An extensive integrated unit designed to connect students with older community members to bring history to life.

Koepfle

Table of Contents Overview and Rationale. 3 Unit Curriculum Map 7 Two-week calendar of events 8 Pre-Assessment.. 14

Fully-developed lesson plans. 16 Culminating Activity & Post-assessment 48 Statement of Integration and Technology 51 Application of the Ohio Standards for the Teaching Profession 55 Text Set.. 60 Bibliography. 68

Overview and Rationale

The theme of the unit for the integration project is Living History. In discussing possible topics and themes for the project we noted that for many students, history is still just a list of boring, dry facts to be regurgitated on a test. Lauren described one way in which history has come alive for her through connections to her own family by interviewing her grandfather. We came to realize that there is a tremendous resource of history in our communities that is greatly underutilized, namely the citizens. There are connections to almost every event in modern history that can be discovered through members of our community who have lived through them. By engaging students with these people, history becomes a face and transforms into a story told to them directly. Our unit is relevant to students in the middle grades for a myriad of reasons, but most importantly the honoring of our students community and the citizens that live there. The unit recognizes and encourages students to use their own funds of knowledge from their everyday lives. By using an inquiry-based project, we are also allowing students to learn the way they naturally do, out of authentic curiosity and legitimate interest in the subject. Students are given choices in this project, both in interview topics and who to interview, allowing students to connect to their ever-growing quest for independence. Using these ideas as a guide, we have developed our unit surrounding recent history and the people who helped create it from our communities. Students will begin through inquiry, connecting artifacts to a range of important historical events that have occurred during the past sixty years. By asking students to find the importance of these objects themselves, we can pique their natural curiosity and spark their interest in recent history. Students go on to learn about the Cold War and how the United States/U.S.S.R. interaction once dominated life in the United States. Likewise, students will learn about primary and secondary sources, comparing and contrasting their merits in regards to research. After these introductory lessons, students engage in their own research and apply what they know through an interview with a person in the community.

Through this research and interviewing process, we teach the students important skills within the language arts that guide and support their inquiry. Time is spent introducing and expanding on narrative essays, a genre suited well for the telling of stories like those found through the student interviews. Developing this style of writing in students emphasizes the powerful nature of personal stories. Through a lesson on interviewing, students begin to understand how an interview works, the role of the parties involved, and how to create a meaningful connection with the interviewee. These skills not only highlight important parts of our unit as a whole, but give students strategies that they can use in the future. This project will culminate in a final portfolio, summarizing and synthesizing what students have learned through their interviews and lessons. They will create a narrative and timeline based on the life of the interviewee and collect artifacts from the historical events they learned about during their interviews or through research. Overall, the students keep a daily journal, logging their journey through our unit. It is important to note that we are not teaching the events and concepts from these decades in their entirety. This unit instead serves as an introduction to the late 20th century, using the interviews as a springboard for student interest in those decades. As this unit was developed, we realized that there are no standards that directly relate to Living History and the connection to history in our communities. What we did find however, is a series of standards and concepts that help us meet this final goal. By completing lessons on these standards, students gain certain important skills and knowledge that they can use even after this unit in the rest of this class and in their life-long learning. Through this project, our ninth grade students will engage and meet a number of state standards, both in the language arts and social studies. Students will be introduced to post-World War II history through brief case studies about the Cold War (High School American History 24, 25, 26) and the Civil Rights movement (HS, AH 28). In the language arts, students will demonstrate their ability to write personal narratives (ELA Writing Standards, 9-10 3), evaluate primary sources, compare the point of view of two or more authors on the same topic (SS Reading Standard for
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Literacy, 9-10 - #2, #6), and expand their knowledge of reference books (ELA Language Standards, 9-10 #4.C). Our choice of this project theme intentionally integrates the two content areas of social studies and language arts because both are required for the successful completion of the unit. Without one or the other area, the project would not accomplish our overall goals for the students. All of our unit lessons, regardless if it is a social studies, language arts, or reading lesson focus on the same topic of living history. Each of our lessons brings a separate piece to the overall picture of our unit. For example, if we only taught about the Civil Right Movement from a social studies perspective, students would not gain the same insight or reflection into that era as writing their narratives would do. In our unit, social studies, language arts, and reading come together to create a cohesive unit. The primary goals of our integrated unit include an opportunity to engage students with their community, specifically senior citizens to form personal connections. When students do this, they see history as more than a list of boring facts; it becomes a familiar face and story. Academically, we want students to become skilled at using primary and secondary sources effectively as part of good research and scholarship. Students will be introduced to narrative essays and interviewing, important skills to have for their future studies and post-academic careers. Overall, students will be able to analyze and engage with the information gained in all of these parts and create a final portfolio, highlighting their learning process and what they have learned. As ninth grade students, the members of our classes bring a host of skills and background knowledge from their previous experiences, both in and out of school, into our classroom. The specific prerequisite skills that our students should bring to this unit are a general knowledge of recent American history and the ability to read at a basic, functional level. Additionally, students will have basic researching skills and experience using computers and other technology. For students that do not bring this background knowledge, differentiation

and scaffolding will be provided as necessary so each student is able to achieve the goals of our unit. The students in our grades represent a diverse group of learners who come from a wide range of socioeconomic and ethnic backgrounds. Members of our classes (2 classes of 24 students each) have a variety of learning styles and special needs. There are four students who are English Language Learners (ELL) whose native language is Spanish. Four students have been diagnosed with ADD or ADHD, two are on the Autism spectrum, one student is legally blind and another student has Down syndrome. Each of these students have individual education plans (IEPs). Approximately ten percent of our students have been identified as gifted or advanced. This variety of students creates challenges and encourages us to differentiate so every student can be reached at his or her ability level.

Unit Curriculum Map

MONDAY
Introduce Living History Project Inquiry Lesson/ Introductio n to Journal

TUESDAY
Primary and Secondary Source Review Reading MiniLesson: Summarizi ng Interview Lesson Journal
Korean War Slideshow Timeline Lesson Work Day on Portfolio Journal

WEDNESDAY
Cold War Lesson Reading MiniLesson Developing Background Knowledge Journal

THURSDAY
Guided Research Day Journal

FRIDAY
Create Interview questions Finalize students preparatio n for the interviews

Week One

Small Group/Large Group discussions about interviews Grammar Mini-Lesson Reference Book Journal

Week Two

Mini Documentary on Counter-culture Work day, focus on Research Journal

Narrative Essay Review Writing Workshop Narrative Essays Journal

Complete Portfolios Short Presentation s about Interviews

2-week calendar of events

Living History Project Week 1: Monday: Introduce Living History Project

On Monday, our primary goals are to introduce the students to the Living History Project, expose them to the zeitgeist of post-World War II American history, and give students a chance to experiment with the genre of narrative essays.

