jclarke


 * DIVERSE TEXT SET FOR 11th GRADERS STUDYING WWII **


 * Name: Jay Clarke **


 * Context for using the text set: ** This text set will be used in a diverse 11th grade U.S. history classroom. Every class has students that are extremely different learners from one another, and this text set is made to apply to all types of learners. It is rigorous while remaining accessible to the students. The students come from a variety of backgrounds and cultures that may reflect them within the classroom. The texts are appropriate for all students and give every student an equal opportunity to grow as learners.


 * A. Print Resources: **
 * Text #1: **
 * Citation: Danzer, G. (1998). //The americans.// Illinois: McDougal Littell/ Houghton Mifflin. Chapters 24-26
 * Text Summary: This is a generic 11th grade history textbook. It is relatively simple language yet possess a great deal of information. The selected chapters are those on pre, during and post WWII.
 * Rationale: this text should be an easy read for all students. It is used as a standard history textbook in general education history courses.
 * Use of text: The text will be used to keep students up to date on what is happening in class lectures/ movies/ etc. it will provide the students the basic knowledge that they must know on this topic. Sticky notes will be provided for students to use as they read, and they will be required to bring new ideas and questions from the text to class on them. There will be periodic quizzes on the text that will hopefully encourage students to do the reading.
 * Attachment: This is a textbook that will be landed to the students.


 * Text #2: **
 * Citation: Miller, H. (1938). //Rosie the Riveter Poster//. Westinghouse for the War Production. Retrieved on 3-24-13
 * Text Summary: This is a poster of a woman flexing her muscles. It was created to represent and inspire the women of the United States on the home front during WWII.
 * Rationale: This is a visual aide that will appeal and be accessible to all students. It provides an easy way to introduce and elaborate on propaganda during this time period.
 * Use of text: The poster can be interpreted an examined by the students. It will be used when the class focuses some time on war efforts on the home front as well as propaganda during this time period.
 * Attachment: Picture/Poster


 * Text #3: **
 * Citation: Levi, P. (1961) //Survival In Auschwitz.// New York: Collier Books
 * Text Summary: This book is told from the perspective of the author Primo Levi. It tells the reader about the horrors of concentration camps in Germany as well as Soviet Russia.
 * Rationale: This book was chosen because it gives a detailed description of what concentration camps were like for the detainees. This is a subject of WWII that many students find interesting due to the nature of the subject. This book will further engage the students on the topic of life during WWII for people other than Americans.
 * Use of text: The text will be assigned before the unit starts and due by the middle of the unit. It is not an easy read and will require the students to use methods of critical reading and analyzing. This will also allow the teacher to focus on reading and note-taking methods within their content.
 * Attachment: This is a rather long book that students will read individually.


 * Text #4: **
 * Citation: Hersey, J. (1985). //Hiroshima.// New York: A. A. Knopf
 * Text Summary: This is a true story about the nuclear bombs dropped on Hiroshima concluding WWII. It is told from the perspective of 6 survivors of the attacks.
 * Rationale: This text was chosen because it is a relatively easy read. It is short in length yet gives great detail about the attacks on Japan. This text will ideally get students engaged in the unit, as it is a very emotional and interesting text.
 * Use of text: After reading this text students can understand what life was like for other cultures outside of the United States. This book will be read towards the end of the unit as it focuses on the concluding event of WWII. After finishing the book students will form an argumentative response deciding whether or not they think the decision to drop the nuclear bombs were justified.
 * Attachment: This was a short book, given out in class.


 * Text #5: **
 * Citation: Ludeke, A. (2012) //Weapons of World War 2.// Ukraine: Parragon Publishing
 * Text Summary: This is a very short book that describes all of the technology and weapons that were used during WWII.
 * Rationale: This book is filled with pictures and simple descriptions of the many weapons used in WWII. It is a very easy read as well as being extremely informative. It will also appeal to many of the students and further get them engaged in the topic. This could help give confidence to students who may be at a lower reading level than most.
 * Use of text: The text will be available to all students during class. There will be one copy that they can pass around and skim through giving them an idea of the technology and weapons of the time period.
 * Attachment: This was a short 30-page book not attached.


