sfreundlich

My text set is designed for a 10th grade history class learning about the American Revolution. This lesson is designed with the knowledge that they will not have much background information on this subject and all the information they need to know will be covered in this lesson. Also, the students in my class are reading either at or slightly below grade level.
 * Context for Using the Text Set:**

i. Citation: ** Dallek, Robert, Jesus Garcia, Donna M. Ogle, and C. Frederick Risinger. __American History__. Boston: Houghton Mifflin School, 2006. **
 * 1) **Print Resources:**
 * 2) **Text #1 –** Chapter 7:Section 1 – The American Revolution
 * ii.** **Text Summary:** This is a chapter from a textbook that teaches students about the early years of the American Revolution.
 * iii.** **Rationale:** I selected this text because most history classes have a required textbook that students need to read and this chapter in the textbook is no exception. It allows the students to get an overall framework of the American Revolution. It also highlights key terms and breaks down chapter in sections so it is easier for the students to read and understand.
 * iv.** **Use of Text:** I will be using the textbook as a resource throughout the entire lesson to help students gain the information required to complete the assessments at the end of the Unit. The vocabulary the students need to understand during this lesson is also located in the textbook with the definitions. We will spend a lot of time reviewing these words because they are crucial to the understanding of the unit.
 * v.** **Attachment:** I have included the first section of the American Revolution Textbook after my diverse text set. The rest of the textbook is too long to include.
 * 1) **Text #2 –** Poem by Phyllis Wheatley
 * i.** **Citation:** Wheatley, Phyllis. //To the Right Honourable William, Earl of Dartmouth, His Majesty's Principal Secretary of State for North-America, &c.// “Collection of Revolutionary Works: 1772-1790.”
 * ii.** **Text Summary:** This is a poem is used to symbolize the struggle and aggravation the slaves in American in the 1770’s experienced. He speaks of the happy days that have past and they sad days they now trouble him.
 * iii.** **Rationale:** I selected this text because many students have little to no understanding of lives slaves lived during the American Revolution because that is usually only brought up around the Civil War. This will give the students a perspective rarely seen when learning about the American Revolution.
 * iv.** **Use of Text:** This will be used to further help students understand the different perspectives of different kinds of people living during the American Revolution, in this case, a slave.
 * v.** **Attachment:** The poem is attached after my diverse text set.
 * 1) **Text #3 –** A Picture book of Paul Revere’s ride
 * i.** **Citation:** Longfellow, Henry Wadsworth. __Paul Revere's ride__. New York: Dutton Children's Books, 1990.
 * ii.** **Text Summary:** There are many illustrations in this book, which is written in poem form, of what the colonies looked like during the late 1700’s and it gives great descriptions of the land and what Paul Revere had to travel through back during his famous ride to warn the colonists that the British were coming.
 * iii.** **Rationale:** I selected this text because by using this book, the students will be able to paint a picture of what the colonies looked like back in the day. Also, it will allow them to better understand Paul Revere and his great journey and importance before and during the American Revolution.
 * iv.** **Use of Text:** After I read this book to the class, I would ask the students to write a quick, paragraph or two response to how important Paul Revere’s ride was to the colonists fight for independence. If he had never made that ride, would the colonies have any chance of defeating the British? These questions would be answered in class in about ten minutes and handed in to the teacher for review.
 * v.** **Attachment:** This is a full picture book, so it is not attached to my diverse text set.
 * 1) **Text #4 –** Charts & Graphs Used for Money/Trade and Census
 * i.** **Citation:** " American History Charts & Graphs Index."  __Fasttrack Teaching Materials - Home Page__. 01 Mar. 2009 .
 * ii.** **Text Summary:** There are two different charts shown on this website. One is of the value of currency in the colonies from 1777-1781 and the other compares where people lived back in the 1700’s as compared to today.
 * iii.** **Rationale:** I selected this text because in history, it is rare to be able to use charts and graphs as often as other subjects, such as math and science do. Therefore, incorporating some graphs and charts into the lesson helps connect disciplines as well as improves the understanding for students who read graphs and charts well.
 * iv.** **Use of Text:** I would ask the students to interpret both the graphs. For the first one, why did the value of U.S. currency drop following the revolution? There is no actual correct answer to this be would allow students to be creative with their answers. For the second chart I would ask my students how the different nationalities of the colonists could have helped or hindered their ability to be unified.
 * v.** **Attachment:** Go to link above.


