Gregory+Dagit

Greg Dagit EDC 448 Diverse Text Set March 25th 2015 __ Context __ : The topic of the unit is Reconstruction, the period in the United States directly following the civil war and the emancipation of black slaves. The topic covers the end of slavery, how people both white and black responded, and how the government changed and dealt with affairs regarding race relations in society. The students read at average level, about half at grade level and half below, with a small minority reading above. They are 9th and 10th grade U.S. history students.

__ Reading Objective __ : Common Core RH.9-10 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text

__ Content Objective: __ HP 2-2 and 2-3 Chronicle events and conditions, and show an understanding of change over time.

A. **Print Sources** Text #1: //Reconstruction and Reform// __ Citation __ : Hakim, J. (1999). //Reconstruction and reform// (2nd ed., Vol. 7). Oxford University Press __ Text Summary __ : This text is a textbook on the reconstruction period after the United States civil war, and it will be used an exemplary informational text. It describes government in America and life after the Civil War for former slaves and the struggles they had as a result __ Rationale __ : This text is a good supplement of building background knowledge of the time period for students in the course, especially those that read at a lower level because the reading level is 8th grade. __ Use of text __ : I will assign small chunks of reading from the book for students to read at home, in order for them to be able to fully understand what they are learning in the lecture and ask questions.

Text #2: //Cause: Reconstruction America 1863-1877// __ Citation __ : Bolden, T. (2005). //Cause: Reconstruction America, 1863-1877//. New York: Knopf. 8-12 grade level __ Summary __ : this book by Troy Bolden is about the time of reconstruction, and the struggle of integration of freed people and the confederate states in the union, along with the 13th, 14th, and 15th amendments of the US constitution. __ Rationale __ : this is a good secondary analysis of the time period, meant for students who read at normal grade level, to expand their prior knowledge further of the reconstruction period in America. __ Use of text __ : to expand background knowledge of the reconstruction period to a deeper level of understanding in order for students to further understand the topic.

__ Text #3 __ : //W.E.B Dubois: The Fight For Civil Rights// __ Citation: __ Randolph, R. (2009). //W.E.B Dubois: The fight for civil rights//. Brilliance Audio on CD Unabridged; Unabridged edition. __ Summary __ : The text explores the life of an educated black man W.E.B Dubois during reconstruction and how his life describes the struggles for blacks to advance in society during this time __ Rationale __ : This text is good for students reading grade level to slightly below grade level to understand the struggle of freed blacks to advance in society during reconstruction __ Use of Text: __ I will use this text to show the students a first hand perspective of a black man who is well educated during this period and how his insights and life experiences help explain the struggles during the time.

Text #4: Judge Harlan’s dissent (1896) __ Citation __ : Harlan, J. (Director) (1896, January 1). Judge Harlan's dissent. //Plessy V. Ferguson, 163 U.S. 537//. Lecture conducted from, Louisiana. __ Summary: __ This primary source shows Judge Harlan’s dissent during the Plessy V. Ferguson case in 1896 and shows how laws affected the discrimination of blacks in society during reconstruction. __ Rationale __ : this source is god for students to read a first hand account during the time period of Plessy V. Ferguson, a case directly related to segregation, and how law protected segregation. __ Use of text: __ I will use this text in order to help students be able to successfully pull main ideas from a primary source document and further analyze the source using background knowledge.

Text #5: Frederick Douglass biography __ Citation __ : Frederick Douglass biography. (2015). The Biography.com website. Retrieved 05:24, Mar 26, 2015, from [] __ Summary: __ this text is a biography of a freed slave Frederick Douglass, and his experiences with abolition and reconstruction. __ Rationale: __ this text is a god source for students at grade level to read and analyze the life of a former slave and his experiences during the time of reconstruction. __ Use of text: __ this text would be a useful supplement when teaching about the restructuring of society after slavery was abolished and how laws and black codes affected the lives of newly freed slaves in the union.

