Kristen+Jacob 

Kristin Jacob EDC 448 25 March 2014 Annotated Bibliography of a Diverse Text Set CCSS.ELA-Literacy.RI.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text
 * Context for using the text set:** The grade level focused on for this text set will be 10th grade World History. The topic/ unit of study is World War II. It is a diverse classroom with varying ability levels.
 * Content Objective:** Students will be able to identify key concepts of World War II along with having an in depth understanding of the topic through various resources.
 * CCSS.ELA-Literacy.RI.9-10.2 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.
 * Reading/ Thinking Objective:** Students will be able to read various texts with various rigor levels pertaining to World War II and be able to pull out key ideas/ themes.

McDougall Publishing Staff Staff. (2006). //World history: Patterns of interaction//. (07 ed.). McDougal Littell. Retrieved from http://www.textbooks.com/BooksDescription.php?BKN=758600&SBC=GCY&kpid=9780618690084U&kenshu=2bff3f33-d76f-bda8-32c9-00002cec43d5&mcid=XKS-7558-4-375-GoogleShopping-PRIDREPLACE-291&gclid=CLTE_Yb9q70CFYeUfgodK3gAKw
 * A. Printed Resources:**
 * Text #1:**
 * **Text Summary:** This text is a textbook designed for grades 9-12 with over 30 chapters about world history. It focuses on the various interactions between countries throughout history.
 * **Rationale:** Providing a textbook with images and simple vocabulary will benefit all students in the classroom who are at various reading levels without sacrificing content.
 * **Use of text:** This textbook will be used throughout the unit for students to refer to for facts and information. There will be assigned chapters for students to read to compliment the other texts assigned listed in this text study.

Hitler, A. (2009). //Mein kampf: Official nazi english translation//. Elite Minds Inc. Retrieved from http://www.rakuten.com/prod/mein-kampf-official-nazi-english-translation/211594614.html?listingId=-1&scid=pla_google_rakuten.com&adid=17260&gclid=CLLc8sqArL0CFVJffgodfR4A0g Hayes, G. (n.d.). //The soldiers christmas poem//. Retrieved from http://www.world-war-2.info/poems/poems_20.php
 * Text #2:**
 * **Text Summary:** Written as an autobiographical manifesto, this primary source outlines his political ideologies about his plans for the future of Germany.
 * **Rationale:** Adolf Hitler was a key figure during World War II, and was the leader of Nazi Germany. His great impact on the country and history and a whole should be learned when studying this unit. This primary source is incredibly complex compared to some of the other texts provided for the unit. This would target students with match up assets because they have a high processing ability and high academic knowledge.
 * **Use of text:** The students will analyze specific chapters that support their learning objectives for this unit. They will have a different perspective on the interactions of the war.
 * Text #3:**
 * **Text Summary:** The poem is written with Santa Claus as the narrator. He describes coming down the chimney of this particular house to find no Christmas decorations but a solider sleeping alone in his house. It puts a new perspective on the war with the soldier as not a hero.
 * **Rationale:** This poems vocabulary is not difficult and is fairly easy to read, all students 1-9 should be able to comprehend and analyze this poem.
 * **Use of text:** The students will first read the poem alone then work in groups to pick out the key points and themes that the author describes.
 * Text #4:**
 * Lowry, L. (1998). //Number the stars//. Laurel Leaf. Retrieved from http://www.goodreads.com/book/show/47281.Number_the_Stars
 * **Text Summary:** This fictional novel is about a young girl, Annemarie Johansen, growing up in Copenhagen during the 1940’s. When the jews of Denmark are “relocated”, Annemarie’s family takes her best friend who is Jewish in to safe her life.
 * **Rationale:** This book is written for young adults and would target students with match up gaps. They have various processing and academic ability but will be able to read it without too much difficulty.
 * **Use of text:** There will be different pages assigned for the students to read throughout the unit at home. There will be guiding questions for the students to answer along the way to ensure that the students are picking up on the main ideas while at home.
 * Text #5:**
 * (2007). WWII Deaths [Print Graphic]. Retrieved from http://www.candlepowerforums.com/vb/showthread.php?263721-Charts-amp-Graphs
 * **Text Summary:** This bar graph and pie graph provides a numerical perspective of the deaths and causalities of the various countries involved in the war. It includes the number of deaths of not just soldiers but civilians as well.
 * **Rationale:** These graphs would target students with matchup assets, having both high academic and processing abilities. It may be difficult to conceptualize these large numbers for struggling students.
 * **Use of text:** Students will analyze the graph and will be given questions to answer about what the graph tells us.


