WWeir

William Weir **Diverse Text Assignment**


 * Context for using the text set:** This diverse text assignment is designed for a 10th grade, U.S. history class. It would be part of Unit 2- Forming a New Nation and will start will discussing the road to revolution. For this specific set of diverse resources the class would have to be of average ability level or maybe slightly below. If ability was lower some of the tasks would have to change to be a more reasonable level of understanding.

· __Citation__: Davidson, J. W., & Stoff, M. B. (2009). //History of our nation//. Upper Saddle River, NJ: Pearson Education Inc.. · __Text Summary__: I will use Unit 2- Forming a New Nation, which includes chapters 5, The Road to Revolution1745-1776 and 6- American Revolution 1776-1783. Chapter 7 is also in unit 2 and is titled Creating the Constitution. · __Rationale__: I selected this textbook because it is a new book that has a good mix of text and visuals to help with student comprehension and a not to difficult reading level. · __Use of text__: This text will cover the information necessary for the lesson and will be read in and out of class to form a basic knowledge to go along with other text given during the lesson. · __Attachment__: This is a large text book and the unit is very long.
 * A. Print Resources:**
 * Text #1:** America: History of Our Nation

· __Citation__: Boston Massacre Historical Society (2008). Boston massacre- the first battle of the revolutionary war. Retrieved March 7, 2010 from []. · __Text Summary:__ Gives good insight to the Boston Massacre and 3 major things that led to the event. · __Rationale:__ I selected this text because it goes a little more in depth and uses different wording than the text book. · __Use of text:__ Will be read as a class, everyone having their own print out to follow along and will lead to further discussion on the topics. · __Attachment__: See #1 for this text.
 * Text #2:** Boston Massacre – The First Battle

· __Citation__: Vitale, D. (1996-2010). //Common sense by thomas paine//. Retrieved March 7, 2010 from [] · __Text Summary:__ Famous Pamphlet written by Thomas Paine read by many colonists and used to persuade them in fighting for independence. · __Rationale:__ I selected this text because it is a crucial piece of literature in showing colonists way of thinking and the problems they saw with the British rule. · __Use of text:__ The introduction is to be read by the students as homework and during class I will briefly go over his main points due to the length of the pamphlet. · __Attachment__: See #2 for copy of the introduction.
 * Text #3:** Common Sense by Thomas Paine ~ Introduction

· __Citation__: January, B. (2001). //The Revolutionary war//. Children’s Press. · __Text Summary:__ This book is only 48 pages and is an easy, quick read. In the description it states the book, “guides readers through the facts that nurture their need to know.” · __Rationale:__ I selected this text because it fits in the start of the unit perfectly and is easy to understand. · __Use of text:__ It would be a great book to read at the start of the unit to help the students gain knowledge of the basic facts of the Revolutionary war. · __Attachment__: This book is 48 pages.
 * Text #4:** The Revolutionary War

· __Citation__: Independent Hall association (1995-2010). The declaration of independence. Retrieved March 4, 2010 from [] · __Text Summary:__ The Declaration of Independence was signed July 4, 1776 and is the document that stated to Britain and the rest of the world that these 13 colonies were ready to fight for their independence. · __Rationale:__ this document is a key item in the making of this country and more importantly for this unit the official start of the war. · __Use of text:__ This text will be read and discussed after chapter 5 and at the start of chapter 6. · __Attachment__: See #3 for copy of Declaration.
 * Text #5:** The Declaration of Independence

· __Citation__: Boston Massacre Sparks a Revolution. (2010). //The History Channel website//. Retrieved 2:37, March 4, 2010, from [] · __Text Summary:__ A video of the important facts that made the Boston Massacre have such a large impact on the beginning of the war. · __Rationale:__ This is a video that gives good visuals and an interesting, different voice relaying the important information of that historic day and the repercussions from it. · __Use of text:__ I will use this video along with Text #2 and the text book to all help students understanding of the impact of the Boston Massacre. · __Attachment__: Video.
 * B. Media Resources**
 * Text #6:** Video Boston Massacre Sparks a Revolution

· __Citation:__ American Revolution: Flags and Fliers. (2010). //The History Channel website//. Retrieved 7:47, March 8, 2010, from [] · __Text Summary:__ A set of 10 images with caption text with a description on the side. · __Rationale:__ I selected these images because I think it is very important to get an image of what flags and fliers expressed about the relationship between the colonist and the mother country. · __Use of text:__ I would use this set of images during chapter 5 when discussing the road to revolution and reshow them when actually discussing the war itself. · __Attachment:__ slide show format on []
 * Text #7:** American Revolution flags and fliers

· **Text #8:** Online self tests that go along with the book. · __Citation:__ Pearson Education, Inc. (2010). Self test. Retrieved March 4, 2010 from [] · __Text Summary:__ The self test is to be taken at the end of the chapter to test comprehension. · __Rationale:__ I selected this site of online self test because they go along with the text book and will help encourage children to learn the information they feel important enough to ask. · __Use of text:__ I will use this set of online self test help me and the students see what their comprehension of a specific part of the text is. The self test themselves will not account for a huge part of the student’s grade, but for the fact that they do them and try to either critically thinking of the answer or finding it in the text. · __Attachment:__ Website of 3 self test; mva-1056, mva- 2066, mva- 2036.
 * C. Online interactive resources**

· __Citation:__ Westrick, C. (2007, August 30). American revolutionary war web quest: reporters from the front. Retrieved March 4, 2010 from [] · __Text Summary:__ Will call for a group of 5 students to work together to form an interview from the front with a historic person from a historic event during the revolutionary war. The site has links to where the information needed to complete the task can be gathered. · __Rationale:__ I selected this web quest because I think it is a great task to have students work in a group, use the internet and prior knowledge to complete this task. · __Use of text:__ I would use this text at the end of the unit after students should have gained knowledge of the Revolutionary War, but before an assessment to help students recall information and use the sources to learn more to create this scenario. · __Attachment:__ Online Web quest.
 * Text #9:** American Revolutionary War Web Quest: Reporters from the Front.

· __Citation:__ MultiEducator Inc. (2008). Educational resources on revolutionary war. Retrieved March 8, 2010 from [] · __Text Summary:__ This website has lessons plans, web quests, and teaching resources on the Revolutionary War Period. · __Rationale:__ This website has a lot of useful information and assistance tools from different resources to help create a successful lesson. · __Use of text:__ This website will help me form my lesson plan and help find the most useful resources that I could use. · __Attachment:__ Instructional Website with multiple links.
 * D. Instructional Resources**
 * Text #10:** Educational Resources on Revolutionary War

I would use all these different resources to help students gain knowledge of the Revolutionary War. With the lesson being based out of the textbook, but using all the other resources as tools to help students understand. With using actual documents such as the Declaration of Independence and videos that try to give images of things such as the Boston massacre to make the lesson more interesting. When using images such as Ben Franklin’s Don’t Tread on me flag students can see how the colonist expressed their anger with England. The web quest will give students a chance to be creative and use the internet to gain more information, while the online self test will help me and the student see their understanding of the information presented through all these different resources.
 * Using these texts together in the classroom:**

[|NSS-USH.5-12.3] ERA 3: REVOLUTION AND THE NEW NATION (1754-1820s)
 * Learning Objectives:**
 * __Content area learning objective:__**
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R–10–2.1b Using strategies to unlock meaning including base words, general and specialized print or electronic resources to determine definition, pronunciation, etymology, or usage of words; or prior knowledge.
 * __Reading strategy objective:__**