B. Media Sources

Source #6: __ Citation: __ Reconstruction Political Cartoons. (2015). Retrieved March 26, 2015, from http://reconstructionwiki.wikispaces.com/6.+Reconstruction+Political+Cartoons __ Summary __ : this wikispace site contains many labeled political cartoons that are of the time period of reconstruction and a short analysis of each __ Rationale: __ this text is useful to show students the way people reacted to reconstruction in the form of political cartoons, and how to analyze them with prior knowledge of the period. __ Use of text: __ this text is useful to start discussion in the beginning of a new topic in the unit, by showing students the cartoons and asking their reactions to them and building off of varying responses.

Source #7: __ Citation: __ Pbs. (2011, 6 January). “Reconstruction”. Retrieved from [] on 26 March 2015 __ Summary: __ This source shows historians’ perspectives and analyses of the time period of reconstruction and how society and politics and race relations evolved over time. __ Rationale __ : this is an excellent source for students to gain insight through other perspectives other than my own and their acquired perspective through learning in the course. It shows the analysis of the time period of reconstruction through varied perspectives and analyses to help promote further understanding and application of knowledge. __ Use of text __ : when introducing the topic of reconstruction, this along with the wikispace site with cartoons can help students have a little background of what I intend to teach them, and help them understand what they are learning a little better by providing background knowledge on the topic

C. Online interactive sources

Source #8: __ Citation: __ American Reconstruction Quiz. (2001). Retrieved March 25, 2015, from http://www.zaneeducation.com/Quizzes/History/American_History/Quiz-Reconstruction.php __ Summary __ : this online interactive source is a collection of two quizzes, one of them being on reconstruction __ Rationale: __ I chose this source because it is a good way to assess students knowledge of the topic in the form of a graded quiz that I can measure quantitatively. __ Use of text: __ I will use this source to assess students on their knowledge of the topic of reconstruction and see where each student lies in terms of understanding, and how to adjust my teaching to meet their needs.

Source #9: __ Citation: __ ClassZone. (1995). Retrieved March 26, 2015, from [] __ Summary: __ this source provides students with extra assistance in learning the unit of reconstruction, by using note-taking techniques, maps, activities, and more __ Rationale: __ I chose this source because it helps me to give students extra opportunities to learn outside of traditional classroom instruction to help provide further knowledge. __ Use of text: __ this text is useful for students of multiple intelligences to find a way to further their knowledge through providing different options of learning for each student, whether it be a map, note-taking wizard, and doing activities to help practice their knowledge of the content.

D. Instructional Resources

Source #10: __ Citation __ : Reconstruction and reform: A history of US teaching guide and resource book. (2011, January 1). Retrieved March 25, 2015, from [] __ Summary: __ this source is a lesson plan for teaching the unit of reconstruction, using a lot of the instructional practices I mentioned in previous sources. __ Rationale: __ I chose this source to help me as an instructor build off of other teacher’s ideas of instruction to help me teach more efficiently and use varying techniques to provide for students with multiple intelligences. __ Use of text: __ this text provides a lot of useful practices that I would use to teach the class about the unit of reconstruction. The songs and political cartoons are good for students who may not be as good of readers, reading primary sources helps the class further understand the time period through first-hand accounts, and projects such as conducting a television news interview is also a good practice to help keep students engaged in learning about the topic without making it too boring for them and losing their attentiveness.


 * Text Matchups: **


 * Matchup Assets: ** 10, 9, 6, 4, 2
 * Matchup Gaps: ** 1, 4, 3
 * Mismatches: ** 8, 7, 2
 * Non-Native English speakers: ** 1, 5

Using these texts together in the classroom: When using these texts together in the classroom, it is important to provide a sequence that does not confuse the students. Also, using a variety of texts at varying grade level reading is important for this particular situation. Students should be able to read and analyze both the secondary and primary sources provided, with additional resources provided for struggling students. Also, for students who may not read as well it is important to keep them engaged through activity, such as conducting a television interview, writing songs or poems about reconstruction, analyzing court cases and perhaps even doing a mock trial, and more options. For visual learners pictures and political cartoons are important for furthering their understanding, and they allow questions for interpretation that may benefit the class as a whole.