Ben+McAndrew 

Ben McAndrew 4/1/15 EDC 448 – Diverse Text Set Assignment Dr. Coiro

Secondary, Grades 10-12 US History or Civics Unit: The Cold War; The Executive Branch and the Role of the President Topic: 35th President John F. Kennedy
 * Name: Ben McAndrew **
 * Context for using the text set: **


 * Content Objective: **
 * **Aligned to NCSS Content Standards 1, Culture: **Through the examination of John F. Kennedy’s leadership role in men’s fashion trends of the 1960s**; 2, Time Continuity and Change:** Through the study of John F. Kennedy’s presidency and legacy, and the imprint his life left on the United State’s collective consciousness**; 4, Individual Development and Identity:** Through the examination of how our nation’s leader shaped his own identity through his fashion style throughout his life**; 5, Individuals, Groups, and Institutions:** By exploring the policy initiatives that entailed Kennedy’s //New Frontier// and what this meant to Americans**; 6, Power, Authority and Governance:** Through the study of Kennedy’s biography and upbringing, and the challenges he faced as commander-in-chief**; 8, Science, Technology and Society:** Through the exploration of Kennedy’s //New Frontier// policies**; 9, Global Connections:** Through the exploration of Kennedy’s //New Frontier// policies.

> To learn about the role of the POTUS in domestic and international affairs; To learn about the life and times of President John F. Kennedy; To learn about the historical interpretations of the circumstances surrounding the assassination of President John F. Kennedy. The texts in this annotated bibliography are geared toward secondary students in grades 10-12. The use of these texts in the classroom align with the below Common Core ELA standards for grades 11-12:
 * **Reading/Thinking Objective: //The Role, The Man, The Legacy// **
 * **Aligned to Common Core ELA Standard for grades 11-12 **

[|CCSS.ELA-Literacy.RH.11-12.1]
 * Key Ideas and Details: **

 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. [|CCSS.ELA-Literacy.RH.11-12.2]

<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">[|CCSS.ELA-Literacy.RH.11-12.3]

<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">[|CCSS.ELA-Literacy.RH.11-12.4]
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Craft and Structure: **

<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines //faction// in //Federalist// No. 10). <span style="font-family: 'Times New Roman',serif; font-size: 16px;">[|CCSS.ELA-Literacy.RH.11-12.5]

<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">[|CCSS.ELA-Literacy.RH.11-12.6]

<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">[|CCSS.ELA-Literacy.RH.11-12.7]
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Integration of Knowledge and Ideas: **

<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">[|CCSS.ELA-Literacy.RH.11-12.8]

<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">[|CCSS.ELA-Literacy.RH.11-12.9]

<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">[|CCSS.ELA-Literacy.RH.11-12.10]
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Range of Reading and Level of Text Complexity: **

<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.


 * <span style="font-family: 'Verdana',sans-serif;">A. Print Resources: **
 * <span style="font-family: 'Verdana',sans-serif;">Text #1: //The Handy President’s Answer Book: “Duties and Powers”// **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: Matuz, Roger. (2004). //The Handy President’s Answer Book.// Detroit, Michigan. Visible Ink Press. 7-17
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: This Text is an excellent introduction to The Executive Branch and the Role of the President of the United States in the US Government, as defined by the constitution. It includes excerpts from the constitution and 1-paragraph descriptions of each of his duties and powers.
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: This text appears in a book called “The Handy President’s Answer Book” and is a good, thorough description of the duties and responsibilities off the POTUS. Its question-and-answer format renders it easy to read for most readers at the secondary level. Moreover, the depth of information will be enlightening to the following reader profiles: Assets and Matchups. Mismatch readers may experience greater challenge reading the text by themselves, and thus it should be expected that more time will need to be spent on this text for these students, or certain parts can be omitted and better explained orally.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: Advanced students could read this text for homework. Both advanced and middle-level students could use this text as a supplement to a short presentation on the role of the POTUS; Lower performing students or ESL students would benefit best from this text through a “close reading”.
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: See attachment #1 for a copy of this text