Inquiry Lesson: To introduce students to the zeitgeist of post-World War II United States, we will present them with artifacts representing important historical events or movements from this period. Students will work in groups to discover what the objects are and why they are important. They will be guided through an inquiry sheet, based on the primary source analysis resource create by the Library of Congress. Narrative essays: As part of this lesson, students will also be introduced to narrative essays. They will learn the importance of details, a climax, dialogue and other major components found in this genre. Students will synthesize what they have learned and create a short narrative based on their artifact. Introduce Living History Project: After the initial lesson, we will introduce them to the overall project for our unit, including the portfolio and the interview components. Students will be given an assignment sheet highlighting what will be expected of them over our unit and how they will be assessed through the final portfolio. At this point, students will begin thinking of a person they would like to interview for the project. By Thursday, they should have talked to the person, confirmed their interest in doing the interview, and learned their birth date so they can begin compiling interview questions. The person may be a member of their family, a family friend or simply a member of the community. Journal: Starting with today and on each following day of the project, with the exception of the first Friday, students will keep an informal journal of their progress through the

project. Some days will include specific prompts about their progress, while others will simply ask students to summarize their progress that day. The overall purpose of this journal is for students to keep a written progress report of what they are learning which allows the teachers to check in periodically with their progress. Tuesday: Comparing Primary/Secondary Sources & Introduce Interviews This day will begin with a review and reinforcement of what was learned on Monday, followed by a discussion about primary and secondary sources, what they are and how they can be used. Reading Mini-Lesson: Through Martin Luther Kings I Have a Dream speech and other similar sources, we will teach the reading strategy of summarizing and reflecting about a primary source. Our lesson not only highlights those skills, but also continues our secondary goal of exposing the students to the zeitgeist of the era through brief introduction to important movements. Interview Lesson: A large portion of this day will be spent teaching students about interviews. What should they look and sound like? What are key components of interviews? How do you create effective questions for an interview? These are all important questions we will answer through this lesson. We will guide their learning about interviews using mentor interviews with Martin Luther King, Oprah Winfrey, and Robert F. Kennedy Jr. By the end, students will be ready to format their interviews with the community member and begin writing questions. Journal: Students will write about what learned that day and write a question they still have about the interview process. Wednesday: Cold War Lesson Reading Mini-Lesson: Today, students will continue their search for information about the post- WWII era in the United States, but focus more specifically on the Cold War. Students will complete a reading strategy lesson to serve as an introduction and general overview of some key events during the Cold War. Students will be presented with a

variety of texts and will fill out a graphic organizer to compile, organize, and synthesize their newly learned information. Social Studies Lesson: The reading strategy lesson will serve as a nice transition into the social studies lesson, which again uses inquiry based learning to engage students in specific historical events. Students will analyze the song lyrics of We Didnt Start the Fire by Billy Joel and in small groups will examine and research 5 different events mentioned in the song. After completing their research, the small groups will come up with two interview questions they could ask their interviewee based on the new information they learned during the lesson. Journal: Students should write about what historical events seem interesting and what they are curious to learn more about. The goal of this journal entry is to try and get students ready for the research day tomorrow and give them an idea on what they may want to research. Thursday: Research Day Guided Research: Today we will be reviewing important skills used in online research, including how to search for specific events and how to determine if a source is credible. Students have been introduced to these skills before so the focus today is merely a review. Students were asked to have selected their interviewee and found out basic information such as their birthday so they can begin researching large events in the interviewees life. For example, if the person was born in 1950, the student would research information about the Cold War and specifically the Cuban Missile Crisis. The choices of movement or historical events made by the students can be based on what has interested them from our lessons thus far in the week. Journal: Students will summarize their research over the day (i.e. what have the learned and what they might ask their interviewees about) and list three things that surprised them in their research.

Friday: Finalize Interview Questions

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 On this day, the primary goal is for students to finish developing their interview and interview questions. Towards the end, students will work in small peer groups, brainstorming and gaining feedback from one another. They can use the members of their group as a resource to help develop and finalize the questions. Teachers will work with each group and help them as needed to make sure each student is ready for their interview by the end of the period. By no later than next Monday, students will conduct their interviews with their community members. While a face-to-face interview would be preferable, a phone interview will be acceptable because of time constraints. Journal: The only writing assignment students will have for today is to list out their interview questions in preparation for the interviews.

WEEK 2:
Monday: Small Group/Large Group Discussions of Interviews After conducting their interviews, students spend time talking about their interviews to a partner, highlighting what they learned from it. To guide this discussion, we will give students a handout listing specific questions for students to discuss. After the students have time to talk as partners, we will bring the class together and discuss the questions as a full class. Grammar Mini-Lesson: During this lesson, we will engage students in using specific reference books such as a dictionary or thesaurus. Groups of students will be given words from the Korean War period and asked to research them using the reference books. Following a summary of what students found out from their research, we will conduct a discussion on why reference books are important tools to utilize for research. Journal: Students will summarize what they learned in the interview and describe at least two things that surprised them about the interview.

Tuesday: Work day - Timeline

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 Korean War Pictures: We will begin the day by doing a slideshow of pictures from the Google Cultural Institute about the Korean War. From the slideshow, we will launch into a brief discussion about what students observe in the pictures and how the war was viewed on the home front. We will then hold a small discussion giving students opportunities to share interesting facts or stories about the Korean War they may have learned during their interview. This will continue our introduction to important political events of the 20th century. Timeline Lesson: Through this lesson, students will learn about timelines and their function in the study of history. They will work alternately in groups to look at example and non-examples, determining what makes a good timeline. Students will then have class time to complete timelines for their portfolio. They can do this either on the computer or by hand. Journal: Students will write about where they are in their project right now and what specific things they have to do to complete the project. Wednesday: Research and Work Day This day will begin by viewing a short documentary on the 1960s Counterculture Movement. This continues our unit-wide goal of introducing students to important events or cultural movements during the Twentieth Century. After the video, we will conduct a short discussion about student reactions to the video and engage their background knowledge on the topic, as well as giving them opportunities to share information about Counterculture they may have learned in their interviews Research and Work: Students will spend the day working on their portfolios by finalizing the timelines, summarizing interview information, and so on. They can work as pairs in their research, especially as they look for their historical artifacts. We will circulate around the classroom, helping students focus and providing formative feedback. Journal: Students will write pros and cons of using primary sources (including interviews) and secondary sources. They can use evidence from their own research/interview process in their journal. Thursday: Writing Day
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 Today will be focused on completing the narrative portion of the portfolio. We will conduct a brief review of what the class learned about narratives in the previous weeks lesson. As needed, more scaffolding will be supplied to make sure students are ready to write their narrative. Narrative: The members of our class will create a short narrative based on an important event of the person they interviewed. After writing a rough draft, students will peerreview another students draft using a structured format. Students have used this strategy before, but we will conduct a quick review to make sure all students complete this successfully. We will walk around the class, conducting informal conferences with students and supplying formative feedback. Students may not finish the piece today, but they should have a rough draft and peer conference completed. Journal: Students will generally write about their project on any topic that would like. Friday: Brief Presentations The primary focus of this day is for students to complete the project as much as possible and briefly share their portfolio with the entire class. Presentation: Students will present for 4-5 minutes about their person including a general biography of the person and one interesting fact/story they learned about their interviewee. This will be assessed by a checklist. Completed portfolios will be due on the following Monday.

