we would then talk about them in class.
 * Attachment- See attachment #3 for copy of text.

Text # 5- This is a printout of the Declaration of Independence with the names of the people who signed it and the state each is from. United States. __Declaration of__ __Independence__. 4 July 1776. 26 Feb. 2008 [|http://www.ushistory.org/declaration/document/.]
 * This is just a print out of the Declaration of Independence and it has all the names of who signed it and from what state they were from. I did not want to give the students a copy of the actual Declaration of Independence because it is very tough to read and the signatures are even harder to make out.
 * I chose to include this text in my unit because this is the founding document that separated the United States from Britain. I want my students to know why we celebrate the 4th of July and I want them to understand how important the Declaration of Independence really is.
 * I would give this hand out to my students to read as a homework assignment and I would have them write up a paragraph of why it is so important and essential to the history of the United States.
 * Attachment- See Attachment # 4 for copy of text.

__Media Sources__ Text # 6- A website with the “The Star Spangled Banner” lyrics. Retrieved February 24, 2008, from [|http://www.contemplator.com/america/ssbanner.html]
 * This website contains the full lyrics to our national anthem, the “Star Spangled Banner.” The website also talks about the historical background of the melody and why the song was written.
 * Even though the “Star Spangled Banner” was not written until the War of 1812, I thought it important to include in my lesson. While I would make it to clear my students that the song was written after the Revolutionary War, it would still help students understand the sense of national pride that the colonists were feeling during this time period in U.S. history.
 * I would make copies of the lyrics for all of my students and then I would play them the actual national anthem. Following the song, I would have them write a paragraph on what the anthem means to them and what they felt it meant to the colonists.
 * Attachment- See attachment # 5 for copy of this page.

Text # 7- This is a website that has a short movie w/ music and pictures describing “The Shot Heard Round the World” on April 19, 1775. Retrieved February 24, 2008, from [|http://www.earlyamerica.com/shot_heard.htm]. · This website contains a short movie that describes the first battles of the Revolutionary War at Lexington and Concord. There are pictures and music that will surely hold the student’s attention and the narrator does a great job of keeping your interest. · I selected this text because it is important to know the first and last battles of any war and “The Shot Heard Round the World” is something all students should know about American history. It was the beginning point of America’s battle towards freedom and by watching a creative film like this; students will better remember the battles of Lexington and Concord and their importance. · After going over the battles in class, I would have students pair up and sit at a computer and watch the film. When they were done, they would talk with their partner about what they liked about it and what they didn’t. Then as a class we would discuss the film and wrap up the lesson. · Attachment- No attachment. __Online Interactive Sources__ Text # 8- This is a website that contains a game called “The Road to Revolution”. Retrieved February 24, 2008, from [|http://www.pbs.org/ktca/liberty/road.html]. · The “Road to Revolution” game is an activity where students can test their knowledge on the Revolutionary war and have fun at the same time. On the website it even says, “Test your knowledge about the American Revolution, and see if you can navigate your way to independence. Every correct answer gets you closer to liberty!” · I selected this text because it is something fun for the students to do while still focusing on the topic at hand. By playing this game, the students can test their knowledge about the Revolutionary War in a way you can’t do in the classroom. It is definitely a great online interactive source. · I would probably have my students play this game during a Friday period as a break from all of the in-class material. I would do it at the end of the Revolutionary War Unit so they can see how much they have learned and so they can all do well. It would be a sort of “Fun Friday” activity that they could all enjoy. · Attachment- See attachment # 6 for copy of homepage and first question.

Text # 9- This is an online trivia quiz on the American Revolution with explanations for each answer. "The American Revolution." __United States__ __History__. 24 Feb. 2008 http://www.usahistory.com/trivia/historical/hb.htm.
 * This trivia quiz on the American Revolution provides questions that not many people know the answers to, but it is definitely relevant and will give students a deeper sense of meaning about some of the things that were going on during the Revolution.
 * I selected this text because it will help enrich the student’s knowledge of the American Revolution. I think it will be difficult for them to answer many of these questions, but having the “See Explanation” component for each question will help them understand the ones they got wrong and the reasoning behind it.
 * I would have students take this trivia quiz just as I was introducing the lesson. It will be something they can do at the computer and will keep them engaged. The activity will also be a good starting point to know how much each student already knows about the American Revolution.
 * Attachment- See attachment # 7 for full quiz.

__Instructional Resource__ Text # 10- This is a website devoted to the “American Revolution”. Liberty! The American Revolution." __PBS__. 24 Feb. 2008 [|http://www.pbs.org/ktca/liberty/.]
 * This website could enrich not only a teacher’s background on the American Revolution, but any historian who specializes in United States History. The web site includes a full detailed timeline of the American Revolution, its own series called “//Liberty!”// which you can purchase, interactive games, a teacher’s guide section with full lesson plans and much more.
 * I selected this text because looking through this website I found so many interesting and unique things that I could incorporate into my classroom. Everything on this website is of great quality and there is such an abundance of information. The lesson plans I looked at seemed very good, although most of them included some type of viewing of their series, which I would buy.
 * I would definitely give each student this website and I would want them to devote some time at home and in the classroom going over the multiple dimensions of this site has to offer. This site would definitely enrich their knowledge about the Revolution and allow them to explore on their own. I would recommend this website to any history teacher.
 * Attachment- See attachment # 8 for homepage of this website.

3.) This diverse text set will definitely be utilized to its fullest extent throughout the unit. Since there is only one chapter to read in the textbook and the other print outs are relatively short, students will be expected to read everything. The game, movie, and quiz will allow students to have some fun with this unit. The interactive website on PBS will also let students navigate and explore for themselves the different aspects of the American Revolution. 4.) Objectives:
 * A.)** These are two of the standards from Era 3 “** Revolution and the New Nation (1754-1820s)” ** in the National Standards for U.S. History from grades 5-12.
 * Standard 1 **: The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory
 * Standard 2**: The impact of the American Revolution on politics, economy, and society.
 * B.)** Students will demonstrate initial understanding of informational texts (expository and practical texts) by…
 * R–8–7.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, transitional devices, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (Local)
 * R–8–7.2 Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details (Local)

Joe, Your texts are well rounded and fit the topic very nicely. Using all your sources, students should have no problem grasping the American Revolution. Having the students read Thomas Paine’s, //Common Sense,// is an excellent way to picture what this time period must have been like for the settlers. Engaging the students by having them create their own pamphlet to argue against the British, seems like a smart way to keep students interested in the topic. Also, using the game called “The Road to Revolution,” is a great way to quiz what the students have learned without stressing them out, like a test might. Also, I like the idea of using the online video, “The Shot Heard Round the World,” because students like watching videos. Sometimes they need a change from the normal class lecture and a something to help visualize what they are learning. Overall I believe your lesson plan is an excellent way to teach students about the American Revolution. Michael Bestoso

My Dear Joe,

Your text set is well rounded in that it tells the American story using the contribution of all who helped win the war for independence. For me, the Abigail Adams inclusion is especially important because sometimes in telling the story of the American revolution, the contribution of women are not as highlight as it should be. Also using the online quiz is a great tool for short assessments of the student learning and of your own performance or about your material selection. The selection too is not just confined to text, which can be boring and caused studnts to become disengaged. I would rather be in a class that showed variety in lesson presentation and I believe that your students will appreciate it.

Sir RICH KNIGHT NORRIS (Baron of Providence)