JThompson


 * Template for Annotated Text Set **

The history class is a grade 10 high school class. The topic is early American history during the Jacksonian Era in the 1820s-1830s. There is a wide variety of sources, ranging from children’s books, secondary sources and primary sources as well as engaging and interactive online source which can be used as learning aids in and out of the classroom to satisfy diverse learning styles.
 * Context for using the text set: **
 * A. Print Resources: **
 * Text #1: **
 * Citation: Davis, K. (2003). //Don’t know much about American history.// New York, NY: HarperCollins.
 * Text Summary: //Don’t know much // is a fascinating adaptation of his book //Don't know much about history// which segments American history into a series of questions and answers, adding images and somewhat less detail about certain time periods. He provides the reader with a solid understanding of the broader picture of historical narratives.
 * Rationale: I chose this text because Davis is an engaging historian and author and promotes higher level thinking with inquiry based questions and answers in his texts.
 * Use of text: The Jacksonian chapters in the text can provide students with background knowledge of the subject in the unit.
 * Attachment: Book is 224 pages long and is not attached.
 * Text #2: **
 * Citation: Venezia, M. (2005). //Andrew Jackson: Seventh president 1829-1837(Getting to know the U.S. presidents).// Danbury, CT: Children’s Press.
 * Text Summary: An entertaining picture book which highlights Jackson’s life and focuses on his presidency. The book provides simplified cartoons and dialogue to engage students and translate high level text to simple language.
 * Rationale: Children’s books can be engaging to students, especially if it is somewhat humorous. The book is also written by a historian.
 * Use of text: This book can be read in class to spark contextual knowledge of the subject, to ask I-wonder questions, or evaluate misconceptions on the subject through a very conventional, easy to read text.
 * Attachment: Book is 32 pages long and is not attached.
 * Text #3: **
 * Citation: Zinn, H. (2005). //A people’s history of the United States: 1492 to present.// New York, NY: Harper Perenial Modern Classics.
 * Text Summary: Zinn offers a very unique narrative of U.S. history through a view point of the “people.” The text evaluates the history of the US from 1492 through new chapters for the Clinton and Bush administrations. Originally written in 1980, Zinn’s landmark book has remained a landmark history book.
 * Rationale: Zinn’s book offers students a different perspective than a typical text book. Although less dry, the language could present itself as a slight challenge to read.
 * Use of text: Zinn’s book is an excellent tool to showcase how the typical historical narrative is written, and how historians have differing viewpoints about historical events.
 * Attachment: Book is 768 pages long and is not attached.
 * Text #4: **
 * Citation: Sturgis, A. (2004, May). Not the same old hickory [Review of the book// The passions of Andrew Jackson //]. //Reason Magazine //. Retrieved March 1, 2010 from []
 * Text Summary: Sturgis is a Native American and professional in the history profession. She wrote an article review of a biography of Andrew Jackson, attempting to demonstrate Jackson’s humanitarian atrocities. It is a narrative not told in detail by many secondary texts.
 * Rationale: I chose this text because of the author’s background as a native American, and the often discarded narrative in the Jackson Presidency. Some historians, such as Sturgis are attempting to overturn Jackson’s sometimes sterling image.
 * Use of text: This text can be used as a source both as a sample of a book review and importance of historiography, while at the same time showcasing the importance of diversity in the classroom.
 * Attachment: Article is attached as Text 4.
 * Text #5: **
 * Citation: IP 129.59.125.214. (February 8, 2010). //List of places named for Andrew Jackson//. Retrieved March 2, 2010 from []
 * Text Summary: The list is a wiki page of Cities, Towns, Counties and educational facilities which were named for Andrew Jackson. Each listing has a link to another wiki page which gives some information on the location and importance of the location.
 * Rationale: Although Wikipedia is regarded as evil as a source for research, it offers some valuable information. A list which is communal offers students some insight into the vast array of locations Jackson’s name appears.
 * Use of text: This text can be used to show exactly what Jackson means to a specific part of the country, creating a real world connection.
 * Attachment: Wiki list is attached as Text 5.

· Citation: Lindneux, R. (1942). //The trail of tears // [Painting]. The Granger Collection, New York. Retrieved March 3, 2010 from [] · Text Summary: Trail of Tears is a painting from the 40s showing a somber wagon trail of Native Americans being forced out of their homes on the east coast, and being pushed into the Oklahoma territory. If any paintings were made during the · Rationale: This was a fantastic image which evokes the torture and personalized view of the effects of national legislative. · Use of text: This source can be used as a discussion stimulator. Limited background knowledge about the history is needed to show the painting, and real life connections can be made to the faces and stories of the Native Americans. · Attachment: Painting and caption are attached as Text 6.
 * B. Media Resources **
 * Text #6: **
 * **Text #7: **
 * Citation: n.a.(1832) //King Andrew the first// [Cartoon]. Library of Congress, Washington D.C. Retrieved February 20, 2010 from http://www.archives.gov/exhibits/treasures_of_congress/Images/page_9/30a.html
 * <span style="font-family: 'Verdana','sans-serif';">Text Summary: This political cartoon was made in 1832 after Jackson utilized his executive power of Veto. People who opposed Jackson believed he was becoming an Imperial ruler and destroying the constitution.
 * <span style="font-family: 'Verdana','sans-serif';">Rationale: This unique cartoon shows insight into the minds of Jacksonian opponents. Many times the opponents are often lost in the historical narrative to students, but the cartoon forces students to infer the meaning of the author.
 * <span style="font-family: 'Verdana','sans-serif';">Use of text: This text could be used in combination with election maps to show where the opposition could have come from. It could also be used to generate discussion in groups.
 * <span style="font-family: 'Verdana','sans-serif';">Attachment: Image is attached as Text 7.