 * <span style="font-family: 'Verdana',sans-serif;">Text #2: Kennedy for President: Leadership for the 60’s Campaign Poster **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: John F. Kennedy Presidential Library and Museum. (2015). [Kennedy for President, Leadership for the 60’s Campaign Poster] John F. Kennedy 1960 Presidential Campaign. Designed by Donald Wilson. []
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: Campaign poster from John F. Kennedy’s 1960 Presidential Campaign. Includes thoughts from designer Donald Wilson’s Oral History interview with the John F. Kennedy Presidential Library
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: President Kennedy has been referred to as the “Television President” for his skillful use of the media and images of himself during his campaign and his presidency. This poster is one such example that appeared across the United States.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: Used as primary source document for analysis and discussion
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: See section #1 for a copy of this text


 * <span style="font-family: 'Verdana',sans-serif;">Text #3: A History of US: “Passing the Torch” – **<span style="font-family: 'Verdana',sans-serif;">A short biography of JFK
 * <span style="font-family: 'Verdana',sans-serif;">Citation: Hakim, Joy. (2006) A History of US 3rd Edition. New York, New York. Oxford University Press. Ch. 17, //Passing the Torch.// 88-92
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: A short biography of John F. Kennedy, including his patrician background and the atmosphere and symbolic significance of his election and inauguration.
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: This was selected for several reasons. First, it is easy to read for most readers while still offering opportunities for new vocabulary like “patrician”. It is succinct: A short description of JFK’s background and description of the symbolic significance of his inauguration. Lastly, it paints a picture of the cultural landscape of the 1960’s USA and affords the instructor to discuss figures such as Robert Frost and Dwight D. Eisenhower.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: May be used for students to make a creative assignment about JFK such as a comic story line, political cartoon, or perhaps a Resume. Additional uses include a close reading or for use as a document-based question.
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: See Section 1 for a copy of this text


 * <span style="font-family: 'Verdana',sans-serif;">Text #4: “The New Frontier” from US History Textbook “The Americans” **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: Danzer, et. Al. (2009) The Americans: Reconstruction to the 21st Century. Evanston, Illinois. McDougal Littel. Section 2, //The New Frontier.// 679-683.
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: Outlines the Presidency of John F. Kennedy, including his “New Frontier” policy initiatives. Topics include his promise for progress, economic stimulus initiatives, The creation of the Peace Corps, The Alliance for Progress, The Space Race, and his Assassination
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: This is a quintessential textbook section about JFK’s presidency from beginning to end, in 4 pages.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: Use for close reading or reference
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: See section #1 for a copy of this text.


 * <span style="font-family: 'Verdana',sans-serif;">Text #5: 1960 Election Results Graph **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: Jim Rickards Project 2015. (2015) [1960 Presidential Election Results] http://uselectionatlas.org/RESULTS/national.php?year=1960
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: This graph shows the distribution of votes for candidates in the 1960 Presidential Election
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: This visual representation of electoral data shows just how close the election of 1960 was, and illustrates voting trends in different regions of the country.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: Could be used in a Civics or History to show voting trends over time (for example, how the south used to be democratic and now it isn’t) or how close the 1960 election was.
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: See section #1 for this text. The 50-state red/blue map did not print but appears in the internet in the box below the pie charts.


 * <span style="font-family: 'Verdana',sans-serif;">Text #6: “Political Hairstyles” **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: Craig, John. (2008). //Political Hairstyles.// Justnotsaid.blogspot.com. Retrieved From: http://justnotsaid.blogspot.com/2008/12/political-hair-styles.html
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: This is a blogger’s opinion piece about how the hair styles of iconic politicians John F. Kennedy and Robert F. Kennedy shaped the hair style selection of politicians of later generations.
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: This easy-to-read opinion piece about the hair style choices of JFK and his brother Robert shaped the style trends observational in the hair style selections of later generations of politicians.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: May be used for students in US History or Civics classes to write opinion pieces critiquing politician’s personal presentation; a DBQ assignment pertaining to Politicians and popular culture;
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: See section #1 for this text.


