Jacob+Ricci

Jacob Ricci Dr. Coiro EDC 448 27 March 2014 Annotated Bibliography of a Diverse Text Set  This text set has been collected with an eleventh-grade American History class in mind. Collected for use as part of a post-Cold War era unit, the materials could be utilized through a series of lessons. Utilizing a variety of formats, the texts were chosen with certain lesson formats and/or focuses in mind. For example, the use of the lyrics from the song “Amerika” by the German band Rammstein, are meant to be used in both English and German, and then paired with the music video of the song. Conversely, some of the articles are meant to be options for groups of students to choose to read, and then they are responsible for informing the class on the content of what was read. This, in turn, is to lead to class discussion. In this way, this text set is more than a gathering of sources, and more of an accompanying document collection meant to correspond with distinct lessons. The texts bring students through discussions of Global Influence, long-term impact of events, and on to current events. For this collection to work best, it is best that students are capable readers, though tweaking of the lessons and modification of the texts would enable most of them to be used with struggling readers.

 Students will demonstrate an understanding of the impacts of the Cold War on modern Europe through a series of activities, including group discussions, completion of worksheets with at least 80% of the answers correct, and through writing a mini essay on the subject. In doing so, students will demonstrate proficiency in line with RI Grade Span Expectations, specifically HP (9-12)-1, parts a-c.
 * Content Objectives: **

 Students will demonstrate their ability to draw conclusions from material and make claims based on those conclusions through their use of direct textual support for their ideas in class discussions as well as in written assignments. This is in line with CCSS History/Social Studies Reading standards for Grades 11-12, standards 1-3.
 * Reading/Thinking Objective: **

