jworstell


 * DIVERSE TEXT SET ASSIGNMENT **


 * Name: Johnathan Worstell **

The text set will be used for a 7th grade U.S. History course. The text set is set up to address the different learning styles that students may have within my classroom environment. The text set should help students gain an all around perspective and understanding of the American colonies and their build up to a revolution. The variety of text and video learning within the set should address students that are visual, auditory, or textual based learners. Along with in class lectures and group discussions this text set should help students gain excellent knowledge about the American Revolutionary War.
 * Context for using the text set: **

Davidson, J.,& Stoff, M. (2009). //America history of our nation//. Upper Saddle River, New Jersey: Pearson Hall > Chapters 5-7 discuss the road to revolution and the creation of our American Constitution. > Chapters 8-10 discuss how they launched the new nation and how it changed.
 * A. Print Resources: **
 * Text #1: America History of Our Nation **
 * Citation:
 * Text Summary:This textbook covers the beginnings of American History to the Civil rights era. I will be using units 1-3 to introduce and end the topic covering the build up and after math of the American Revolution. Chapters 1-4 explain the roots of the American people to life in the colonies.
 * Rationale:The break up of the units into sections that is easy for students to locate information within the text. The textbook has clear information and easy identifiable within the text.
 * Use of text:The text I have chosen would be used as the main course textbook. The book will be utilized both for classroom instruction (lecture) and for home study use. Attachment: See attachment #1 for a copy of this text



Hakim, J. (1993-2005). //A history of US: the new nation 1789-1850 (3rd ed)//. Oxford, New York: Oxford University Press, Inc. Collier, J L. & Collier C. (2005). //My brother Sam is dead//. Broadway, New York: Scholastic Paperbacks
 * Text #2: A History of US: Revised Third Edition The New Nation 1789-1850 **
 * Citation:
 * Text Summary:The text starts with George Washington’s inauguration and continuing into the nineteenth century. The New Nation tells the story of the remarkable challenges faced by the creation of America. It covers the purchases of land to expand the American territory and the Native American history of the Trail of Tears
 * Rationale:The Text has excellent images and easier descriptions of specific events in early American history. It has excellent maps and is written for an easy read for students. The organization of the text goes inline with the course textbook and adds additional information to events that the class textbook may only briefly cover.
 * Use of text:The textbook is an excellent supplement to the course textbook I have selected. The class textbook sometimes explains things in vague detail and or has lack of imagery to connect students to the events that created America. The New Nation contains excellent imagery and more extended detail on events.
 * Attachment:
 * Text #3: My Brother Sam Is Dead **
 * Citation:
 * Text Summary:The story is about a family that is torn apart by the Revolutionary War and the main character Tim loses his brother who joined the fight on the Colonies side against the British. His family faces constant ridicule from neighbors because their town supports the British and not the American rebels.
 * Rationale: // My Brother Sam Is Dead // can help show students a different approach to the war. It can be a view that students may not have thought happened with families or towns during the initial rebellion against the British King.
 * Use of text:The book will be read at home by the students and will be expected to gain a sense about how all people in the Colonies didn’t necessarily agree with rebellion against the King of Britain.
 * Attachment: See attachment #3 for a copy of this text

McCullough, D. (2005). //1776//. New York, NY: Simon & Schuster // 1776 // Gives a story account of the men who stood beside General George Washington during the fight for Independence. It in great detail explains the characters of the people that stood up to fight for the freedoms we have today and shines light on the first true fight for freedom and that it didn’t take highly trained soldiers rather it was Farmers, school teachers, shoemakers, and race did not matter. // 1776 // will be an excellent book that will give a perspective of the first true Patriotic people of America and the rigors they faced to achieve the freedoms they demanded. It will allow students an opportunity to see the opposite perspective to our previous book //My Brother Sam Is Dead//. This will be a take home book to read. The idea behind take home books is to get students used to reading on their own, just as you would in college level course. Moore, F., & In Scott, J. A. (1967). //The diary of the American revolution, 1775-1781//. New York: Washington Square Press The book is comprised of newspaper articles appearing during the years of 1775-1781 and gives a unique look on life in this time period. The articles collected in this book will start to open students to the idea of gathering research for history papers. It can help them better understand what primary sources look like and start to understand what the differences are between them and other sources. As a class we will pick out selected readings and analyze them in class as a group discussion. This approach will help students gather more information about the personal accounts during the start for our American Independence from Britain.
 * Text #4: 1776 **
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 * Attachment: This was a 250-page book, so I did not include it here.
 * Text #5: Diary of the American Revolution 1775-1781 **
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 * Attachment: This was a 603-page book, so I did not include it here.
 * ** URI ** || [|**E203 M68 1967**] || ** AVAILABLE ** ||


