DBucci

Domenic Bucci March 7, 2010 EDC 448 –Coiro

__Diverse Text Set__ I. Crane, S. (2005). //The Red Badge of Courage//. New York: Digireads.Com. o Summary: The Story of 18 year old Henry Fleming who, despite his mother’s discouragement, joins the Union Army and begins fighting the American Civil War. o Rationale: This text is the main focus of the text set. It is a fictional work that bears parallels to the historical Battle of Chancellorsville. The main character is an adolescent and students may be able to relate to him in some ways. Statement: I would ask the students to engage the text critically. Keeping in mind all background information presented before hand and finding connections within the text.
 * 1) The class will be a Sophomore American Literature Class. The main focus will center on the reading of Stephen Crane’s //The Red Badge of Courage// with supplementary research to spark interest and understanding as to the context of the novel. //The Red Badge of Courage// is a fairly easy read, however students may lose interest since it is so unreal to them. In order to avoid this, we will start with picture books and a general overview of the Civil War.
 * 2.**

Levin, J. E., & Levin, M. R. (2010). //Abraham Lincoln's Gettysburg Address Illustrated// (Ill ed.). New York: Threshold Editions. o Summary: This is an illustrated version of the Gettysburg Address given by Abraham Lincoln. It puts the important historical words of Lincoln to life through illustration. o Rationale: This text was selected because it is perhaps the most compact and celebrated verbiage to come out of the civil war. Its historical significance will help students understand //The Red Badge of Courage// better. The illustrations should make it more interesting to the students as well! o Statement: The students would be asked to keep the text in mind while reading //The Red Badge of Courage// and to also draw connections during class reflections and journal writing.

Mcpherson, J. M. (2002). //Encyclopedia of the American civil war: A political, social, and military history//. New York: W. W. Norton & Company. o Summary :This encyclopedia provides almost all the information you need to know concerning the civil war. It also contains quality pictures that the students can look at. o Rationale: This text is key in clearing up misunderstanding as to the cause of the civil war, its impact and much more. o Statement: I would ask the students to select at least three interesting facts from this text and then share them with the class.

Music of the civil war. (n.d.). //Our family tree, consisting, at, present, of 166 generations//. retrieved March 8, 2010, from [] o Summary: This website contains almost all the major songs and lyrics of the civil war. It is interactive and easy to use. o Rationale: I selected this text because music is a big part of historical and cultural understanding. Most students are generally interested in music and this would be a fun way to expose them to the music of the civil war. o Statement: I would ask students to pick out reference to the songs in //The Red Badge of Courage// and to also make connections as to what purpose it may have served at that point in the text.

Polacco, P. (1994). //Pink and say//. New York: Philomel. o Summary: Based on a true story, this illustrated children’s novel shows the growth of a friendship between a white union soldier and a black union soldier. o Rationale: I selected this text because it is an interesting way of sparking class interest in the civil war and contains a few relevant connections to //The Red Badge of Courage.// o Statement: //The Red Badge of Courage// also demonstrates interactions between white and black soldiers during the civil war. I would encourage students to compare and contrast interactions in both books.

U.S. history - civil war. (n.d.). //Best of History Web Sites//. Retrieved March 8, 2010, from [] · Summary: This website provides interesting current news of ways in which the civil war affects people today. Articles include topics such as debates over a Wal-Mart being built on a civil war battle field. · Rationale: To many students the civil war is a thing of the past; this website will help them realize the ways in which it still affects people today. · Statement: I would encourage students to reflect upon these issues in their journals and also when writing a final paper concerning //The Red Badge of Courage.//

(1994). //The Columbia book of civil war poetry: From Whitman to Walcott// (0 ed.). Columbia: Columbia University Press.
 * Summary: This book is a collection of poems written during, around and for the Civil War. It demonstrates the emotional impact the war had upon its citizens
 * Rationale: I selected this text because poetry sometimes seems to have a strong impact on students. Poetry also is a great communicator of the culture of the time and the way in which people were feeling.
 * Statement: I would want students to be familiar with civil war poetry because it is an important cultural transmitter. Students should pick poems that remind them of //The Red Badge of Courage// and explain why.

The Battle of Gettysburg resource center – Maps. (n.d.). //The Battle of Gettysburg resource center – Index//. Retrieved March 8, 2010, from []
 * Summary: This link provides accesses to a plethora of maps concerning the Battle of Gettysburg and the positions of both union and confederate soldiers.
 * Rationale: I chose this text because it provides a tangible grasp as to how the civil war was fought in strategy.
 * Statement: I would encourage students to reflect upon the maps of this page and connect them with the way in which battle is described in //The Red Badge of Courage.//

3. The annotated list would provide for a much more in-depth understanding and interest in the historical as well as cultural context of //The Red Badge of Courage.// Students will make connections through journals, an essay and class discussions. Students will not be required to read everything, however it will be strongly encouraged. Students should reference at least half of the texts in their writings. 4.
 * Students will read a wide range of print and non-print texts to build an understanding of //The Red Badge of Courage//, and of the events and culture concerning the American Civil War. (National 1)
 * Students will apply outside resources to a main text and use them to foster understanding of that text.