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Pre-Assessment
Before beginning the teaching of a lesson, one of the most important steps teachers must take is to gauge where the students are on a certain topic or concept. Students need to be pre-assessed in order to help instructors know where to begin their lesson or how to modify the lesson. Likewise, pre-assessment allows students to preview what they will be learning in a particular unit or lesson. If teachers skip this part of instruction, the lesson might begin on a level that students have not been exposed to causing confusion and disengagement from the beginning. Our pre-assessment will begin the week before our unit when the students will fill out multiple exit slips encompassing questions about general historical knowledge leading up to the 1950s, basic researching and technology skills, and the ability to summarize. These are all concepts students should have previously been exposed to, yet we want to gauge where they stand and how confident they feel when utilizing these skills and knowledge. We want to ensure students are ready to begin a new lesson, building and expanding upon knowledge they learned prior to our unit. Another way we will pre-assess our students is through an informal pre-test designed to evaluate students comprehension levels on topics that are a part of our unit in which they may have little to no background knowledge. This informal assessment will focus mainly on the historical events taught during our lesson such as the Cold War, the Civil Rights Movement, counterculture, and both the Korean and Vietnam Wars. These are concepts that students will be introduced to on the first day of our lesson during our inquiry project, so understanding what information students know about these topics beforehand will allow us to adjust the lesson as needed. The pre test will also include elements of narrative writing, primary sources, and reference books such as dictionaries, thesauruses, encyclopedias, and indexes. Questions revolving around these components on the pretest will informally test students knowledge on how well they understand what each genre or resource is used for and how much, if any, information students know about them. This not only helps us in preparation of the lesson, but it also allows students to preview upcoming lessons and projects.

Using exit slips and a pretest will allow us to measure how well students grasp the concepts we plan to teach and how to adapt the lessons to fit the needs of the students. For example, if students complete the exit slips, answering most or all of the questions correctly,

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then we can begin our lesson on schedule and start it as we had planned. On the other hand, if students display a lack of knowledge on most of the concepts, then we will have to spend time building background knowledge in order for students to begin the lesson and successfully progress through it. Overall, the pre-assessments will determine what our students know and inform us how and where to begin our unit.

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Lesson Plans
MCE Candidates Taylor Davis, Lauren Koepfle, Rachel Von Holle Grade Level 9th Grade Description of Learners - 48 mixed ability students divided between two classes, 4 students with ADHD, 4 ELL students, 3 students with cognitive disabilities, and a student with vision impairment. Title/ Source for this lesson Introduction to the Second Half of the 20th Century and How to Narrate Events Adapted from - Writing a Narrative Lesson Plan (BrightHub) Objectives Ohio Academic Content Standards Social Studies o Strand American History Topic The Cold War Content Statement o 25. The Second Red Scare and McCarthyism reflected Cold War fears in American society. o 26. The Cold War and conflicts in Korea and Vietnam influenced domestic and international politics. Topic- Social Transformations in the United States (1945-1994) Content Statement o 28. Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights. Common Core StandardsLanguage Arts o Writing Standard 9-10 #3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence B. Use narratives techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. C. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

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Teacher Created Objectiveso When given an artifact, students will be able to identify its historical context and importance using research techniques and completing an artifact analysis worksheet. o Students will be able to discuss major historical events that occurred during the second half of the 20th century by participating in a class discussion. o Students will be able to write a narrative about their artifacts illustrating vivid details, effective pacing and sequence of events. o Students will be able to organize important ideas and scintillating details using a word web. Academic Language Living History Dialogue Word Web Climax Narrative Verb choice Juicy details Point of View Brainstorm Rising Action Falling Action Parts of a story (beginning, middle, and end) Simile/Metaphor Key Vocabulary Civil Rights Vietnam War Korean War Communism Counterculture North Korea Cold War Space Race

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Materials Computer/Projector Markers for Whiteboard Copies of Picture/Video/song, enough for each student in the group Questions Handout Narrative Examples 5 Computers Procedures Estimated time 2 hours and 15 minutes Welcome and Introduction of Activity o Conduct normal housekeeping tasks (i.e. attendance, general questions) Say: Today were starting our study of the 1950s, 1960s and 1970S. This is a very broad time period so we want to start by highlighting some important themes and events that occurred in these eras. What are these artifacts? o Students are divided into 6 groups of 4 students each. o Each group is given an artifact from these eras, their goal is to figure out what historical event the artifact is from and why that event is significant to its given time period. Group 1- Korean War picture Group 2- Vietnam War picture Group 3- Counterculture protest song Group 4- Civil Rights newspaper page Group 5- Cold War Sputnik video Group 6- McCarthyism How to Spot a Communist PSA For the videos and songs, students will be shown just the video or song on a computer. Links to all these artifacts are found below. o Students will guide their investigation using the inquiry focus worksheet (see attached) to be filled out as a group o Model how to fill in the sheet using an example picture of the Little Rock 9 Utilize computer and projector so all students can see what we write During the modeling, be sure to engage in a think-aloud so the students can observe the critical thinking and analyzation that is necessary to complete the inquiry form. o After the teacher has completed a portion of the worksheet using a thinkaloud model, ask for student volunteers to help answer the remaining questions to ensure student understanding.

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Students will complete their inquiries for their given artifact by doing research using computers. o After researching and identifying their artifacts, ask each group to quickly present their object and what it is about to the full class. o After each group presents their conclusions about the artifact, we will compare their findings with the resources we have, confirming if their hypothesis was accurate. o Ask: What is another way that we could find out about these artifacts and the historical time they come from? Possible Answer: Interview people who lived through the events! This will be the focus of our current unit, learning through the Living History in our community Narratives Introduction of narratives o Ask: What do you know about Narrative Essays? Possible Answer: Tells a story The purpose of a narrative essay is to move an event through time. o Show example narrative paragraphs Jerry was the kind of guy you love to hate. He was always in a good mood and always had something positive to say. When someone would ask him how he was doing, he would reply, "If I were any better, I would be twins!" He was a unique manager because he had several waiters who had followed him around from restaurant to restaurant. The reason the waiters followed Jerry was because of his attitude. He was a natural motivator. If an employee was having a bad day, Jerry was there telling the employee how to look on the positive side of the situation. New situations always make me a bit nervous, and my first swimming lesson was no exception. After I changed into my bathing suit in the locker room, I stood timidly by the side of the pool waiting for the teacher and other students to show up. After a couple of minutes the teacher came over. She smiled and introduced herself, and two more students joined us. Although they were both older than me, they didn't seem to be embarrassed about not knowing how to swim. I began to feel more at ease. o Ask Students: What makes these good narratives that interest us as readers? o Possible answer juicy details, strong verb choice, concentrated one event or idea, or point of view o As needed, highlight other important parts and strategies for writing a narrative based on prior knowledge of the students.

