Ashley+Ravo

Ashley Ravo EDC 448 Diverse Text Set March 27, 2014


 * Context:** The following text set is for the use of an eleventh grade U.S. history class for students with average learning capabilities. This text set is designed to teach students about the plans for Reconstruction, what marked the end of Reconstruction, and to what extent Reconstruction could be considered both a success and a failure.


 * Content Objective:** C&G 2 (9-12) –2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by (c.) identifying and giving examples of the discrepancies between democratic ideals and the realities of American social and political life.


 * Reading Objective:** CCSS: Reading Standards for Informational Text, Integration of Knowledge and Ideas (7.) Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.


 * A. Print Sources**


 * Text #1:** __Don’t Know Much About History__
 * Citation:** Davis, Kenneth. C. (2003). //Don't Know Much About History//. (pp. 244-248). New York: HarperCollins.
 * Summary:** This subset of the chapter introduces key players of Reconstruction, a brief note of their political alignment, pieces of legislation involved in Reconstruction, and a synopsis of President Johnson’s impeachment.
 * Rationale:** This text is useful because it explains the basics of Reconstruction. There are a lot of terms within these four pages that are explained in simple terms, yet the text still implies major political themes that could be brought up in a class discussion. Lower level readers should be able to comprehend this text with assistance from graphic organizers.
 * Use of Text:** I would assign this text for homework the night before we started the unit on Reconstruction. It is a short text that provides students with a lot of information about the Reconstruction Era, so I would definitely create a graphic organizer for my students to fill out while reading. It would include the names of people and legislation I want students to be familiar with and understand. It would also ask students to write a few sentences about a disruption in the balance of power that they noticed while reading.
 * Attachment:** N/A


 * Text #2:** __Fast Track to a Five: Preparing for the AP United States History Examination__
 * Citation:** Epstein, M. (2006). //Fast Track to a Five: Preparing for the AP United States History Examination//. (pp. 183-194). Boston: Houghton Mifflin Harcourt.
 * Rationale:** Although this text is designed to prepare students to take the AP U.S. history examination, it provides students with specific information about the Reconstruction Era. The text highlights key concepts to look for while reading, it is divided into subsections highlighting different aspects of Reconstruction, and information is broken down into bullet points when necessary. The book breaks down economic and political foundations of Reconstruction policies, conflicting Reconstruction plans, the Fourteenth Amendment, Radical Republicans, President Johnson’s impeachment, and the end of Reconstruction. This gives students a more in-depth explanation of Reconstruction and touches upon several important themes.
 * Use of Text:** I would use this text in class to as a guide for teaching different aspects of Reconstruction. I would guide students through the text section by section and have them keep an ongoing list of specific names and legislation that are important. Students would already have a preliminary list from the __Don’t Know Much About History__ reading. After reading a section in class, I would have students identify a major theme or implication independently and then have them share this theme in a group discussion.
 * Attachment:** N/A


 * Text #3:** The Fifteenth Amendment
 * Citation:** U.S. Constitution, amend. XV
 * Summary:** This amendment protects voting rights of U.S. citizens.
 * Rationale:** Reading this document will give students experience reading and analyzing a primary source.
 * Use of Text:** I will have students read this text to identify differences between what the amendment implied and what actually happened regarding voting rights at the time. Students will be able to use this document as a source when they are contemplating the successes and failures of Reconstruction.
 * Attachment:** http://www.ourdocuments.gov/doc.php?flash=true&doc=44&page=transcript


 * Text #4: “**Louisiana Grandfather Clause (1898)”
 * Citation:** "Constitution of the State of Louisiana, Adopted May 12, 1898," in Walter L. Fleming, ed., //Documentary History of Reconstruction//, Vol. 2 (Cleveland, Ohio: The Arthur H. Clark Company, 1906), 451–453.
 * Summary:** This primary source document describes the conditions that were required in order for black men to vote in the south shortly after the Reconstruction Era.
 * Rationale:** Pairing this document with the transcript of the Fifteenth Amendment, students will be able to measure how effective Reconstruction legislation had been in granting civil rights to African Americans. This text could be considered a failure on the behalf of Reconstruction to enforce voting rights to the black community.
 * Use of Text:** Students will read this excerpt after reading the transcript of the Fifteenth Amendment. Students will use a graphic organizer to mark quotations from both sources, identify them as successes or failures of Reconstruction, and then explain why they believe so. This source will help students complete their essay contemplating the successes and failures of Reconstruction.
 * Attachment:** http://teachinghistory.org/history-content/beyond-the-textbook/24693


 * Text #5: Presidential Reconstruction**
 * Citation:** Presidential Reconstruction. U.S. History: //Pre-Colombian to the New Millennium.// Accessed March 24, 2014, from http://www.ushistory.org/us/35a.asp
 * Summary:** This article discusses major issues of Johnson’s presidency. It talks about the differences between his and President Lincoln’s political standpoints and the way Johnson implemented Reconstruction in the south.
 * Rationale:** This text can be used to emphasize the political power struggle Johnson faced against Congress during his presidency. It will also help students better understand how Reconstruction occurred and give them a better idea of the political arena during the era.
 * Use of Text:** This text will be read as a homework assignment. Students will write a response to the text explaining the causes of the power struggle between Johnson and Congress. Students will also outline how the south was politically reconstructed and give two examples of how the south was reluctant to rejoin the Union.
 * Attachment:** http://www.ushistory.org/us/35a.asp


