DMcFillin

David McFillin Dr. Coiro EDC 448 March 1, 2012 Diverse Text Set The purpose of creating this text set is to help give my students a better understanding of the American Revolution. The students should be able to see the importance and the significance of the colonies actions by joining together to form one, rather than thirteen individuals. The textbook and the online video clips can be beneficial throughout the section as they can be used to further support information that we are covering in class. Benjamin Franklin’s biography gives the students a chance to learn about one of the most important people in American history and also a chance to see how he was involved in the political decisions of the time. //A Political Litany, Common Sense//, and the online propaganda and illustrations all apply to different forms of propaganda used by the colonists to help persuade the others that separation from England was the right decision. The Letter from George Washington will give the students a chance to actually see how communication differs from today, how unreliable letters could be during the war, and a chance to look at the significance of what that letter was trying to look at. My Online Interactive Resources give the students a chance to tie all of the material together and to practice quizzes and review for the exam. I can also use the teaching guide to help me personally with different approaches or ideas to the topic. National Standards for Social Studies Teachers (NCSS revised 2002) Individual development and Identity: 1). Assist learners in articulating personal connections to time, place, and social/cultural systems; 2). Help learners to appreciate and describe the influence of cultures, past and present, upon the daily lives of individuals;
 * Context for using the text set: ** The text sets that are provided below are intended to help enhance the students understanding of the American Revolution. This unit on the American Revolution is intended for a High School Sophomore level history class.
 * A. Print Resources: **
 * Text #1: ** //American History//
 * **Citation: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Dallek, Robert., Garcia, Jesus., Ogle, Donna. M., Risinger, Frederick. (2007). //American History.// Evanston, Il: McDougal Littell.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text Summary: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //American History// is a text book that I would plan on using in class. The text provides multiple chapters about the revolution which covers what led to revolution, the war, and reconstruction right after the war had ended.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //American History// is useful in that the basis of my lesson plans almost every day will come from the textbook. The text provides information on the three main processes which I will cover in class with what led to the revolution, the war itself, and reconstruction after the war was over. It is also beneficial for the students as they will all have a copy.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use of text: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This will be the general focus of the class as we move throughout the unit. It will provide the basis for what we will be covering each day and will enable me to spend more time on points that I feel that this book does not cover.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attachment: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> N/A
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #2: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Benjamin Franklin Biography
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Benjamin Franklin Biography. (n.d.). Retrieved February 27, 2012, from History Central, American Revolution website, []
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text Summary: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This is a short biography on Benjamin Franklin. It does not go into great detail about all of his accomplishments but it covers the most important of his life including his political role in the American Revolution.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I chose this biography as I wanted to give my students a better understanding of one of the most important men in American History. Besides all of his scientific and other inventions, Franklin was also a key figure in the decisions of separation from the British, the continental congresses, the Articles of Confederation, and helped shape our new Government.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use of text: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I would spend one day in class specifically focusing on Benjamin Franklin. We would look at this biography together through handouts for each student and ask the students to write a brief summary no more than a page on why they felt that Franklin was so important.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attachment: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A copy of the Biography can be found under Attachment 1.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text # 3: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //A Political Litany//
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Freneau, Philip. (1775). //A Political Litany//. Retrieved February 27, 2012, from Academy of American Poets, []
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text Summary **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //A Political Litany// is a poem written pre-Revolutionary War by Philip Freneau. The poem strongly favors for the colonies to unite together to break ties from the British.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> One of the aspects I would like to bring into teaching this particular topic is different types of propaganda and methods used throughout the colonies to separate from England. This is a great poem in that aspect as it clearly expresses pro Patriotism.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use of text: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I would have the students read the poem to themselves and then bring the class back together for a discussion. I would have the discussion centered around the poets feelings about revolution and if they felt that it would help persuade the students to join the cause.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attachment: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A copy of the poem can be found under Attachment 2.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #4: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Thomas Paine: //Common Sense//
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Paine, Thomas M. (1776). //Common Sense//. Retrieved February 27, 2012, from Archiving Early America, []
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text Summary **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //Common Sense//, is Thomas Paine’s famous pamphlet that was made available throughout the colonies. Paine wrote about the need for the colonies to break away from the English. His writing was very influential and helped unite the colonists to make that break away from England.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Common Sense// can be argued in that it helped influence the colonies to unite together to separate from England. It is a great source to look at again as far as propaganda and to see what helped motivate the colonies to join together to fight the British.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use of text: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> We would look at the text together in class and use the Think Aloud strategy in groups to try and get a better understanding of what exactly this text is asking the colonists to think about.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attachment: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A copy of the pamphlet can be found under Attachment 3.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #5: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A letter from George Washington to Benjamin Tallmadge
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Washington, George. (1779). //Spy letter//. Retrieved from February 27, 2012, from Spy Letters of the Revolution, []
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text Summary: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This in particular letter was a letter intercepted by the British forces intended for the Culper Gang from George Washington. Washington was using the Culper Gang to help track the movements of the British throughout New York and Long Island.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This letter can be greatly underappreciated today with all of the technology and other means of communication. I want the students to examine this letter and a couple of the others on the website and take a look at the fastest means of communication was at this time period.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use of text: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I would have my students go to the computer lab to look at the website above with all of the letters on this site. They were all written during the war, and all of them were captured by spies. I want to have them examine critically three letters and then write a paragraph on the importance of each letter and why it is significant.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attachment: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> N/A