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Recipe for a creating a Good Narrative: o Ingredient 1: Choose One Event Resist the urge to describe everything. Often, students will try to describe too much instead focusing on an important event in that time. Ask: So if I want to write about my vacation to the beach, should I write about everything that happened? Possible answer: No, concentrate on one exciting thing that happened Ingredient 2: Plan- Know what you want to write before you write it! o Ask: What could we do before writing that would help us plan? Possible answer: Pre-writing strategy, like brainstorming or idea web o These strategies have been taught in previous lessons so students are familiar with them. Ingredient 3: Incorporate a Beginning, Middle, and End o Stories should have a clear beginning, middle, and end. o Use words that show the passage of time. For example: Before, After, During, Suddenly Pick the right ones for your story! Ingredient 4: Develop Rising Action & Big Moment o Every story will have a big moment or climax and a series of events leading up to that big moment. Dont rush to this point, enjoy the story! Moving slowly will build suspense! Ingredient 5: Details, Details, Details! o Good narratives use vivid, juicy details and word choice to draw in the readers. Ask: Which do you like better, walked or crept? Ran or sprinted furiously? Ate or devoured? The man shut the loud door or The hunched-over old man, slowly closed the door as it emitted a low creak. Even if the story is non-fiction, it is encouraged to add sensory details Ingredient 6: Use Dialogue o Using dialogue, when appropriate, adds great depth to the story! Teacher Model o Demonstrate a word web about being stuck in traffic and almost being late for work Be sure to use vivid details, similes and metaphors and important events in the story (For example, focus on possible emotions you may incorporate or

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describe in a narrative about being stuck in traffic: frustration, annoyance, irritable or the sounds you may hear: honk, honk, yells, revving engines)

After you begin the word web and add some examples, ask for student volunteers to come up with ideas to add to the word web to judge student understanding.

Show class a pre-written narrative example using the word web As I sat in the traffic jam, I realized that I had met tortoises and snails that moved faster than the little, red car in front of me. I looked down at the clock on my dashboard. Just great I thought, My first day of my dream job and Im stuck here twiddling my thumbs, what a great impression this will make on my boss. My anxiety began to rise higher and higher. What if he doesnt like people who are late? What if he fires me before I ever get a chance to show him what I can do? My heart started beating faster and faster. I bet hes signing the papers to fire me now, by the time I get there Ill be out of a job! If I have no job, then Ill have to go into the wilderness and get food by catching small woodland animals! Just as I was prepared to give up my entire career and retreat into the wild forever, the little red car in front of me began to creep forward, slowly picking up speed. I glanced down again at the clock. I breathed out slowly, my pulse slowing. Never mind, I would make it to work in plenty of time. Independent practice o Have students write their own word web for a short fictionalized narrative based on the artifact assigned to their group. o After brainstorming, have students write a short narrative describing what their artifact could be about. o After writing their narrative, students will turn their word web and narrative in so the teachers can evaluate student understanding. o The narrative and word web will be returned to the student with comments and constructive feedback for students to use as a guide for the narrative essay in the final portfolio.

Differentiation Students will be placed in mixed-ability groups. The activities will be adapted for the students with special needs. The student with vision impairments will be placed in the group researching and analyzing the song because her sight will not limit her participation in the inquiry. Likewise, she will sit

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at the front of the room so she can better see the board and what is being written or talked about. ELL students will be paired with students who are proficient readers and researchers. If needed, the teachers will provide a Spanish translation of the worksheet so students can be involved in the research process. The students on the autism spectrum and the student with Down syndrome will complete the inquiry as part of the small group that includes the intervention teacher. As needed, other accommodations will be made for these students including simplifying questions, providing alternate goals for the narrative writing or have the teacher scribe the narrative as the students verbally express it. Students who have been identified as ADD or ADHD will be engaged through the discussion students will do as part of the small groups. As needed, other accommodations can be made for these students including one-on-one guidance by the teacher or intervention specialist. Additionally, students may be given a checklist with the steps of writing narratives (as listed above) to help focus their attention during the independent writing portion. Extension Students, especially those identified as gifted, will be engaged through an extension of the narrative writing. They will be asked to complete a detailed, 1 page, typed narrative based on their artifact. Since this assignment may require additional information, these students will be given time to do more research on the computers. After completing the narratives, they will be turned in for a maximum of 5 extra-credit points.

Assess:
Evaluation or Assessment Formative Assessment Students will be formatively assessed using a combination of informal observation and review of the narrative paragraphs. Groups will also submit their artifact analysis sheets to be graded for completion. Additionally, the group presentations can be used to evaluate how successful groups were in their research. If students were unable to correctly identify the pictures or were unable to demonstrate through their writing the importance of the event being highlighted, further instruction will be adapted to better scaffold the inquiry process. Our overall assessments will be adapted and modified for each student based on their individual needs. For example, our student with visual impairments will write her narrative on a computer so the text can be increased in size and therefore easier to see. Likewise, our ELL students will also use a computer to write their narratives so they can easily use an online bilingual dictionary to translate words from Spanish.

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Self-Assessment Students will be able to self-assess their progress through the questions on the inquiry handout. If their inquiry process matches the questions from the handout, students will know they are successfully completing the activity. Students will compare their narrative essay to a checklist on the board. The checklist will say: My Paragraph has: a beginning, middle, and end expressive details Climax and build-up to a climax Name Date- Period number. The aide is able to help those who need individual attention by describing to the students what is on the checklist and walking the students through each item step by step. Summative Assessment For the final portfolio from the unit, students will use their newfound knowledge to write a narrative essay about their interviewee and incorporate the knowledge of important events during these decades to the questions asked in their interviews and a simple timeline. Students are able to ask questions and receive help from a number of resources such as their peers, teachers, and aide if available. This is a creative assignment, so we will encourage students to write a topic of their choice as long as it pertains to the historical period we have been discussing during this lesson. With this intellectual freedom, students of all learning styles are able to write including the elements that help them learn best.

Example for Teacher Model

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Objects to be given to each group of students Korean War picture http://unit8oliviaw10.wikispaces.com/Korea+9+3+2+1

McCarthyism How to Spot a Communist PSA https://www.youtube.com/watch?v=SkYl_AH-qyk&feature=related

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Vietnam Picture

http://www.britannica.com/EBchecked/media/73029/US-soldiers-with-helicopters-andarmoured-personnel-carriers-north-of Civil Rights http://billyliggett.wordpress.com/2007/12/03/the-1950s-racism-innewspapers/trooperpaper1/

Cold War/Space Race

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Sputnik news reel http://www.youtube.com/watch?v=NL5xZ_hgNNI&feature=related

Counter Culture Movement Times They Are a Changin Bob Dylan, 1964

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Inquiry Handout Answer each question completely! If you need more room, write on the back of the page! 1. Describe in detail what you see or hear in the artifact (people, names, objects etc.)