i. Comprised of two texts, these are the German and English lyrics of the son “Amerika” by the German rock band Rammstein. The song is a commentary on the vast, global American cultural influence. ii. This text was selected for multiple reasons. First, it brings the topic being discussed to the students in a way they can relate to, through music. Additionally, the song is partially in English and partially in German, which brings in a cross-cultural element. The nature of the writing, that of a song. opens it up to a greater variety of reading levels and academic knowledge levels. iii. This text is to be used in conjunction with the music video of the song. Together, they are the catalyst for a discussion of America in the modern world. Utilizing guiding questions, the discussion is to range from American’s post-Cold War legacy and view in Germany, through the way the nation is viewed around the world and the influence it has. iv. See attachment 1 for a copy of these texts
 * Annotated Bibliography: **
 * 1) A. Print Resources
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Lindemann, T. (Composer). (2003). Amerika. [Rammstein, Performer, & T. Lindemann, Conductor] On //Reise, Reise//. Mexico City, Mexico.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This article in a German periodical describes the opening of a new exhibit in a museum in Bonn centered on the relationship between American and Germany throughout the Cold War. Touching upon some of the history of the relationship, the text explains why there is some controversy around the exhibit and the reasons for its existence. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This text is written at an average reading level for eleventh grade students, if not a bit below. Conveying some of the academic knowledge students are expected to have already learned, the text is well suited for working with students who are missing some academic knowledge for whatever reason. The text is quite readable and moderately interesting to most students (hopefully). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. This text is to be one of three given to the class, distributed among groups of students. The students in the groups are responsible for reading, and then presenting their article to the class. This is to be done in class. Each group will share, and then a class discussion on the articles will take place, guided by the teacher. The goal is to encourage the students to see the legacies of the Cold War. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. The article is available online at: []
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Ward, J. (2013, April 5). From Bombs to Obama: Germany's Complicated Love of America. //Der Spiegel//.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. Covering the story of a photographer, this article discusses now-abandoned former East-German factories and the sad fate which they face. Discussing some of the industries of the former Soviet satellite state, the article outlines some of the emotions which are attached to the places and the old buildings while also touching upon the downside of unifying the two Germanys. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. Written at grade level, but encompassing a more abstract concept and relying on a more complex understanding of the material, this text works well for students who are reading well and have a good command of the subject matter. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. This text is to be one of three given to the class, distributed among groups of students. The students in the groups are responsible for reading, and then presenting their article to the class. This is to be done in class. Each group will share, and then a class discussion on the articles will take place, guided by the teacher. The goal is to encourage the students to see the legacies of the Cold War. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This article is available online at: []
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Hurst, F. (2013, April 12). Rust in Peace: East Germany's Forgotten Factories. //Der Spiegel//.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. The article’s focus is on the interesting contradiction between the German government’s relations with Russia and the US. Discussing the subject in terms of recent events, the article touches upon history but has a greater emphasis on the current German administration’s actions. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This text, with some modifications in the form of vocabulary and concept explanations, would work well with students who are missing some reading skills and some academic knowledge. Focusing more on current events which students should be familiar with, the students do not have to have all the detailed knowledge of the historical relationships of these countries. Additionally, the relative shortness of this article, as well as its relative simplicity makes it ideal for use in this manner, with some assistance from the teacher. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. This text is to be one of three given to the class, distributed among groups of students. The students in the groups are responsible for reading, and then presenting their article to the class. This is to be done in class. Each group will share, and then a class discussion on the articles will take place, guided by the teacher. The goal is to encourage the students to see the legacies of the Cold War. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This article is available online at: []
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Augstein, J. (2013, December 9). Opinion: Tough on Russia, Easy on America. //Der Spiegel//.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. A very current event, this article discusses the President’s current trip to Europe to meet for the G7 summit on Nuclear Proliferation. Written with a focus on the tensions in the area based on the recent actions of Russia, the piece brings up a delicate and complicated question of how the US and Europe interact, as well as the nature of US-Russian relations today. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This text would work well as part of a guided reading or a scafolded reading assignment. Not overly long, and written in a readable way, the text covers current events which students might be familiar with. These combinations of factors make it ideal of use across the various strength-weakness pairs described by Buehl, so long as it is paired with the proper supports. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. This text could serve any number of uses within the classroom, but would most likely be utilized as part of a prompt for students to respond to in a mini-essay. Calling on students to apply what they have learned over the weeks of study, the assignment would bring the past and present together. For students who were not as knowledgeable due to academic shortcomings, the nature of the subject, a current event, should enable them to respond in a meaningful way. Students lacking some reading will have to work hard to accomplish this task, but it should not be as daunting due to the relatively curt length of the essay. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This article is available online at: [|http://www.latimes.com/world/worldnow/la-fg-wn-obama-europe-cold-war-ukraine-20140324,0,1280772.story#axzz2x71mjnJb]
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Hennessey, K. (2014, March 24). Obama says crisis in Crimea should not be seen in Cold War terms. //Los Angeles Times//.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This is the music video for the song “Amerika” by Rammstein. Set on a fake Moon Landing set, the film features the band performing in NASA space suits on the moon. Their actions, which mimic to a certain degree those of the Apollo astronauts, are interrupted by scenes of American influences on cultures around the world. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This video is accessible to everyone equally, as they all share the same disadvantage of not understanding German (presumably) while simultaneously all seeing the images associated with the words to grasp the meaning. Regardless of students strengths or weaknesses, students will be able to react to and discuss the video. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. This video would be used in conjunction with the printed lyrics. First asking the students to work with just the German lyrics and video, before sharing the translated lyrics, the class would be tasked with deciphering the meaning of the song. Subsequently, the class would discuss, led by the teacher, what the song says about American influence and American cultural diffusion. This would then be examined in the context of the post-Cold War years and speculation would be encouraged in regards to what effects the Cold War had on the subject. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This video is available on Youtube at: []
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">B. Media Resources
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Lindemann, T. (Composer). (2003). Amerika. [Rammstein, Performer, & T. Lindemann, Conductor] On //Reise, Reise//. Mexico City, Mexico.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This source is not a single source, but rather a group investigation using Google Images. Utilizing either, individual computers or a projector, the class would conduct a good image search for search terms related to the Cold War and the fall of the Berlin Wall. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This activity is accessible to all students as no direct text is utilized. Rather, students are required only to ask questions and generate a list of queries for further investigation. All students would be involved in the activity and no question would be considered stupid. Those students who were lacking academic knowledge would be able to alert the teacher to what they knew and didn’t know. Those students who struggled with reading would be able to build off their peers’ questions as well as generate their own based on the images. Students adept in both, would be able to lead the class and generate more complicated questions. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. Having conducted the class-wide search, students would then point out images they wished to see in greater detail and ask questions about them. As a class, a list of questions would be generated based off the pictures viewed. Together, the class would then attempt to answer these questions over the course of the unit. There would also be merit in having students record and submit their own questions for tracking purposes. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. An example search can be found here: https://www.google.com/search?hl=en&authuser=0&site=imghp&tbm=isch&source=hp&biw=1366&bih=643&q=Berlin+Wall+fall&oq=Berlin+Wall+fall&gs_l=img.3..0l6j0i5.3959.8172.0.8423.16.13.0.3.3.0.111.937.12j1.13.0....0...1ac.1.38.img..0.16.942.J6_2LjKH1MQ#authuser=0&hl=en&q=Berlin+Cold+War&tbm=isch
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. No Citation for this Source