 * B. Media Resources **


 * Text #6: **
 * Citation: Speilberg, S. (Producer) and Speilberg, S. (Director). (1998). //Saving Private Ryan.// United States: Paramount Pictures.
 * Text Summary: This is a fictional film about a company of soldiers sent on a rescue mission during WWII.
 * Rationale: This movie is extremely accurate in its depiction of battle during WWII. It will help visual and auditory learners get a sense of what the texts might have said about combat. It is rated R however students at this level will be mature enough to watch this film.
 * Use of text: This film will be shown at the beginning of the Unit. Only bits and pieces of the film will be shown, specifically the scenes that have combat in them. Students will have a better grasp of what the combat was actually like during the war and it will be an interesting way to start off a unit by getting the students interested in the topic.
 * Attachment: Film


 * Text #7: **
 * Citation: D-Day Invasion. (2013). //The History Channel website//. Retrieved 7:45, March 24, 2013, from http://www.history.comhttp://www.history.com/shows/america-the-story-of-us/videos/dday-invasion.
 * Text Summary: This is a short video clip describing the events that happened on June 6th, 1944. It was the United States official entrance into the war on the eastern front. It has actual footage of the event known as D-Day.
 * Rationale: Again, this resource gives visual learners an opportunity to gain information on a topic that is covered in the textbook. It will help deepen the understanding of D-day for all of the students.
 * Use of text: This will be shown in class to introduce the students to the U.S. official involvement in WWII. It will give the students a general understanding before they do the reading on D-day.
 * Attachment: http://www.history.com/topics/world-war-ii/videos#dday-invasion


 * C. Online interactive resources **


 * Text #8: **
 * Citation: Inside WWII. (2013). //The History Channel website//. Retrieved 7:29, March 24, 2013, from http://www.history.com/interactives/inside-wwii-interactive
 * Text Summary: This resource gives visual as well as textual information on almost all topics of WWII
 * Rationale: This resource is very accessible and easy to navigate. It will be especially helpful for students that are visual learners as it gives an informative and organized description of the war. It is an interesting and fun way to gain information as it also enhances student’s ability to use internet resources
 * Use of text: This will be used as an in-class activity; students can browse the resource and answer questions based on what they find. It will test their ability to use electronic resources while taking information from them.
 * Attachment: http://www.history.com/interactives/inside-wwii-interactive

http://www.teach-nology.com/web_tools/materials/timeline/ > ** Using these texts together in the classroom: ** This lesson contains videos, readings, and learning activities that are required for all students. The videos will be shown at certain parts of the lesson in which they will best suite the students. For example the Film //Saving Private Ryan// will be shown at the beginning of the lesson so it gets the students interested in what they will be learning about. The activities and shorter videos will be spread out throughout the lesson to further engage the students. The students will be required to keep up on the assigned readings from the textbook, which are rather short. In addition to those readings, they will be required to finish 2 books within the lesson that highlight major topics that will be discussed. These books will also be used to promote class discussions led by the students after they generate their own leading questions. All of these components and texts within the lesson will promote growth within the classroom that benefits all students.
 * Text #8: **
 * Citation: Technology. (2012) //Time Line Generator.// Retrieved 8:14, March 24th, 2013, From
 * Text Summary: This is a basic resource that guides and instructs students on how to create a proper timeline.
 * Rationale: Although it has no factual information on WWII, this resource is very simple and easy to use. For learners that need structure and organization this resource will help them greatly.
 * Use of text: The students will use this resource to create a timeline of the 6 key events the U.S. participated in during WWII.
 * Attachment: http://www.teach-nology.com/web_tools/materials/timeline/
 * D. Instructional Resources **
 * Text #10: **
 * Citation: History. (2012). //World War 2//. United States: A&E Television networks. Retrieved 4:30, March 20th, 2013, From http://www.history.com/topics
 * Text Summary: This website has a variety of topics and activities that focus on World War 2. As a teacher, it can be used to get the students engaged through videos and different exercises.
 * Rationale: This resource may be used throughout the unit to help adjust and teach to all learning styles. It has activities, pictures, and videos that will be appropriate for learners of all levels.
 * Use of text: This wonderful resource will be used throughout the unit if the teacher notices that the students are losing interest or not engaging in the lesson. There are many different aspects of the website that can be used for all topics in this unit.
 * Attachment: http://www.history.com/topics

__ English Language Arts Standards » Grade 11-12 » 10 __ By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * Standards: **
 * Common Core: **

[|CCSS.ELA-Literacy.RI.11-12.2] Determine two or more central ideas of a text and an alyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

[|CCSS.ELA-Literacy.RI.11-12.5] Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.


 * RI Standards: **
 * C&G 5 (9-12) -3 ** Students demonstrate an understanding of how the choices we make impact and are impacted by, an interconnected world by…. identifying and summarizing the __intended and unintended consequences of a conflict, event, or course of action__

Formulating historical questions, obtaining, __analyzing, evaluating historical primary and secondary print and non-print sources__ __ Identifying, describing, or analyzing multiple perspectives on an historical trend or event __
 * HP 1 (9-12) –1 ** Students //act as historians,// using a variety of tools (e.g., artifacts and primary and secondary sources) by…


 * Learning Objectives: ** By the end of this unit students will have a thorough understanding of WWII. They will have analyzed texts from multiple standpoints and participated in activities that stimulate growth for them as learners. They will enhance their ability to use a variety of types of resources that will help them in future classes.