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">B. Media Resources: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #6: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Video Clips from the Revolutionary War
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //American Revolution//. (n.d.). Retrieved February 27, 2012, from History.com, []
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text Summary: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This website offers numerous video clips all about the Revolutionary War. They vary in length but the videos cover a wide range of topics.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This website can be very beneficial to me as a use of another source for what I am talking about in class. The video clips would provide me with a follow up to a discussion or activity in class on a specific topic.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use of text: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I would use these video clips at the end of every class to go over a topic that we covered in class that day. The clips can be used to help those who are better visual learners or just to get a better understanding of what was covered that day. It is also a great way to make sure students stay on task so they can watch the movie clips or gives them a goal to strive to finish the classwork.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attachment: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> N/A
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #7: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Propaganda and Illustrations
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //The American Revolution//. (2010). Retrieved February 27, 2012, from John Bull and Uncle Sam, Library of Congress, []
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text Summary: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This website offers a couple different newspaper illustrations that were propaganda used against the British. The site also contains official documents, illustrations of battles, and other useful sources for looking at the Revolutionary era.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This would again be beneficial to me when looking at the different types of propaganda used by the colonists against the British. It has multiple examples of the propaganda and also offers illustrations of battles and the Stamp Act which I could also use in class.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use of Text: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I would use this website in class one day and we would look at the images together through a smart board or by connecting my laptop to a projector. I would then look at the images separately and ask the students what the purpose of each picture is and to figure out together if they thought that the picture was beneficial or not in its use as propaganda.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attachment: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> N/A
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">C. Online Interactive Resources: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #8: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Neo k12 American Revolution
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //American Revolution//. (2011). Retrieved February 27, 2012, from Neo k12, Educational Videos, Lessons and Games for K-12 School Kids, []
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text Summary: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This website provides many different types of games, video clips, pictures, and quizzes. While all of these are beneficial to what I am covering in class, I would like to focus specifically on the game Label the American Revolution Timeline.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This game is great on that it has some of the most important topics of the period that I would be covering in class. It would be a perfect tool to help the students polish up before a test.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use of text: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I would use this game in class as a review for an exam on this unit. I would have the class play the game together, but in order to answer a question, the class must have 2/3 agree on the same answer before it can be chosen. Just like the Continental Congresses needed to make a decision.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attachment: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> N/A
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text # 9: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Liberty! The American Revolution. The Road to Revolution
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Brady, Timothy. (2004). //The Road To Revolution game//. Retrieved from []
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text Summary **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: This website provides many different resources and activities to help students learn more about the Revolutionary War. In particular, I am focusing on the online quiz called the road to revolution. This game offers multiple choice questions and will not let you leave the question until you have gotten the question correct; making sure the quiz taker knows the answer before moving on to the next question.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I think that this would be a great way for the students to test their knowledge of the material. It is in a non-pressured environment so the students will not feel like they have to do well or they will get a bad grade. It can also be a good indicator whether they know the material or need to spend some more time reviewing it.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use of text: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I would have the students take the quiz in the computer lab if available to test their knowledge of the material.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attachment: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> N/A
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">D. Instructional Resources: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #10: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> United States History: Connecting the Past to Present Virginia Standards of Learning
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //United States History to 1865.// (2012). Retrieved February 27, 2012, from Virginia Standards of Learning at []
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text Summary **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: This site provides teaching standards, instructional topics to cover in class, and other links to find additional help if needed.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This would be a great secondary source for me as a teacher to look at possible ideas for discussion in class one day or by using the other links to look for fun games or other resources that I could use in class.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use of text: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I would take some of the suggested instructional strategies that I feel relate to what I am teaching in class and use them as a basis for a class discussion. I could also use them as a review and ask them after I am done a topic if the students could repeat the new information back to me.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attachment: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A copy of the Instructional resource can be found under Attachment 4.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using these texts together in a classroom: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Objectives: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Dave, <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I really enjoyed reading your text set. I was a bit skeptical at first about the inclusion of Common Sense, because I remember it being a difficult read, I think it is great that you are using a primary source for a think aloud activity!! I also like that you included video clips. I think that it is important to not only allow for visual learners to excel, but also I think it is beneficial for student to be able to view something that they have learned about, both to clear up points of confusion, but also to help students remember things that they may not remember otherwise. Finally, I LOVED your game idea!! I think it is great that the students have to have a 2/3 vote, like congress. Very creative and fun for the students! Great Job! <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gillian

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">There is a great mix of materials here that should appeal to a wide range of students. The games look like a fun way to wrap up the unit. I don't recall seeing too much poetry in history (other than Mr. Key) and it helps to give a diverse set of voices to see what people were feeling. The only thing was I could not find the propaganda piece but I imagine it would help to show the origins of editorial cartoons. Mike