2. What time period do you think this object is from? Why do you think so?

3. Based on what you observe in the artifact, name a few inferences that could be made.

4. What questions do you have about the artifact? Where can you get more information to answer these questions?

5. What resources did you find to get more information?

6. What did you find out?

7. Conclusion: What historical event is this artifact from? Why is this event important to us today?

Source: The Library of Congress, Primary Source Analysis Sheet (adapted)

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MCE Candidates Taylor Davis, Lauren Koepfle, Rachel Von Holle Grade Level 9th Grade Description of Learners - 48 mixed ability students divided between two classes, 4 students with ADHD, 4 ELL students, 3 students with cognitive disabilities, and a student with vision impairment. Title: Reading Lesson: Finding Main Ideas to Write Summaries PLAN: Ohio Common Core ELA Standard: 9th grade - Reading: o Anchor Standard - R.CCR.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. o Grade Specific Standard - 9.RHST.2 Key Ideas and Details: 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. Objective: Students will be able to determine the meaning and create a summary of primary sources 80% of the time after creating a 2-column chart headed What the piece is about/What it makes me think about. Students will demonstrate their understanding by completing this 2-column chart while reading and listening to the I Have a Dream, speech after reviewing examples together. Academic Language: Primary source 2-column chart Summarize Main Ideas Degraded

Key Vocabulary Martin Luther King Jr. Segregation Prosperity Discrimination Democracy Equality

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Materials, Resources & Technology: 2-column handouts for students Martin Luther King Jr.s I Have a Dream speech transcript Audio Recording of Cheering Crowd Audio Recording of I Have a Dream Picture of the crowd during the March on Washington Dry Erase board/marker Computer with projector and speakers Document Camera

ENGAGE: Procedures: Opening: Have a recording of a crowd playing in the background and have a picture of the March on Washington projected on the screen. Set the scene: tell students they are in Washington D.C., following hundreds of thousands of people to the mall between the Lincoln Memorial and the Washington Monument. People are gathering here because, during this time in history, blacks and whites had to do everything separately: use the restroom, eat in a restaurant, go to school. Every aspect of life was separate. Then, tell students they can see Martin Luther King Jr. beginning to speak and play the beginning paragraphs of I Have a Dream. Provide the speech on a handout for every student and have them read along as the speech begins. After they finish listening to the beginning of the speech, tell students this is an example of a primary source so lets find out what it is all about!

Teacher Modeling: After listening to the first section of the speech, model to students what the 2-column organizer should look like. Pass out the handout (see below) and show students how to fill in the organizer. Emphasize to students that our learning target is to create a summary, but that cannot be completed until we gather all our information. Tell students that in the boxes, they will write bullet-pointed ideas of what we think this section we just read/listened to is about. Remind students that were using the main ideas heard in the speech and not just copying what was said in the speech. Point out that we specifically are looking for words or phrases that caught our eyes or were important to what Dr. King was saying. In the first column, write MLK said that the Negroes had been promised liberty but that it had been denied to him. Next, ask students a few questions like When I heard this word/line, how did I feel? or Do I agree/disagree with his words and why? Ask students how they would feel if they were Dr. King giving this speech. Is he brave for doing this? Ask them to think of the consequences and the way African-Americans were degraded during this

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period in time. This will help model to students how to write what a primary source makes them think about after reading or listening to it. After taking a few answers from students, write The plight of African-Americans reminded me of the way that women felt when they could not vote or have property rights in the second column.

Guided Practice: Continue listening to the speech and pause it after listening to a few more paragraphs. Begin this stage in the lesson by sharing one part of the speech that stood out to the teacher to help guide the students to think on their own. As students add notes to the What is this about? column based on the major words and phrases that stood out to them, walk around the room observing students and asking them if they need another example for one of the columns. Then, help students reflect by asking questions similar to the ones asked earlier. Independent Practice: Here, students will listen to another portion of the speech in which Dr. King says his famous words I have a dream. Because this is one of the most repeated speeches in history, the students should be able to successfully write what they believe this section of the speech is about by highlighting key words and phrases. Continue walking around the room to ensure students are able to add to their chart and help those students who struggle with this section of the speech. Ask these particular students more questions about the piece to help them discover what Dr. King is saying, such as, Does Dr. King want everyone to be equal? Does he have a dream where black and white people should be separate? Then, allow them to reflect on their own, continuing their independent practice informing students they need at least six main ideas which correlate with their reflections in the second column. Class Discussion and/or Group Activity: Discuss what students thought was a main idea in this last part of the speech and write their comments on the board under the first column. Do the same with the second column asking what it makes the students think about. Then, as a class, create a summary of the I Have a Dream speech, illustrating how to make a summary by pulling out the key components of a text after reading it carefully. After creating a summary, have students write a few sentences summarizing the speech in their own words. Their summaries should include at least three main ideas they found while completing their twocolumn charts. These charts and summaries will be turned in so they can be assessed by the teachers. Closure of Lesson: Ask students to describe what a primary source is and what were aspects of the lesson that helped them successfully write a summary of this primary source. Remind students of the process they took to create their summaries, namely looking for key

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words/phrases and important elements that stood out to them and combining them into a final summary. Repeat the summary and encourage students that summaries will become easier once we practice more, which we will! Differentiation: Group - We will provide students with pictures and sound during the opening, a handout with the speech written out, an audio of the speech, which will help all of our various learners, especially our ADD, ADHD students, and autistic students, since we will include many multiple intelligences. Sub Group(s) - Students on a lower reading level, including our ELL students, will be given a modified copy of the speech with words/phrases noted as well as pictures relating to Martin Luther King Jr. to ensure these students are aware of what to look for as they read. There will be questions for them at the top of the page to scaffold their thinking about what MLK was talking about. For example, the paper will say Does Dr. King want everyone to be equal? Does he have a dream where black and white people should be separate? Students at a higher level will have to write the summary with strictly no copying from the speech using their own words entirely. Individual - The special needs aide will help our student with Down syndrome during the guided practice, scaffolding the meaning of the speech at a slower pace than we will do as a class. ASSESS: Group: We will walk around the room when we are completing the guided and independent activities. After reading and listening to the last part of the speech, we will have a discussion describing what students wrote for the summary and reflection columns, allowing us to formatively assess them as a group. Students will partake in a class discussion culminating their bullet points under the column What is this about into a summary. We will ensure to call on various students in order to poll a wide spectrum of students and how well they grasped the activity. Individual: We will also collect their completed two-column charts to check for student accuracy. These will be graded for completion if the students identify at least 6 main ideas from the speech and connect them the second column. Likewise, students will be given a completion grade if they include at least 3 main ideas in their summary. We will also hand out exit slips to students asking them to describe how comfortable they are with writing a summary of a primary source. On the exit slip, there will be a scale from 1 to 5, with 1 representing that students have no idea how to write a primary source and 5 referring to a students ability to summarize a primary source. Students will rate themselves on this scale and this information will guide our instruction in future lessons.

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Martin Luther King I Have a Dream Speech:

What is this speech about? What does it make me think about?

Summary: _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ ____________________________________________

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MCE Candidates: Taylor Davis, Lauren Koepfle, and Rachel Von Holle Title of Lesson: Mini Grammar Lesson: Using Reference Tools

Grade Level: 9

Description of Learners - 48 mixed ability students divided between two classes, 4 students with ADHD, 4 ELL students, 3 students with cognitive disabilities, and one student with vision impairment. Title of Lesson: Mini Grammar Lesson: Using Reference Tools PLAN: Ohio Common Core ELA Standard Language Standard Grade 9: ELA.L.9.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 910 reading and content, choosing flexibly from a range of strategies. o ELA.L.9.4.C. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. Objective Students will be able to find the meaning and pronunciation of words 90% of the time using various reference books such as dictionaries, encyclopedias, indexes and thesauruses. Students will demonstrate their understanding by holding up 1-5 fingers with how comfortable they are knowing what each reference book is used for. Academic Language: Pronunciation Thesaurus Dictionary Encyclopedia Compare and contrast Index Materials, Resources & Technology: Dictionary Thesaurus

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Encyclopedia Index from: o Caputo, P. (2005). 10,000 days of thunder: A history of the Vietnam War. New York: Atheneum Books for Young Readers. Summary of Resources handout ENGAGE:

Procedures: Opening: Repeat difficult words from the Vietnam War era and ask students if they know what the word arms means. Ask students if they can provide a definition of the word, without the context of a sentence.