 * <span style="font-family: 'Verdana','sans-serif';">C. Online interactive resources **
 * <span style="font-family: 'Verdana','sans-serif';">Text #8: **
 * <span style="font-family: 'Verdana','sans-serif';">Citation: PBS. (2007). //Should Andrew Jackson be on the twenty-dollar bill?// Retrieved February 27, 2010 from []
 * <span style="font-family: 'Verdana','sans-serif';">Text Summary: <span style="color: black; font-family: 'Verdana','sans-serif';">The Webquest incorporating in class debate based on how fit Jackson was to be on the 20 dollar bill. It has primary sources and guided suggestions for student to prepare for the debate.
 * <span style="color: black; font-family: 'Verdana','sans-serif';">Rationale: This in-depth program allows students to get into the mind set of various personalities and viewpoints from the 1800s, making use of higher taxonomies. It is interactive and engaging for students.
 * <span style="font-family: 'Verdana','sans-serif';">Use of text: This is a project which will take several days, but is comprehensive and productive in a Jackson unit, taking into account politics, economics and culture.
 * <span style="font-family: 'Verdana','sans-serif';">Attachment: Webquest contains several links and is not attached.
 * <span style="font-family: 'Verdana','sans-serif';">Text #9: **
 * <span style="font-family: 'Verdana','sans-serif';">Citation: Zinn, H. (2009). //Jacksonian Era//. Retrieved February 27, 2010 from []
 * <span style="font-family: 'Verdana','sans-serif';">Text Summary: <span style="color: black; font-family: 'Verdana','sans-serif';">Zinn’s site provides pdf’s, maps, and plays based on the "people's" historical narrative, specifically oriented towards the people and government in and around the Jacksonian Era.
 * <span style="font-family: 'Verdana','sans-serif';">Rationale: The webpage offers interactive links to keep students engaged as well as visuals to engage visual learners. The other resources also give students the opportunity to explore what groups of people (e.g. native Americans, democrats, women) went through during the time period.
 * <span style="font-family: 'Verdana','sans-serif';">Use of text: It is an excellent tool to correspond with Zinn’s book, and creates a broader diverse picture of history. This lets students utilize an interactive tool, and use technology they are familiar with.
 * <span style="font-family: 'Verdana','sans-serif';">Attachment: Site contains several links and is not attached.

§ <span style="font-family: 'Verdana','sans-serif';">Citation: PBS. (2007). //Andrew Jackson: Good, evil & the Presidency//. Retrieved February 27, 2010 from []
 * <span style="font-family: 'Verdana','sans-serif';">D. Instructional Resources **
 * <span style="font-family: 'Verdana','sans-serif';">Text #10: **
 * <span style="font-family: 'Verdana','sans-serif';">Text Summary: The PBS site contains videos, maps, interactive Timelines, virtual tours, also a link for educators for lesson plans. The period outlined during the Jacksonian Era was one of great changes in the country. PBS provides interactive links for students and teachers alike.
 * <span style="font-family: 'Verdana','sans-serif';">Rationale: PBS is an incredible resource for all things history related. Their sources are legitimate and their presentation is exceptional. The website is an extraordinary database for teachers and students.
 * <span style="font-family: 'Verdana','sans-serif';">Use of text: Teachers can utilize any number of segments of the website. They can use an entire lesson plan to teach unit, a webquest for an activity, or they can use the interactive activities as a classroom supplement to engage students in an opening of a lesson.
 * <span style="font-family: 'Verdana','sans-serif';">Attachment: Not attached due to the interactive nature of the site.

<span style="font-family: 'Verdana','sans-serif';">The Jacksonian Unit can be a really hands on set of lessons, first introducing images from the interactive website, to showing paintings on the trail of tears. The class would then move into gaining the widely accepted narrative of the time with Davis and picture books, but then can be compared to the diverse sets of perspectives of Zinn and Sturges. Using these perspectives, the class can perform a webquest, using their knowledge of the time, and gaining more differing perspectives, attempting to defend a specific viewpoint from the time period in a debate. The lesson is both engaging and exploratory, bring the life of Andrew Jackson to life. //<span style="font-family: 'Verdana','sans-serif';">Content objective //<span style="font-family: 'Verdana','sans-serif';">: students act as historians (HP 1) -identifying, describing or analyzing multiple perspectives on a historical trend or event. //<span style="font-family: 'Verdana','sans-serif';">Reading objective //<span style="font-family: 'Verdana','sans-serif';"> (R–10–8) Analyze and interpret informational text -by citing evidence as appropriate by explaining connections across texts.
 * <span style="font-family: 'Verdana','sans-serif';">Using these texts together in the classroom: **
 * <span style="font-family: 'Verdana','sans-serif';">Learning Objectives: **

Kathleen Regan- <span style="font-family: Helvetica,sans-serif; font-size: 12px; line-height: normal;">This is a very engaging list of resources for this topic. You offer higher level thinking opportunities with inquiry, debate, controversy and interaction. The children’s book, cartoon, and the Wikipedia text provide fun and humorous ways to break up the unit. The painting ties in nicely with the controversy of Jackson’s impact, evolving empathy and contemplation. The Zinn, Sturgis, and PBS text are great ways to model open-mindedness, reflection and a deeper understanding of how we must learn from history.