msackett

Michael R. Sackett Education 448 Dr. Coiro March 4, 2009 ** Diverse Text Set ** This collection of resources, I feel, will be of great use when attempting to teach my lesson. The class will have just concluded learning about how World War I had ended, transitioning into learning about World War II. This lesson is written at a level intended for 8th grade students in a European history class. I started out gathering resources will the intention of teaching the lesson to the upper level students, but then decided that it would be more beneficial to me to write a lesson that would be effective in a heterogeneously grouped classroom. I feel as though these texts are diverse enough where students will be able to learn a great deal, even if they are at low level with reading. // A.   //// Print Resources // Text #1: **Rationale:** While I do believe that the textbooks are not always the best method of teaching students any content because of its lack of readability. I also feel as though for the sake of being diverse, that a text book is a vital part of a teacher’s arsenal. **Use of Text:** I would ask students to use this almost as a supplementary reading. I feel the text gives a good over view, but does not get into near enough detail. For this reason, I do not think that this text would be a good primary text in teaching a lesson on World War II. **Attachment:** This is a 600 page text book so I only included the portion that is related to World War II. See attachment one.
 * Citation:** Bednarz, S.W, Miyares, I.M, Schug, M.C, & White, C.W (2003). //World cultures and geography//. Evanston, Illinois: McDougal Littel.
 * Text Summary**: This is a short sample of a text from a textbook, which give a very brief overview of the major events of World War II. Ranging from the reprimands Germany was paying because of the end of World War I, all the way to the end of the war.

Text #2: **Rationale:** I feel as though this book will help bring to life the horrific events of the holocaust. At the eighth grade level, it may be difficult to explain the devastation of an event such as the holocaust. I chose this book because I feel it will bring the event to life so much more effectively than the usual “Anne Frank” that is read at this age level. **Use of Text:** This text will be used as a supplementary reading. It will work effectively as a reading assignment that is done throughout the unit of World War II. **Attachment:** The cover of the book, and the back cover with the synopsis are attachment two. Text #3: **Rationale:** Looking at primary sources, especially newspaper articles, I find is a great way to diversify instruction in a classroom. It is also a good attempt to try and connect the content to real life. **Use of Text:** This text would be used as a supplementary reading, maybe to spark an in class discussion.
 * Citation:** Wiesel, E (2006). //Night//. New York: Hill and Wang.
 * Text Summary**: This is a short book written by a holocaust survivor, Elie Wiesel. The book tells of the time that he spent at Auschwitz, which was a Nazi concentration camp. Wiesel was just a teenager at the time and was sent to the camp with his family. The book does a great job showing the mental and physical strain that the occupants of the camps went through.
 * Citation:** 3 U.S. Battleships Sunk. (1941, December 07). //The Lowell Sun//,
 * Text Summary**: This is a newspaper from the day after the attack on Pearl Harbor by the Japanese. It is from Lowell Massachusetts which would give students the perspective of those on the east coast of the United States.

Text #4: **Rationale:** Being able to apply what you have learned, and to be able to explain what is going on in something like a political cartoon is a great measurement of where a student is as far as comprehension. **Use of Text:** I would want students to be able to look at the magazine cartoon and be able to come up with some kind of explanation as to what it is depicting. **Attachment:** page 4 of the materials. Text #5: **Rationale:** For students to be able to read the primary sources of the time, it not only helps activate prior knowledge, but it also reinforces what they will be learning during class. **Use of Text** I would want students to use this speech as an opportunity to enhance their understanding of what was going on at the time. // B.   //// Media Resources // Text #6: **Text Summary**: This is a movie that takes place in World War II. It has a catchy storyline that captures the non-history audience, but the depictions of the war and the environment that the soldiers are in is very accurate. **Rationale:** This movie will interest most everyone in the class, while helping the students who struggle to read to firmly grasp what is going on. While also attempting to make the curriculum real, this is very important when teaching at this age and level. **Use of Text:** I would use this movie as a summative activity. It would be my way of almost rewarding the class, but also they would be able to follow along and actually put what they have learned in the WWII lesson to work while watching. **Attachment:** It is a movie, so I could not attach.
 * Attachment:** See page 3.
 * Citation:** Spangler F, //Help Wanted,// Frank F. Spangler Cartoons, Alabama State Archives.
 * Text Summary**: This political cartoon depicts the need for labor during the WWII on the home front of the USA.
 * Citation:** (2004). Franklin Roosevelt: a declaration of war. Retrieved March 4, 2009, from The History Place Web site: http://www.historyplace.com/speeches/fdr-infamy.htm
 * Text Summary**: This is the speech that United States President Franklin Roosevelt gave in an attempt to declare war as a response to the Pearl Harbor attacks.
 * Attachment: See Page 5 **
 * Citation:** Rodat R, & Spielberg S. (1998). __Saving Private Ryan__ (Motion Picture)