 * 1) **Text #5 –** Answers to important questions about the American Revolution.
 * i.** **Citation:** __American Loyalists__. 1 Mar. 2009 .
 * ii.** **Text Summary:** This website provides students with answers for six very important questions involving the American Revolutionary War. These questions take students through the causes of the war, the players involved, and the aftermath of the war.
 * iii.** **Rationale:** I selected this text because being able to answer these six questions is vital to the understanding of the American Revolution. This sight is also easy to read and user friendly with students being able to click on a question and then are brought to the section of the article that it pertains to.
 * iv.** **Use of Text:** My students would use this sight to answer six fundamental questions about the war. I would schedule class time in the compute lab in which students would then have the class period to read the article, type up their questions and answers, and then hand it in.
 * v.** **Attachment:** Go to the link above
 * 1) **Media Resources**
 * 2) **Text #6 –** Movie on the American Revolution
 * i.** **Citation:** __Liberty____! The American Revolution__. DVD. PBS Paramount, 2004.
 * ii.** **Text Summary:** This movie is a comprehensive film about the American Revolution. There are readings from diary’s and journals, as well as simulations and recreations of the battles that took place during the war. The characters in it are very believable and it won and an award for best informational movie involving the American Revolution for kids.
 * iii.** **Rationale:** I selected this text because many students are visual learners and therefore seeing the battles and being able to hear and view the diary entries of the American Revolution would be very beneficial to them. This movie also brings together the entire unit and all the subjects covered in it. Lastly, it provides the students a nice break from the constant book work and reading that most of this lesson entails
 * iv.** **Use of Text:** After viewing the movie, the students will be required to each write a reaction paper ranging from 2-4 pages. They will be given time in class to draft and prewrite their papers with the teachers and other students assistance. They will then finish and type of their papers at home and then hand them in at the end of the lesson.
 * v.** **Attachment:** This is a film so it is not included

i. **Citation:** "LIBERTY! . Road to Revolution Game." __PBS__. Twin Cities Public Television. 26 Feb. 2009 . ii. **Text Summary:** At this website, the students can play an interactive game in which they answer questions about the revolutionary war. If they get the answer correct they are able to move to the next question. If they get it wrong, then the sight explains why that answer is not correct and allows them to choose another answer. iii. **Rationale:** I selected this text because it frames the American Revolution questions as a game and students would much rather play a game then just fill out a worksheet. This sight also has sounds and pictures to keep students entertained and interested in what they are learning. iv. **Use of Text:** Once students have been taught the lesson and have learned the required information, this online game will be used as a type of fun assessment for students to make sure they learned what they needed to. v. **Attachment:** Go to link above.
 * 1) **Text #7 –** Pictures of the American Revolution
 * i.** **Citation:** "Pictures of the Revolutionary War." __National Archives and Records Administration__. 12 Feb. 2009 .
 * ii.** **Text Summary:** This website provides a variety of pictures involving the American Revolutionary War. The pictures included are from before, during, and after the war and range from portraits of major players of the war, to battle scenes.
 * iii.** **Rationale:** I selected this text because this website allows students to view pictures of the war with very little actual reading required. Also, once again, there is a great variety and number of pictures on this website for the students to view.
 * iv.** **Use of Text:** I would have my students select ten of the pictures and describe, in writing, what is going on in the picture. This would allow for their own interpretation of the scene while still allowing them to see what the colonies and people were like back in the 1700’s.
 * v.** **Attachment:** Go to link above.
 * 1) **Online Interactive Resources**
 * 2) **Text #8 -** The Road the Revolution Online Game
 * 1) **Text #9 –** The American Revolution: Lessons, Activities & Quizzes
 * i.** **Citation:** "The American Revolution." __~Mountain City Elementary School - Mountain City, Tennessee~__. 15 Feb. 2009 .
 * ii.** **Text Summary:** On this website, there are small quizzes on each section of the American Revolution ranging from the beginning conflict to Valley Forge and the end of the war. The students type in the correct answer and if it is write then the screen says correct and shows a green check mark. If it is wrong, the screen shows a red X and the correct answer is given.
 * iii.** **Rationale:** I selected this text because it allows the students to type in their own answers to the questions instead of picking from a multiple choice list. This will challenge them more when it comes to completing this assignment. Also, the sight is very kid friendly, in that it is easy to read and understand the direction given on the site.
 * iv.** **Use of Text:** I would also use this text at the end of my lesson to assess my students on the information they had learned throughout the lesson.
 * v.** **Attachment:** Go to link above.
 * 1) **Instructional Resources**
 * 2) **Text #10 –** Variety of information dealing with the American Revolution
 * i.** **Citation:** "The American Revolution." 28 Feb. 2009 .
 * ii.** **Text Summary:** This website provides multiple ideas for lesson plans, activities, and assessment when dealing with the American Revolution taught in high school. This website also leads you to other websites that offer great material on the American Revolution.
 * iii.** **Rationale:** I selected this text because this sight offers both the teacher and students a variety of ways to teach and learn about the American Revolution.
 * iv.** **Use of Text:** I would use this text before, during, and after the lesson to further help my students grasp the information need to succeed in the American Revolution unit.
 * v.** **Attachment:** Go to the link above.