Teacher Modeling: Ask student Where can I go to find out the meaning of words if the context clues arent helping? Have a dictionary, thesaurus, and other reference books handy. Find guerilla in each book and compare how each reference book describes guerilla. Dont directly tell the students what each book does. Guided Practice: Divide the class into four groups, providing each one with a set of reference books (Thesaurus, Dictionary, Encyclopedia, and Index). Give each group the word communismand ask them to find it in their books. Continue this proce ss with Isolationism and repatriation. Review each word individuallybring the whole group together after each word and then let them continue working on the next word. Independent Practice: Next, have students look-up 3-5 words independently with their groups depending on the time allotted and ask students to present their findings to the class. They will describe the meaning of the words and spark a class discussion on the elements of each reference book as were explaining to the students. Possib le words to look up are containment, artillery, sentry, platoon, and demilitarized. Class Discussion and/or Group Activity: After students present what they found, ask for their input on what each reference book is used for. Ask questions such as, If I wanted to find the pronunciation of a word, which book will I use? If I wanted a synonym of a word, where will I go? This reinforces for students what each book is used for. Closure of Lesson: Connect this activity to our final portfolio through the interview. Bring in the interview and tell students that there might be words their interviewee mentions that they do not understand. If so, they should note those words and later find out their meanings. Emphasize to students that it is important for them to know what their interviewee is talking aboutthese moments in history are important and it

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is crucial for us to understand what they are referring to in the interview. Give students a handout summarizing what each reference book is used for, allowing them to have a visual when working on their project. Differentiation Students will work in groups and be encouraged to help their peers find the words. Everyone will take a turn finding a word and reading its meaning so every student has to stay involved. There will be enough reference books for everyone and the handout at the end of the activity will allow students to visualize the purpose of each reference book. Since everyone has a job in the group, ADD and ADHD students will be able to constantly move and focus to find the words in the various reference books. We will write the words students need to look for on the board and also provide pictures correlating to each word so our ELL students will have a visual reference. We will repeat the word multiple times so our student with vision impairments will hear it and not have to rely on looking at the board. Also, this student will be in charge of finding the word in a large print dictionary. Our students with Down syndrome and Autism will work with their aide to guide them through the process of finding a word. ASSESS: Formal & Informal Sub-groups: We will informatively assess the students by walking around the room as they work on the activity. During this observation, we will make sure students are able to use the reference books and know the pros and cons of each book. We will answer any questions they have, but this will mostly be group work where they will self-assess their knowledge of the material. Observation is our main form of assessment here. We will also formally assess our students through a finger shoot. For this assessment, students will hold up 1 to 5 fingers demonstrating how comfortable they are with using reference books after their interview. 1 finger held up means the students do not feel comfortable at all and 5 fingers indicate the student is very ready to use these resources effectively. Using information from the finger shoot and observations, we will adjust our future instruction as needed.

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Having Trouble Finding What a Word Means? Youve Come to the Right Place!
Use these reference books to find the meanings of unknown words/people/events:

Dictionary-Describes the meanings of words as well as parts of speech and pronunciation. o Ex: Conflict-to come into collision or disagreement; be contradictory or in opposition Thesaurus-Lists words with the same meaning, also known as synonyms o Ex: Conflict: battle, clash, collision Encyclopedia-Gives detailed descriptions of all branches of knowledge including specific events o Ex: Conflict-conflict of interest, conflict resolution Index- List names, subjects, events, etc. with references to the places where they occur in the book; usually at the end of a book. Ex: Conflict-conflict of interest (pg. 27); conflict resolution (pg. 52)

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This is a two-part lesson consisting of first a reading strategy lesson followed by a social studies lesson: Part I- Reading Strategy MCE Candidates Taylor Davis, Lauren Koepfle, Rachel Von Holle Grade Level 9th Grade Title: Accessing and/or developing background knowledge through reading and creating a writing chart Description of Learners - 48 mixed ability students divided between two classes, 4 students with ADHD, 4 ELL students, 3 students with cognitive disabilities, and a student with vision impairment. PLAN: Common Core Standard: Reading Standards for Literacy in History/Social Studies 6 12 o Anchor Standard: 9.CCRand.6. Assess how point of view or purpose shapes the content and style of a text. o Grade Specific Standard: 9.RHST.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Objective: Students will access prior knowledge about the Cold War in the United States and develop a basic foundation of knowledge about the Cold War era by reading three different groups of texts about this time in history and fully completing a Writing to Learn. Materials Needed: Writing to Learn chart for each student Copy of The Causes of the Cold War by Stewart Ross Copy of The Cold War by Ted Gottfried Copy of First on the Moon by Barbara Hehner Copy of Living Through the End of the Cold War by Jeff Hay Copy of An Uneasy Peace: 1945-1980 Writing utensils for each student Copies of the reading excerpts for each student to read along Academic Language:

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Connections Prior knowledge Background knowledge Fact Response Source Key Vocabulary: Space Race Communist Communism Red Scare The Cold War Vietnam War Korean War McCarthyism Berlin Wall Nuclear weapons

Engage:
Procedure: Opening: o Ask students, What does the term Cold War mean to you? o Wait for student responses. o Ask students, Can anyone tell me some things about the Cold War in the United States? o Wait for student responses. o Explain to students that this reading activity will be either introducing the Cold War to students or building on the background knowledge some of them may already have. o Pass out the Writing to Learn chart (see below) to each student. This chart includes 3 sections, asking to students to chronicle their progress as they build prior knowledge about the Cold War. Explain to students that we will be reading three groups of texts. The teacher will read aloud excerpts from some of the texts, and students will be asked to read along. o The Writing to Learn chart is broken into 3 columns. After reading each group of texts, the students will fill out one column, including all of the corresponding questions. This will help students build connections with the texts, activate prior knowledge, and introduce a new topic of study.

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Teacher Modeling: Read aloud the first group of texts as students follow along with their handouts First group of texts: o The Causes of the Cold War by Stewart Ross Chapter 2, Sections A Conflict of Ideology and Capitalism vs. Communism Chapter 3, Sections A New President, Potsdam, and the Postwar World o The Cold War by Ted Gottfried Preface excluding the section Fighting with Fire. Model to students how to fill out the first column on the Writing to Learn chart using information from the text. o Make sure students understand what a source is so that they can correctly fill out the Source section o Make sure students understand what a fact is so they can correctly fill out the Facts column based on the reading o Make sure students understand what is to be included in the Response section. This may change due to purpose of the activity, however, for this specific lesson they need to put their reactions to the reading in the Response section. Tell students that answers will be different for everybody, and the point of this strategy is to make personal connections with the text. Give students time to fill out their own responses to the questions in the first column. Guided Practice: Read aloud the second group of texts as students again follow along in their handout. o The Cold War by Ted Gottfried Chapter 5: The Bay of Pigs Chapter 6: Quote at the beginning of the chapter The introduction to the chapter The Berlin Standoff Chapter 7 Quote at the beginning of the chapter Hostile China

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Give students time to write down their own facts they remembered from the section. Ask students to volunteer some of their responses that t hey could put under the Facts section in the second column. Secondly, give students adequate time to fill in their own, individual answers in the Response section. Ask student volunteers to describe a Response they had after reading the second group of texts. Make sure to stress that the student volunteers are only giving sample answers-there are no right or wrong answers, and everybodys response will be different. Give students adequate time to fill out their own answers in the Connections secti on. Next, ask students to volunteer some connections they had with the reading to place under the Connections section in the second column. Again, stress that everybodys answers will be different and unique to their personal experiences. Give students enough time to complete the second column by having them answer the I wonder and I want to know sections on their own based on the readings so far. Ask for student volunteers to share what they wrote to check general classroom understanding.