 * <span style="font-family: 'Verdana',sans-serif;">B. Media Resources **


 * <span style="font-family: 'Verdana',sans-serif;">Text #7: “He Was A Friend of Mine” lyrics by 1960s band The Byrds **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: Dead Man. (2013). //Turn Me On, Dead Man: JFK Assassination Songs: “He Was A Friend Of Mine” by The Byrds.// Retrieved from [|//http://turnmeondeadman.com/jfk-assassination-songs-he-was-a-friend-of-mine-by-the-byrds//]
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: Article about songs relating to the Assassination of JFK. User “Dead Man” wrote a short history of the song’s development over time, from as far back as 1932, to songwriter Jim McGuinn’s final version as performed by the 1960s band “The Byrds.” Also included is the song lyrics, an interpretation of each line of the song’s lyrics, and a music video of the song that users can play and listen to.
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: This great piece of music is telling of the emotional impact of the Assassination of JFK on the nation as a whole and on the song writer in particular. It demonstrates the place of music in popular culture.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: Can be played in-class as an artifact, circa 1964.
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: Lyrics and Article in Section #2


 * <span style="font-family: 'Verdana',sans-serif;">Text #8: “The Day John Kennedy Died” lyrics by musical artist Lou Reed **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: A-Z Lyrics.com. (2015) //Lou Reed Lyrics: “The Day John Kennedy Died.”// Retrieved from http://www.azlyrics.com/lyrics/loureed/thedayjohnkennedydied.html
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: Lyrics of Lou reed’s “The Day John Kennedy Died” as well as playable audio recording (when viewed online)
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: Can be used to demonstrate the idea that everyone who was alive when JFK was assassinated remembers exactly where they were when they heard the news.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: Cultural anecdote.
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: See section #2 for Lyrics


 * <span style="font-family: 'Verdana',sans-serif;">Text #9: “13 Timeless Style Lessons from John F. Kennedy” article from The Huffington Post **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: Jacques, Renee. (2013). //13 Timeless Style Lessons from John F. Kennedy.// Retrieved from http://www.huffingtonpost.com/2013/08/12/john-f-kennedy-style_n_3744169.html
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: Published on the eve of the 50th anniversary of JFK’s assassination. A short article that appears in the Huffington Post illustrates JFK’s contribution to men’s fashion trends of yesterday and today. The Article includes 13 Photographs with a caption describing his fashion choices in each.
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: Easy to read for all reading levels. Will appeal to students with assets, matchups as well as mismatches. Appealing to students of both sexes, whether historically inclined or not. For ESL students, the article demonstrates cultural significance of fashion trends of yesterday and today.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: A fun way to discuss with students the fashion trends of yesterday and today; can also be used to compare/contrast the 1960s to the Present, and draw parallels to fashion trends that seem “new” but really aren’t. Also could be used for a DBQ assignment.
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: See section #2 for Article and Photographs


 * <span style="font-family: 'Verdana',sans-serif;">C. Online interactive resources **
 * <span style="font-family: 'Verdana',sans-serif;">Text #10: “15 Times John F. Kennedy’s Hair Looked Impeccable” article from Fashionista.com **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: Crotty, Nora. (2013). //15 Times John F. Kennedy’s Hair Looked Impeccable.// Retrieved from http://fashionista.com/2013/11/jfk-hair
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: This article describes the public fascination with Images of JFK and the Kennedys in general, and his hair in particular. Appearing on pop-culture web site Fashionista.com in 2013, the article links with an interactive series of photographs using the social media platform “Pinterest”. Almost every photograph includes a cheeky caption that is sure to please most readers.
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: Easy-to-read for all ability levels. When accessed on the computer, the article is interactive and includes cheeky captions that are sure to amuse. Additionally, it includes links to other topics in historical fashion trends relating to first ladies that students can explore. Moreover, it offers the opportunity to teach a vocab word: Impeccable and how it applies to JFK’s hair.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: DBQ, Cultural Artifacts, Historical anecdotes in class
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: See section #3 for article and photographs.


 * <span style="font-family: 'Verdana',sans-serif;">Text #11: “A Moment that Changed Everything” published by the Washington Post **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: Sohail Al-Jamea, Darla Cameron, Todd Lindeman and Gene Thorp. (2013). //A Moment that Changed Everything.// Accessed from http://www.washingtonpost.com/wp-srv/special/national/jfk-50th-anniversary/#a-1
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: Interactive web site includes text, images and audio recording to describe the chronology of the JFK assassination, the scene of the crime, as well as how this event effected how the POTUS is protected by the Secret Service today.
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: This web site is, again, easy to read. It uses images so students can visualize Dealey Plaza, understand the details of the lone gunman theory, as well as learn about how the Secret Service protects the POTUS today and how this event shaped the Secret Service’s practices.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: Civics, US History, or Special elective about the JFK assassination. This is an online web site students can use to understand the event.
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: A print version of the web page is available in section #3

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 * <span style="font-family: 'Verdana',sans-serif;">D. Instructional Resources **
 * <span style="font-family: 'Verdana',sans-serif;">Text #12: “A President’s Day” by the JFK Library and Museum **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: John F. Kennedy Presidential Library. (2015). Lesson Plan: “A President’s Day”. Retrieved from http://www.jfklibrary.org/Education/Teachers/Curricular-Resources-Image-List/Elementary-School-Curricular-Materials/A-Presidents-Day.aspx
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: Complete Lesson plan with necessary resources from the John F. Kennedy Presidential Library designed to teach students about a day in the life of a modern POTUS.
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: This lesson plan is designed for students in grades 5-8, but is still applicable to the secondary level. The depth of information will engage students with matchup assets, gaps, as well as mismatches. Parts of the lesson can be omitted to tailor it to time allowed.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: Secondary US History of Civics
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: See section #4 for the complete lesson plan and resources.
 * <span style="font-family: 'Verdana',sans-serif;">Text #13: “The Kennedy Assassination and the History Teacher” published by the Society for History Education **
 * <span style="font-family: 'Verdana',sans-serif;">Citation: Vogt, Allen R. (1986). //The Kennedy Assassination and the History Teacher.// Society for History Education. The History Teacher, Vol. 20 No. 1. 7-25. Retrieved from http://www.jstor.org/stable/493174
 * <span style="font-family: 'Verdana',sans-serif;">Text Summary: Complete Lesson plan with necessary resources from the John F. Kennedy Presidential Library designed to teach students about a day in the life of a modern POTUS.
 * <span style="font-family: 'Verdana',sans-serif;">Rationale: This lesson plan is designed for students in grades 5-8, but is still applicable to the secondary level. The depth of information will engage students with matchup assets, gaps, as well as mismatches. Parts of the lesson can be omitted to tailor it to time allowed.
 * <span style="font-family: 'Verdana',sans-serif;">Use of text: Secondary US History of Civics
 * <span style="font-family: 'Verdana',sans-serif;">Attachment: See section #4 for the complete lesson plan and resources.


 * <span style="font-family: 'Verdana',sans-serif;">Which texts/tasks selected for each type of learners: **<span style="font-family: 'Verdana',sans-serif;">(indicate by listing the # of each resource selected for that population)


 * <span style="font-family: 'Verdana',sans-serif;">Students with Matchup Assets: 1,2,5,6,7,8,9,11,12, 13
 * <span style="font-family: 'Verdana',sans-serif;">Students with Matchup Gaps: 2,3,5,6,8,9,10, 11
 * <span style="font-family: 'Verdana',sans-serif;">Students with Mismatches: 2,3, 5, 6,7,8,9,10,11
 * <span style="font-family: 'Verdana',sans-serif;">Non-native English speakers: 2,3,5,6,7,8,9, 10

<span style="font-family: 'Verdana',sans-serif;">Texts 1 and 11 provide a description of the POTUS’s duties as well as a day in the life of JFK. <span style="font-family: 'Verdana',sans-serif;">Texts 10, 12, 6, 7 can be used to teach about the Assassination of JFK and its cultural impact <span style="font-family: 'Verdana',sans-serif;">Texts 3 and 4 explore the policy initiatives of JFK <span style="font-family: 'Verdana',sans-serif;">Texts 2,6,7,8,9 Explore the JFKs leadership and presence in popular culture before and after his death <span style="font-family: 'Verdana',sans-serif;">Text 5 demonstrates how uniquely close the election of 1960 was <span style="font-family: 'Verdana',sans-serif;">Text 10 demonstrates lessons learned by the secret service from the assassination of JFK and how that event shapes the organization’s modern practice.
 * <span style="font-family: 'Verdana',sans-serif;">Using these texts together in the classroom: **