Text #7: **Rationale:** I feel as though showing this short video clip will show students the type of dedication people felt towards Hitler. It will also allow students to see exactly how great of an orator that Hitler was. **Use of Text:** I would use this short clip as a type of reinforcement. It would allow students to see how well Hitler spoke, and the magnitude of the speeches he gave. These speeches were big events in Germany, and are important to be aware of. **Attachment:** Will have to go online to view. I did not cite this is APA because there is no author, date or any other info other than the URL.
 * Citation:** http://www.youtube.com/watch?v=eGhdX1SI3KY
 * Text Summary**: This is a speech given by Adolf Hitler. He talks of the state of Germany, and of things to come.

// C.   //// Online Interactive Resources // Text #8: **Rationale:** I think that this interactive museum gives students a great opportunity to learn more of what was being used for weapons and whatnot during the war. As well as what was popular in the United States at the time. This broadens the students understanding of the time, and gives a unique view of what fighting was like at the time. **Use of Text:** I would want students to use their time exploring the online museum to learn the type of technology both on the battle field and off. **Attachment:** Page is not attached, but is available online. Text #9: **Rationale:** Placing students into the middle of the action helps students understand what went into making the decisions that people were facing everyday at the time period. **Use of Text** I would want my students to come away from this interactive activity with a better understanding of what kind of pressure families were under at the time. **Attachment:** Page not attached, but is available online // D.   //// Instructional Resources // Text # 10: **Rationale:** This would be the over arching lesson that would be loosely adhered to while doing my own lesson. It may be a great source to guide me into designing a better lesson myself. **Use of Text** I would use this as guide in designing a lesson plan for my students. **Attachment:** The last attached document.
 * Citation:** Think Quest, (1998). World War II: The Home front. Retrieved March 4, 2009, from War Spans the Globe Web site: http://despina.advanced.org/15511/museum/index.htm
 * Text Summary**: This is an interactive online museum that has a focus on American culture at the time, as well as the war.
 * Citation:** Think Quest, (1998). Families. Retrieved March 4, 2009, from The World at War Web site: http://despina.advanced.org/15511/families/index.htm
 * Text Summary**: This form of text is an interactive activity that puts students into the action. The students chose a family to follow during the course of the war, while making decisions that will seal the fate of the families.
 * Citation:** (2008). World War II: Causes and Consequences. Retrieved March 5, 2009, from Discovery Education Web site: http://school.discoveryeducation.com/lessonplans/programs/ww2CausesCons/
 * Text Summary**: This is a lesson plan that covers many of the main points that are important for students to grasp while studying World War II.

This diverse list of texts and other resources relating to World War II would be of great use to the students whom are studying the war. It would be beneficial to all involved with the lesson to make use of all of the resources that are listed above, but because of time restraints students would not be expected to use all of the resources. Implementing some of the resources on this list in the proper manner will allow for the lesson to become as effective as possible. If I were conducting this lesson I would supplement the text book and the Wiesel book with the videos and speeches of the time, while also supplementing the main texts with the interactive lessons and games. This diverse text set should prove to be useful because of its diversity and the overall simplicity in its instruction. I hope that the students that are taking part in this lesson will take away lots of useful information that will remain with them for a long time. What students should take away from doing this lesson would coincide with Rhode Island GSE objective number C&G 1 -2: **Sources of authority and use of power, and how they are/can be change** **d.** World War II was a time of great change of power in Europe, and the rest of the world. From learning about the different types of governments and the changes in government that many countries saw during this time period. So therefore as a result of completing this lesson students should be able to understand the components of the above objective. I also hope that students are able to comply with Rhode Island Grade Level Expectancies number R–10–4.1. Which is defined as “Identifying, describing, __or making logical predictions__ about character (such as __protagonist or antagonist__), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, __relationships,__ or setting over time; or identifying rising action, climax, or falling action (State)”. When students are discussing Adolf Hitler and his rise to power, they should be able to make logical predictions about the problems he will face in the world of international relations. It may come from the video of his Speech, or the text in the Wiesel book, but this Rhode Island GLE is met easily with this diverse set of texts.

Mitchell Trainor One thing I liked was that there were a lot of different types of texts that could be used to illustrate to your students the different perspectives toward World War II. One thing I would wish for would be a better description of how you would use these texts in your classroom. I noticed that for a lot of the texts you said that you would use them as supplementary reading; I feel that this diverse text set could be better if you described the order and exactly how you would use these texts.