Independent Practice: Have the students read independently during the third group of texts as listed in our text set. The book each student reads will be determined by a students reading level o First on the Moon by Barbara Hehner (easy reading level) Pgs. 1-13 (including the sub-section entitled Space Race.) o The United States in the Cold War: 1945-1989 (average reading level) Chapter 6, The Cold War Ends (chapter is only 5 pages long) o Living Through the End of the Cold War by Jeff Hay (hard reading level) Chapter 1, section Mr. Gorbachev, Tear Down this Wall! Chapter 2, section Waiting in Line for Consumer Goods Chapter 3, section Is it Possible? Give students enough time to fill out the third column of the Writing to Learn chart. Closure/Group Discussion: Have students share their answers for the third column with a partner. Ask partners to share their individual answers. Lead a short discussion on how students can gain knowledge about the Cold War or get answers to questions they still have through their interviews with community members. Some questions we might ask to start the discussion are What are some things you are interested in learning? What are some events you want to learn more about through your interview?

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End this lesson with going around the room and asking each student to state their answer to the Im interested in knowing question in the third column to serve as a transition into the next portion of the lesson. Tell students the next lesson will most likely answer their question s from the Im interested in knowing section of the Writing to Learn chart.

Differentiation: The students with lower reading levels will receive copies of the reading excerpts containing the main ideas and key details bolded and/or underlined to help draw their attention to key points. The teacher will also provide these students with a list of difficult words from the reading excerpts already defined to help these students in comprehending the passages better. The ELL students will be encouraged to use a bilingual dictionary to identify unknown words. The student with visual impairments will be given enlarged copies of all handouts and the Writing to Learn chart. The teacher can also record the readings of the third group of texts for her to listen to as she reads. The students will be given the opportunity to stand up, stretch, or briefly walk around between filling out each column of the chart to accommodate those with ADD or ADHD. The students on the Autism spectrum will be given extra personal space and will complete the chart with a one-on-one aide. The student with Down syndrome will be given extra time to complete the assignment as well as one-on-one help with an aide. Gifted students will be asked to read further about a topic that engaged their interest. They will then type up a short summary of their reading to turn in to the teacher. They can select from the high level books described in the text set. Evaluation/Assessment: Complete Charts - Students will be graded for completion of their charts at the end of the activity. Each student will hand in a completed Writing to Learn chart, which the teacher will read over to ensure it is completed. Informal observation- The teacher will walk around during the activity to confirm that students are working on their charts and help students as needed. Self-Assessment- At the end of the lesson, the teacher will hold up a sample completed Writing to Learn chart so students can see what a completed chart should look like (which has all questions completed). They can then self-assess their work to ensure all questions are answered in their chart.

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Column 1 Source: Source:

Column 2 Source:

Column 3

Facts:

Facts:

Facts:

Response:

Response:

Response:

I wonder:

Connection:

Now that I know: I want to know:

Im interested in knowing

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Part II- Social Studies Lesson MCE Candidates Taylor Davis, Lauren Koepfle, Rachel Von Holle Grade Level 9th Grade Title: Analyzing the Cold War by using We Didnt Start the Fire by Billy Joel Description of Learners - 48 mixed ability students divided between two classes, 4 students with ADHD, 4 ELL students, 3 students with cognitive disabilities, and a student with vision impairment.

Plan:
Academic Content Statement: Strand: American History o Topic: The Cold War (1945-1991) Content Statements: 24. The United States followed a policy of containment during the Cold War in response to the spread of communism. 25. The Second Red Scare and McCarthyism reflected Cold War fears in American society. 26. The Cold War and conflicts in Korea and Vietnam influenced domestic and international politics. Learning Objective: Students will create a poster about specific events of the Cold War including the Korean War, Vietnam War, and Red Scare after analyzation, interpretation, and research of song lyrics from We Didnt Start the Fire Academic Language: Significance Interpretation Analyzation Prior Knowledge Key Vocabulary: Cold War Harry Truman Red China Joe McCarthy

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Richard Nixon North Korea South Korea Hydrogen Bomb Josef Stalin Little Rock Sputnik Fidel Castro Berlin Wall Bay of Pigs Ho Chi Minh Richard Nixon Woodstock **Many more key vocabulary terms, basically everything featured in the song is a possible key vocabulary term. These are just a few. Materials: Copy of lyrics to Billy Joels We Didnt Start the Fire Sound Recording of Billy Joels We Didnt Start the Fire (can be found on YouTube) One Poster board for each group of students Writing utensils (pencils, markers, colored pencils, etc.) Laptop/iPad and internet access for each group of students printer (optional-to print out pictures) Books about the Cold War Era to aide students in research (below are recommended texts): Living Through the Red Scare by Derek C. Maus Living Through the End of the Cold War by Jeff Hay The Cold War Years by Dale Anderson The Causes of the Cold War by Stewart Ross An Uneasy Peace: 1945-1980 by Craig E. Blohm The Cold War by Ted Gottfried First on the Moon by Barbara Hehner 10,000 Days of Summer: History of the Vietnam War by Phillip Caputo Procedures: Opening: Tell students that this activity will provide them more information about the Cold War and will build upon what they learned in the reading lesson.

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Play the song We Didnt Start the Fire by Billy Joel. Ask students to jot down as many words as they recognize when listening to the song. Play the song a second time to give students another chance to listen and write down answers. Have students raise their hands and explain one thing they recognized from the song (this could be a person, place, event, etc.) and tell what they know about the topic and where they learned about it (possibly from the reading activity before this).