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This source is an interactive map of Europe. Students can use their mouse to display information about the various countries and how their borders changed over the transition from Cold War to post-Cold War years. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This interactive is useful for all forms of student strength-weakness matches. Those students who are struggling to read can see the changes in the map, and then have the opportunity to read (relatively) brief summaries of the countries’ current statuses. For those students lacking academic knowledge, the map clearly illustrates some of the basic changes which occurred, while also articulating some of those same changes. For students who have strengths in both these areas, the map provides detailed information which can be used to further complex thought on the Cold War. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. This interactive works well in a classroom setting with students working in groups of mixed ability levels sharing a single computer and working together to complete a worksheet, followed by class discussion of the answers where each group member must share. In this way, students have the opportunity to help each other learn using the map while being guided in their learning. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This map can be found online at: []
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">C. Interactive Resources
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">European history Interactive Map //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">. (2009). Retrieved from Worldology: http://www.worldology.com/Europe/europe_history_lg.htm

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This website is an interactive frequently-asked-questions type page about Nuclear Weapons and Nuclear Material around the world. Students can explore the maps, see where there are nuclear weapons or materials around the world. Additionally, students can read short blurbs about nuclear weapons accidents which have occurred. For those wishing to read more, there is extended print about nuclear proliferation. This is an anti-nuclear weapons website, and thus opens discussion on controversial topics related to nuclear technologies. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This website is accessible to all students, though those with matchup assets have the most to gain from the site. Those with matchup gaps and mismatches can still understand the subject and learn about the topic, enabling them to participate in class activities, but they will not get as much out of the activity. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. This interactive would work well to introduce the subject of nuclear proliferation with students. Additionally, a worksheet could be constructed to accompany student use of the site. This website would be most effective when students work independently. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This interactive can be found at: []
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Get the Facts //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">. (2014). Retrieved from Global Zero: http://www.globalzero.org/get-the-facts

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. This article is an in-depth review of the Cold War, with a focus on its effects felt today and into the future. By comparing the Cold War era with that of today, certain conclusions regarding the future can be drawn. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. This text is accessible only to those who are experts in the field. This text is not for use with students, unless they are extremely advanced in the subject matter and their reading level is above average. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. This is a high-level historian’s report. Such a text would be useful for teachers who feel themselves wholly competent on the subject matter and who wish to gain greater insight into it so as to better convey the information the students ask about. This article would be for teachers to be more able to answer student questions with detailed, accurate response. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. This text is available online at: []
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">D. Instructional Resource
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Mearsheimer, J. J. (1990, August). //Why We Will Soon Miss The Cold War.// Retrieved from Teaching American History: http://teachingamericanhistory.org/library/document/why-we-will-soon-miss-the-cold-war/
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">E. Rationale, Specific
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. The use of the song Amerika, in both video and print format, is designed to be used with ELL students who have progressed beyond 3 of the WiDA scale. This lesson plan utilizes both print and media resources, which incorporate a language other than English. In this way, the texts can help students cross the boundary of native to non-native English speakers by effectively leveling the playing field. Concurrently, the media utilized enables all students, regardless of their language abilities, to have the opportunity to understand the material and thus participate in class discussion.
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. While many of the texts can be utilized with or modified to fit students with various matchups, Print resources numbers 2, 3, and 4 pair well with each of the three matchups. Resource 2 works well with students who have matchup gaps, as its writing style and content make it ideal of use with students who are capable, but require some additional support. Resource 3 works well with students who have matchup assets, as it is slightly more advanced in its dependence on concept understanding and is written at a slightly higher level. Resource 4, with a few previously stated supports, works well with students with mismatches, as it is more current and focused on a grander scale. It is also shorter. This text requires less conceptual understanding and can function with students who read at a lower level, enabling them to develop content literacy skills while also participating actively in the activity.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">These various texts would be utilized in the classroom in a variety of ways, across a series of lessons. Not all students would be required to read every text, though they would have the option if they felt so inclined. As previously outlined, certain texts would be used in conjunction with other texts so as to form a cross-ability-group lesson which would reach all students. To use these texts in the classroom would require a fair amount of preplanning and time management, but with the proper supports and directions, these texts are attainable by every student in the classroom and open the door for all to participate actively in classroom learning. = =