 * B. Media Sources**


 * Source #6**
 * Citation:** History Channel. (2009). The Failure of Reconstruction [Web Video]. Retrieved from http://www.history.com/topics/american-civil-war/reconstruction/videos
 * Summary:** This video briefly articulates how Reconstruction failed to provide immediate racial equality, even with the passing of the Thirteenth, Fourteenth and Fifteenth Amendments.
 * Rationale:** This short clips prompts students to begin thinking about the major themes of Reconstrucion.
 * Use of Media:** I would use this video at the beginning of class towards the end of this unit. I would show this clip to get students thinking about the successes and failures of Reconstruction. Our class discussion would be based off of this clip and students would be required to find evidence to support examples of success and failure of Reconstruction politics. This discussion would prepare students to write an essay explaining the extent of which Reconstruction was both a success and a failure.
 * Attachment:** http://www.history.com/topics/american-civil-war/reconstruction/videos


 * Source #7**
 * Citation:** “This Little Boy Would Persist in Handling Books Above His Capacity.” (Cartoon). //Harper’s Weekly// March 21, 1868: 192. Web.
 * Summary:** This image represents President Johnson being crushed by the U.S. Constitution.
 * Rationale:** This image expresses the opinions of those who were opposed to President Johnson and sought his impeachment.
 * Use of Text:** Students will analyze the text and discuss why they think the cartoon was drawn and what it means. This will help students think about the large-scale political issues going on during the Reconstruction Era and help them make predictions about what happened during the following years regarding elections, popular opinions, and representation in Congress.
 * Attachment:** http://www.impeach-andrewjohnson.com/ListOfCartoons/ThisLittleBoyWouldPersist.htm


 * C. Online Interactive Sources**


 * Source #8**
 * Citation:** //Reconstruction Cartoons.// (2000). Retrieved March 25, 2014 from Annenburg Learner, Reconstruction Cartoons, http://www.learner.org/biographyofamerica/prog12/feature/index.html.
 * Summary:** This webpage allows students to scroll over the featured political cartoon to read about the highlighted elements of the cartoon. The featured cartoon deals with issues of race relations in politics.
 * Rationale:** This webpage can be used to practice analyzing political cartoons. Students will learn that certain images may have a deeper meaning than they think that symbolizes a larger issue of the time period. This will prepare students to view the “This Little Boy Would Persist in Handling Books Above His Capacity” cartoon. By using the website as a guide of what to look for in a political cartoon, students will be able to create their own understanding of the political cartoon in class with less confusion and ambiguity.
 * Use of Text:** I will have students visit this interactive site for homework the night before I give them the political cartoon I want them to analyze in class. They will have to fill out a worksheet about the symbols they see and their meanings as evidence that they viewed the website. I will then discuss their findings in class and how to apply what they learned from the website to analyzing the other political cartoon I selected.
 * Attachment:** http://www.learner.org/biographyofamerica/prog12/feature/index.html


 * Source #9**
 * Citation:** //Reconstruction Quiz.// Retrieved March 25, 2014 from Sparknotes, History Study Guides, Reconstruction (1865-1877), http://www.sparknotes.com/history/american/reconstruction/quiz.html
 * Summary:** This webpage quizzes students on a range of topics regarding Reconstruction, including Amendments Thirteen through Fifteen, Johnson’s presidency, the Freedman’s Bureau, plans for Reconstruction, etc.
 * Rationale:** This is a quick way to measure facts and concepts students have learned about Reconstruction. Students could also use the related links as references if they choose to do so on their own.
 * Use of Text:** Ideally I would have access to enough computers for students to take this quiz independently as a way to measure individual progress, but if this was not the case, I could modify this quiz and turn it into a game of jeopardy for the class and divide students into heterogeneous ability groups. Many students are familiar with the Sparknotes website, so it would be a useful resource to measure student knowledge in the classroom as well as being an accessible resource outside of the classroom.
 * Attachment:** http://www.sparknotes.com/history/american/reconstruction/quiz.html


 * D. Instructional Resources**


 * Source #10**
 * Citation:** // The Battle Over Reconstruction: The Politics of Reconstruction. // Retrieved March 25, 2014 from Edsitement! at http://edsitement.neh.gov/lesson-plan/battle-over-reconstruction-politics-reconstruction#sect-questions.
 * Summary:** This website provides guiding questions, learning objectives, content background, lesson activities, assessment, and ways to extend the lesson.
 * Rationale:** This is an excellent source for me to use to help me focus on ways to meet the learning objectives and guiding questions that I may have that are similar to those on this site.
 * Use of Text:** This site has several resources and materials that I could use or adapt to fit my lessons. There are ready-made worksheets I could use or use as templates for my own worksheets, assessment ideas, and ideas for debate topics that I could work into my lesson.
 * Attachment:** http://edsitement.neh.gov/lesson-plan/battle-over-reconstruction-politics-reconstruction#sect-questions

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


 * Using these texts together in the classroom:** This text set is designed to give students a better understanding of the political scene and racial inequalities of the Reconstruction Era. There are a variety of sources within this text set that reach readers with high and low reading abilities. Students will gain experience viewing primary sources and this text set provides a source that helps students practice examining difficult primary sources. Students will read articles of different levels of difficulty independently as well as in the classroom setting guided by appropriate worksheets. The video clip acts as a clarifying summary of content students should know, while the Sparknotes quiz tests students’ knowledge of content and themes. These various resources give students with a range of abilities and learning styles to learn the desired material at an appropriate comprehension level.