 * B. Media Resources **

HistoryFeed (January 23, 2012). The revolution- path to world war. Retrieved March 25th, 2013 from [|www.youtube.com/watch?v=l5RCrmc37Mk] How Benjamin Franklin attempts to convince the French to support the American Revolution against the British. The documentary explains how it was important for the American forces to receive outside help in achieving their goal of Independence from Britain. It will be used as an aid to help students that are more of an auditory and visual based learners incase anyone starts to fall behind in readings. Quitney, J. (August 9, 2012). Revolutionary war: “the American revolution 1953 encyclopedia Britannica films. Retrieved March 25th,2013 from [] Documentary about the Revolutionary War The video covers the history of the war in a short amount of time and gives vivid images and excellent detail about the war. The video will played in-class and will have a graphic organizer for them to fill out significant information from the video. It is an excellent source for students that are visual and auditory learners.
 * Text #6: The Revolution- Path to World War **
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 * Attachment: see link above
 * Text #7: Revolutionary War: “The American Revolution” 1953 Encyclopedia Britannica Films 16min **
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 * Attachment: See link in citation for the youtube video
 * C. Online interactive resources **
 * C. Online interactive resources **

// Interactive map of the American revolution //. Retrieved March 25, 2013, from Google Maps, [] The web page is a map that has key points and markers all over it and each marker sends you to a link about an event that occurred there before or during the Revolutionary War. As a teacher in Rhode Island students have the amazing opportunity to be in the main area of the events that happened in the Revolutionary War. They are familiar with the New England area and Google’s Interactive map allows students to interact with Revolutionary events on current locations The website is an excellent source for interaction with research on the web. It opens them to additional resources as the click on icons located on the map along with giving them an on the ground interaction with battlefields.
 * Text #8: Interactive Map of the American Revolution **
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 * Attachment: See citation for link to access the map

Brady, T. (2004). Liberty! the American revolution. Retrieved March 25, 2013, from Public Broadcast Station website, [|www.pbs.org/ktca/liberty/road.html] The website is an interactive game that students can play to learn more about the locations of events and significant people during the Revolutionary War. The game like feature of this learning tool can make the revolutionary war fun and help keep students attention and rejuvenate their memory before a test. The site would be used to help give the students something fun while they take notes about the revolutionary war.
 * Text #9: Liberty! The American Revolution **
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 * Attachment: see link above

Hill, M. (2012). The american journey early years, teacher edition. McGrah-Hill Companies Inc. Covers the American Revolution from the build up to the initial start and the years to follow. It can give me quick information in short reads about the Revolutionary War and highlight important key points about the War and early America that is important for the students to know. As a refresher for me to gain some background knowledge about the Revolutionary War.
 * D. Instructional Resources **
 * Text #10: ****The American Journey Early Years, Teacher Edition**
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 * Attachment: See link above


 * Using these texts together in the classroom: **

The lesson contains video, interactive media, textbooks, and fictional novels that will be required to be completed by all students. The Textbook will be chapter based and given out for at home reading after every class meeting. The Fictional novels will be spread out over a four-week period and will require them to write an essay about each one. The videos and interactive media will be accessed in class during computer class sessions in the library and the videos will be played in class while students prepare a graphic organizer about each short film.

====[|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. ====
 * Learning Objectives: **

SWBT write arguments focused on discipline-specific content
 * 1) 1. Introduce claims about a topic or issue, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically
 * 2) 2. Support claims with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
 * 3) 3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons, and evidence.
 * 4) 4. Establish and maintain a formal style