First, these texts are to be used both in and out of the classroom to help foster learning both in school and out. The students would use the textbook in class, with my assistance in any difficult areas, and then finish the reading at home. The poem would be used to help students see a rare point of view, a slave, and how the war affected her. The students would have a chance to interpret on their own the graph and chart, as well as he pictures. There is no one correct answer to these interpretations allowing students to use their own mind and imagination when doing those two assignments. The video would e used as a visual reference throughout the lesson and the paper that follows it ensures the students were paying attention to the movie and grasped what it was teaching. Both assessments are online and students friendly and would allow the students to better practice and prepare for the actual test at the end of the unit.
 * Using these texts together in the classroom:**


 * 1.** **Learning Objectives:**
 * a.** **Rhode Island** **Content Area Learning Objective’s for History**
 * i.** **Standard 3:** Students will develop a critical understanding of the history, geography, economic, political and social institutions, traditions, and values of the Untied States as expressed in both their unity and diversity.
 * ii. ****Standard 4:** Students will develop an understanding of other peoples and the unity and diversity of world history, geography, institutions, traditions and values.
 * b.** **NCSS - Curriculum Standards for Social Studies **
 * i.** **Standard VI - Power, Authority & Governance:** Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.
 * c.** **Reading Strategy Objective**
 * i.** **R-10-5.3:** Making inferences about cause/effect, internal or external conflicts or the relationship among elements within text. (State)
 * ii.** **R-10-4.3:** Generating questions before, during and after reading to enhance/expand understanding and/or gaining new information. (Local)

Response to Text Set Dania Schnell

Sam, I really enjoyed your diverse text set. The printed texts themselves are very diverse in nature, like for example, the picture book, charts, and the poem. I think that this is important when trying to reach all your students. In your media portion, I enjoyed the pictures that you have for the students to use. I like how you said you would let the students interpret the pictures themselves and that no interpretation is correct or incorrect, that you are using these as a tool to spark student interest. Also, your interactive sources were amusing, easy to use, and informative at the same time. I guess the only improvement that I would make, is that I would have liked to see perhaps more media sources because there are many fascinating movies on this subject, although we only had to include two media sources. Overall, I feel that your diverse text set is just that, very diverse and useful to your students. The students in your classroom are sure to benefit greatly from this diverse text set you have compiled. Great job!! Dania Schnell

Joyce: I really liked your uses for text 4 & 5. It's so important to constantly have the students think so by asking them for their interpretations and opinions, it lets them know that you value their opinion as well. Throughout my own class experiences, I've found that class discussions are the most memorable, especially when everyone is allowed the opportunity to partake in the conversation. Encouragement is of the utmost importance and to have a teacher talk all day is useless considering that we only retain 5% of what a teacher says anyways.

Sam, I really enjoyed your text set. I like that you set up the unit with a textbook selection. This gives students a broad idea of what they will be studying. I also liked that you included the Paul Revere poem as text 3. I thoroughly enjoy this poem and I feel as though it is very relevant to your subject matter. The video and pictures are great visual aids that will help make your subject more real to your students. Overall, I think you did a great job on your text set!

Kaela Santillo

Emily Marzan: Sam- Great text set. It is always nice to see history teachers that think beyond the text and obvious primary sources. By introducing a poem and a picture book, you help more than just the average student. Also, a movie is always a great resource to use to keep students interested. It seems like you put a lot of thought behind your texts, and I believe they would really help to connect the material to everyone.

Sam, I really liked your text set because it didn't just include sections of actual text material but also the visuals (movie). I especially liked the children's book because sometimes simple explanations help more than just a boring class lecture with notes, and the visualization is fun and key in order to keep the mind stimulated. Student discussion is also important, especially when the material requires some memorization; students tend to pay attention to what their peers saying and have a better grasp of peer commentary. -Kelly Sierra