 * B. Media Resources**
 * Text #6:**
 * Unknown navy photographer. (Photographer). (1941). USS SHAW exploding Pearl Harbor [Print Photo]. Retrieved from http://en.wikipedia.org/wiki/File:USS_SHAW_exploding_Pearl_Harbor_Nara_80-G-16871_2.jpg
 * **Text Summary:** This image shows the attack of the naval ship USS Shaw on December 7th, 1941 in Pearl Harbor, Hawaii. The photographer is taking the picture from a near by beach.
 * **Rationale:** This image is a primary source and allows students to get a clearer visual of what the text they read actually looked like. Students with match up gaps, mismatches and match up assets will all be able to analyze this image.
 * **Use of text:** I will first show a different image and analyze it in front of the class as an “I do, we do, you do” approach. After students will independently write what they observe from this image then share with the class in a discussion about how it reflects what they are learning in this unit.
 * Text #7:**
 * Herman, M. (Director) (2008). //The boy in the striped pajamas// [DVD]. Available from http://www.imdb.com/title/tt0914798/
 * **Text Summary:** This movie is about two young boys who develop an unusual friendship. One is imprisoned in a concentration camp and the other lives in a house through the woods. The two develop a friendship by sitting on opposites sides of the camps fence.
 * **Rationale:** This movie is accessible for all students no matter their academic or processing ability. This will address the ELL students by turning on Spanish subtitles for them to read along, and also listen in English.
 * **Use of text:** Students will watch the movie with guided questions throughout to ensure that the students pick up on the key ideas of the video. It offers the students the chance to visualize the camps that they have previously learned about.


 * C. Online Recourses**
 * Text #8:**
 * // Inside world war ii: A global perspective // . (n.d.). Retrieved from http://www.history.com/interactives/inside-wwii-interactive
 * **Text Summary**: This interactive timeline on the history channel website allows the viewer to click on certain continents and specific dates during WWII to have an interactive experience with images and facts.
 * **Rationale:** Students of all processing and academic abilities will benefit from this timeline, especially students with mismatches who have low processing and academic abilities.
 * **Use of text:** Students will go to the computer lab and spend a class period exploring the website and write down interesting facts that they did not previously know.
 * Text #9:**
 * Discovery Channel. (n.d.). //World war ii quiz//. Retrieved from http://www.discovery.com/tv-shows/curiosity/topics/world-war-ii-quiz.htm
 * **Text Summary:** A ten-question quiz about World War II facts including dates, key figures and locations. It is colorful and appealing to the students.
 * **Rationale:** By the end of the unit, students of all match ups or abilities should be able to take this quiz.
 * **Use of text:** The students will take this quiz as a frontloading technique to assess how much information they already know. Then, at the end of the unit the students will take the quiz again to see how much they have improved and what they may still need to work on before the chapter quiz.


 * D. Instructional Resource**
 * Text #10:**
 * // World war ii teacher resources // . (n.d.). Retrieved from https://www.teachervision.com/world-war-2/teacher-resources/6680.html
 * **Text Summary:** This web page is designed for teachers to provide key concepts to include in their unit of World War II, along with links to different websites to use for specific topics.
 * **Rationale:** This is used specifically for the teacher to use to enhance their instruction for students of all learning abilities
 * **Use of text:** I will use this web page throughout the unit to make sure that I am including important facts and figures in my unit.


 * Which texts/tasks selected for each type of learners:**
 * Students with Matchup Assets: Text #1,2,3,5,6,8,9
 * Students with Matchup Gaps: Text#1,2,4,6,8,9
 * Students with Mismatches: Text #1,2,8,9
 * Non-native English Speakers: Text #7


 * Using these texts together in the classroom:** To begin the unit on World War II, students will first take the quiz (Text #9) to frontload their knowledge and reflect on what their previous knowledge is. The textbook (Text #1) will be provided at the beginning of the year for the students so they will already have it. The novel (Text #4) will be given at the beginning of the unit for the students to read as homework assignments over the course of a couple of weeks with questions to answer and hand in along the way. The primary source (Text#2) will take several days to read together as a class. The images (Texts 5 and 6) will be analyzed one day during the unit using their textbook to answer questions. The video (text #8) will be shown at the end of the lesson and the timeline (Text #7) will be given for the students to use as a study tool.

Text #3: T'was the night before christmas. He lived all alone, In a one bedroom house. Made of plaster and stone. I had come down the chimney With presents to give And to see just who In this home did live I looked all about A strange sight I did see No tinsel no presents Not even a tree No stocking by mantle Just boots filled with sand On the wall hung pictures Of far distant lands With medals and badges Awards of all kinds A sober thought Came through my mind For this house was different It was dark and dreary I found the home of a soldier Once I could see clearly The soldier lay sleeping Silent alone Curled up on the floor In this one bedroom home The face was so gentle The room in such disorder Not how i pictured A new zealand soldier Was this the hero Of whom I'd just read? Curled up on a poncho The floor for a bed? I realized the families That I saw this night Owed their lives to these soldiers Who were willing to fight Soon round the world The children would play And grownups would celebrate A bright christmas day They all enjoyed freedom Each month of the year Because of the soldiers Like the one lying here I couldn't help wonder How many lay alone On a cold christmas eve In a land far from home The very thought brought A tear to my eye I dropped to my knees And started to cry The soldier awakened And I heard a rough voice "Santa don't cry, This life is my choice;  I fight for freedom  I don't ask for more  My life is my god  My country, my corps  The soldier rolled over  And drifted to sleep  I coundn't control it  I continued to weep  I kept watch for hours  So silent and still  And we both shivered  From the cold night's chill  I didn't want to leave  On that cold dark night  This guardian of honor  So willing to fight  Then the soldier rolled over  With a voice soft and pure  Whispered "carry on santa It's christmas day all is secure." One look at my watch  And I knew he was right  "Merry Christmas my friend And to all a good night." - ** Grant Hays ** Text #5:
 * The Soldier's Christmas Poem **

Text #6: