rmycroft

Ryan Mycroft March 25, 2013

Diverse Text Set
 * Context for using the text set:** My Diverse Text Set is for a 10th grade American history class studying the Pearl Harbor attacks and World War II. These diverse text sets should give students clear understanding of the events that took place on Pearl Harbor day and the United States reaction to the events, joining World War II as an Allie power. The combination of texts, images, videos and interactive activities should be effective. This set could be used for a classroom with a diverse set of learners since so many different formats are being used for information.


 * A. Print Resources:**
 * Text #1:**
 * **Citation**: Hakim, J. (1993) //A history of us: war, peace, and all that jazz.// (pp. 129-133). New York, NY: Oxford Printing Press
 * **Text Summary:** In this textbook I used chapter 30 pages 129-133. Solid background timeline of Pearl Harbor attacks. Breaks down individually the specific damage of ships with list of ships either sank or severely damaged.
 * **Rationale:** This text was chosen to give students a timeline of the events that took place on Pearl Harbor day.
 * **Use of text:** I would use this text as the third resource when doing this lesson. My first plan would be to use the 2nd text I have for this assignment that is an introduction into the attacks giving background. Then I’d show pictures of the attack and the famous “Day that will live in infamy” FDR speech to get the students interest. This text gives a good timeline of the events that took place and has key images as well showing the Japanese plan for attack.
 * Attachment: Brought textbook to class.


 * Text #2:**
 * **Citation:** Ayers, E. Schulzinger, R. De La Teja, J. White, D. (2007) //American anthem.// (pp. 755-761). Austin, TX: Holt, Rinehart, and Winston
 * **Text Summary:** This text breaks down the events leading up towards Pearl Harbor attacks. In chapter 23 it states how in fall of 1941 it seemed like a Japanese American war was emanate.
 * **Rationale:** This text was chosen to give students background information leading up to the Pearl Harbor attacks.
 * **Use of text:** I would use this text 1st to give background showing that some sort of attack was inevitable.
 * **Attachment:** Brought textbook to class


 * Text #3:**
 * **Citation:** McIntosh, E. (2012) //Honolulu after Pearl Harbor: A report published for the first time, 71 years later//. Retrieved from []
 * **Text Summary:** This is the story of Pearl Harbor first hand from a reporter who witnessed the aftermath and is still alive to tell their story. It for some reason went unpublished. Now years later it gives a very specific viewpoint of the attacks. The text is about her encounters in the days following after the attacks in Hawaii.
 * **Rationale:** This article is a great primary source of a woman who witnessed the attacks and the immediate affects of it on this community from a local sense.
 * **Use of text:** This would be used to get the attention of the students. It’s not everyday that a story like this comes out where there was an undiscovered document firsthand from the attack. The fact that the reporter is still alive and in addition to the article is a video is important to help get this topic across to the students.
 * Attachment: []


 * Text #4:**
 * **Citation:** National Geographic. //Remembering Pearl Harbor//. Retrieved March 25, 2013 from National Geographic at []
 * **Text Summary:** This text is a timeline of World War II. The timeline shows that for the United States World War II began with Pearl Harbor but also shows the rest of the world’s point of view. This timeline breaks down World War II with the first move of World War with the Nazi’s invasion of Poland in August of 1939 to Japan’s surrender in September of 1945.
 * **Rationale:** This text was chosen because it is a good source to give the students a broad view of World War II as a whole before getting into the specifics of one part of it that I am covering which are the Pearl Harbor attacks.
 * **Use of text:** The text will be used to give a sequence of events that lead up to Pearl Harbor and occurred afterwards during World War II.
 * **Attachment:** []


 * **Text #5:**
 * **Citation:** Morella, M. (2012). //How America changed after Pearl Harbor.// Retrieved March 25, 2013 from US News website at []
 * **Text Summary:** This text describes the affects of Pearl Harbor on the United States from a personal standpoint. Similarly how every day life for us living in this era did after the September 11th attacks; this text describes the changes Pearl Harbor had on everyday life in the US.
 * **Rationale:** Good source to put into the context that Pearl Harbor was more than just an attack and predecessor for war but also a culture change for Americans.
 * **Use of text**: After teaching the lesson of the actual day of the attacks on Pearl Harbor this text could be a follow up to see the affects the attacks had in America. Good to show the change of every day life and American culture.
 * Attachment: []


 * B. Media Resources**
 * Text #6:**
 * **Citation:** Forquignon. (2008, March 19). //Franklin Delano Roosevelt - Pearl Harbor address//. [Video File]. Retrieved March 25, 2013 from []
 * **Text Summary:** This is the famous “day that will live in infamy” speech by President Franklin Delano Roosevelt, it was the Presidents first address after the attacks, and he describes the shock of the nation but ensures hope that the United States will prevail.
 * **Rationale:** When I think of Pearl Harbor this is one of the first things I think of I believe it is considered one of the most famous but also important speeches of all time. Could not imagine a lesson on Pearl Harbor without this speech.
 * **Use of text:** This video is important to show how the leader of the free world reacted to the attacks; because of how FDR handled himself in this speech it gave the United States hope in a time where it would be very understandable to be worried. This to me is one of the most important resources for this lesson to show the United States reaction.
 * **Attachment:** []
 * Text #7:**
 * **Citation:** Bay, M. (Producer and Director). (2001). Pearl Harbor [Motion Picture]. United States: Buena Vista Pictures.
 * **Text Summary:** This film is about the Pearl Harbor attacks and although some parts are inaccurate in a historical sense, it still does have lots of truth and tells the story of the attacks and events afterwards.
 * **Rationale:** The use of film (when appropriate) can help students learn by entertaining them and making the topic seem fun and sometimes it won’t even see like learning at all but it is.
 * **Use of text:** After we have had our test and completed this lesson I would show this film to the class as reward for a good job. When I was in high school my teacher would show films of topics we covered after we completed them as a reward but also sometimes during the lesson to help us understand the topic. For example we watched Amistad after learning about the Amistad and I think because we did so it helped me remember that topic better even today.
 * **Attachment:** DVD copy of Pearl Harbor


 * C. Online interactive resources**
 * Text #8:**
 * **Citation:** National Geographic. //Remembering Pearl Harbor//. Retrieved March 25, 2013 from National Geographic website at []
 * **Text Summary**: This website is an interactive map and timeline of the attacks on Pearl Harbor day. Much more specific than previous timelines used in lesson. You can click on each individual island, ship and there is great detail of what happened hour by hour on December 7th 1941.
 * **Rationale:** Great for visional learners to see a map of the attacks and multiple pictures. It is great for students who like to read because in addition to great visual and audio information there is also writing you can click on at every part of the time line.
 * **Use of text:** Since this piece is so interactive it will be saved towards the end of the lesson as perhaps a guide to help prepare for a test on this unit.
 * **Attachment:** []
 * Text #9:**
 * **Citation:** mrblonde811 (2012). //Pearl Harbor blitz.// Retrieved on March 25, 2013 from []
 * **Text Summary**: This quiz asks 14 questions about the Pearl Harbor attacks. **Rationale:** The use of an online game/quiz is fun and can help get students learning and interested without them even knowing. If students are competitive the use of a game could be a motivating factor to make students want to do better than their friends did.
 * **Use of text:** This quiz could be used as preparation for a test. Good for seeing if students have been able to grasp basic concepts of Pearl Harbor.
 * **Attachment:** []


 * D. Instructional Resources**
 * Text #10:**
 * **Citation:** United States Navy Museum. //The date that lives in infamy: Pearl Harbor lesson plans.// Retrieved March 25, 2013 from United States Navy Museum website []
 * **Text Summary:** Great resource for teachers although from a museum and could fall under group C of this assignment this is a lesson plan for teaching Pearl Harbor from the US Navy. Includes worksheets on the treaty of Kanagawa, a reenactment of the Pearl Harbor attacks with primary sources, and summary of President Roosevelt’s speech.
 * **Rationale:** Great to have a resource like this that basically creates the entire lesson plan for you. Good as a crutch for any ideas a teacher could have while creating their own lesson plan.
 * **Use of text:** This resource will be used to accommodate each learner to the best of my ability. This text could be used to help a teacher formulate his or her own lesson.
 * **Attachment:** []

This lesson would begin by using the two books in sources one and two to get students informed with the topic and to tell the story of Pearl Harbor. Next I would use the interactive timeline of the attacks to give them the sense of what is was like to be there in Hawaii during the attack. Then I’d play the FDR speech to give the feeling the nation had after the attacks. My goal is to try to stay in order of what happened in the eyes of Americans in 1941. I think the use of the speech is key because it set the tone for the United States response to the attacks. To follow up the video I’d have students read the article about Pearl Harbors effects on the United States and how it changed daily life. I’d see if they could try to compare that to the September 11th attacks. At this point the United States had now entered World War II so I would use the timeline explaining the entire World War so students could understand how this fell into the chain of events that were World War II. Once we were getting toward the end of the unit I would use the sporcle game as a fun way to prepare students for a test. To conclude the topic we would watch the film Pearl Harbor.
 * Using these texts together in the classroom:**

The learning objectives are that at the end of this unit students will be able to explain what took place in Pearl Harbor, what was the United States response to Pearl Harbor and how the second World War ended. Students will also use what the learned about Pearl Harbor, its effects on the United States for a war stand point and also at home and compare those to other catastrophic events that have happened and their effects on society.
 * Learning Objectives:**