Group Activity: Break students up into six groups of four students. Each group will be assigned one of the verses of the song as well as the chorus. o Group 1- Harry Truman, Doris Day, Red China, Johnny Ray, South Pacific, Walter Winchell, Joe DiMaggio, Joe McCarthy, Richard Nixon, Studebaker, Television, North Korea, South Korea, Marilyn Monroe. o Group 2- Rosenberg, H-Bomb, Sugar Ray, Panmunjom, Brando, The King and I, The Catcher In The Rye, Eisenhower, Vaccine, Englands got a new queen, Marciano, Liberace, Santayana goodbye, Foreign debts, terror on the airline o Group 3- Joseph Stalin, Malenkov, Nasser, Prokofiov, Rockefeller, Campanella, Communist Bloc, Roy Cohn, Juan Peron, Toscanini, Dacron, Dien Bien Phu Falls, Rock Around the Clock, Reagan, Palestine, Russians in Afghanistan o Group 4- Einstein, James Dean, Brooklyns got a winning team, Davy Crockett, Peter Pan, Elvis Presley, Disneyland, Bardot, Budapest, Alabama, Khrushchev, Princess Grace, Peyton Place, Trouble in Suez, Watergate o Group 5- Little Rock, Pasternak, Mickey Mantle, Kerouac, Sputnik, Zhou Enlai, Bridge on the River Kwai, Lebanon, Charles de Gualle, California baseball, Starkweather Homicide, Children of Thalidomide, Woodstock, o Group 6- Buddy Holly, Ben Hur, Space Monkey, Mafia, Hula Hoops, Castro, Edsel is a no-go, Syngman, Rhee, payola and Kennedy, Belgians in the Congo, Berlin, Bay of Pigs invasion, Malcom X, J.F.K, Ho Chi Minh, Richard Nixon o Chorus: We didnt start the fire It was always burning Since the worlds been turning We didnt start the fire No, we didnt light it But we tried to fight it

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Together, the group members must research five of the people, places, or events named in their verse. They should choose these terms based on prior knowledge or interest. The group should use books, the internet, their own background knowledge, or other sources to find information about the term. On their poster, they must write their term and its significance to the Cold War era in the United States. Students can use pictures, drawings, clip art, and create a bulleted list to explain each of the terms from their verse. Explanations should be brief since this is still an introductory lesson for students. Students will be able to print clipart and images to add to their poster. Groups should add their own interpretation of the chorus onto the poster i.e what do they think the chorus implies? Lastly, the group must come up with two possible interview questions to ask their interviewees about the terms they researched in this activity. After each group has completed the activity, they will share their posters with the rest of the class. Each group will briefly go over their terms and their explanations, as well as their interpretation of the chorus and the questions they came up with for their interviewee.

Differentiation: We will provide the visually impaired student with enlarged texts to work with and/or a computer with an enlarged screen/keyboard so she can also participate in the research.The visually impaired student will also be able to listen to the sound recording of the song if needed. ELL students will be grouped with proficient English speaking students and be encouraged to work with a bilingual dictionary and texts in their native language to use for research if available. The students with ADD/ADHD will be permitted to stand or move around occasionally during seated group work to help maintain their focus during the entire lesson. Individual accommodations will be made for the student with Down syndrome and the students with autism as needed for this activity. These accommodations may include working one-on-one with their aide or scribing with the teacher. Gifted students will be asked to read in more detail about one of their selected events, people, or places and illustrate their findings in a medium of their choice (poem, report, drawing, comic strip, etc.)

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Assessment Groups will be provided a checklist with all necessary components that need to be included in their poster as a self-assessment tool. The groups will then be assessed by the teachers on whether they included all of the terms found in their verse, an interpretation of the chorus, and two possible interview questions based on the information learned in their research. All students, including those with IEPs or other special needs, will be able to demonstrate their learning in this lesson through the posters. Every student will be able to contribute to their groups poster at some level, to accommodate every lear ning style and various needs. For example, students who struggle with reading can express their learning of the material through illustrations. Likewise, a student who has an auditory learning style can research these terms through online podcasts or videos. While students are working in groups, we will walk around the room, observing each group and how well students are working on the poster as well as with each other, providing an extra method to formatively assess them. Group members are encouraged to help struggling students as well as share ideas with peers to create a cohesive poster, combining every group members ideas. Students will also complete an exit slip so we can gauge their individual understanding after the lesson. The first question will ask students to choose and describe one term their group researched. The second question will ask each student how well their group worked together and whether they feel each person contributed equally in completing the project. If students are unable to complete the exit slip, the teachers will help scribe the students answers.

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Culminating Activity & Post Assessment

In conclusion of our two week lesson, students will be completing a portfolio and presentation consisting of many different assignments that students have either accumulated or created throughout our unit. Included in this portfolio will be a narrative essay, double-sided timeline, daily journals, and artifacts collected by the students. We will assess this portfolio using two essential assessment tools: rubrics and checklists. We believe that these are two fair and helpful grading tools that will provide students with formative feedback and allow them to self-assess throughout their two week long projects. There are various items students will be turning in, so it is important that we utilize assessment tools that allow us to assess based on a spectrum of requirements. The first part of this final portfolio will be a narrative essay students will write about a specific event as if they were their interviewee, experiencing what s/he experienced. This event could be partially fictionalized because when we teach our lesson on writing narratives, we emphasize that narratives are stories coming to life with the help of details and descriptive language. When brainstorming an event to use, students do not necessarily have to write about an event their interviewee discusses, however, the event they choose must tie into what we learned in class during our lessons and discussions. Our objective for this assignment is for students to make a personal connection with their interviewee and use information learned from that person to create and relive an experience. Therefore, we are maintaining our overall theme of engaging students in the living history of the people and communities around them. Students will be graded using an analytical rubric based off of their organization, narrative elements, historical information, and creativity. Another important part of the culminating activity is a short presentation about the interview students conducted, occurring on the Friday of the second week of our unit. The requirements for the presentations will be listed for the students beforehand, so they are aware of what to expect us to grade them on. We will use an analytical rubric to assess the presentations. The rubric includes the following criterion: the length of the presentation (between four and five minutes), how well and how much the student discusses their interviewee, new information students may have learned from the interview, events their
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interviewee shared that interested the students and why that stood out to them, at least one artifact, and any other information they believe will add value to the presentation. During the presentations, we will be looking to see if students fulfill every criterion. Therefore, the presentations will be the an important component to the culminating activity where students can showcase what they learned from their interview and research during the two week lesson to promote engagement and interaction with our own living history. Another important part of the culminating portfolio involves the creation of a doublesided timeline, chronicling the life of the interviewee and the major historical events during this time period. This timeline will demonstrate the comparison students have made between the lives of the people they interview and what is going on in the world at the same time. The top of the timeline can include details about the students interviewees such as when and where they were born, major accomplishments and events in their lives, job information, family life, if they moved anywhere, and any other possible information the interviewees are willing to share. After gaining this knowledge about the interviewees, students will use this knowledge to form the basis of their narrative. On the lower half of the timeline, students will mark the major events from 1945 to the 1994 that may or may not correlate with the life of their interviewee. Students should include at least 5 major events during those decades and match up the dates with the timeline above. Regarding the double-sided timeline, we will utilize a checklist to ensure that students have the essential elements of this part. Students will be given the checklist before beginning the timeline so they can self-assess their progress compared to the requirements. The checklist will list requirements like the two timelines, at least five correct dates on the historical timeline, at least five facts about interviewees life in chronological order, the interviewees birthday, the correct time span with 1945 at the beginning of the timeline and ending with 1994. Throughout the two weeks, students will be writing daily journals reflecting various prompts including various prompts as described in our two-week plan. We will provide students with a checklist containing these prompts in order to self-assess they completed each prompt. The checklist represents a guideline of topics students could write about, and it is a way for us to formatively assess their progress with the project. Students will write for fifteen minutes at
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the end of each day to reflect about what they learned or how well their project is moving along. We will collect these journals twice a week, reviewing student progress towards the culminating activity providing informal feedback on one entry each time. The final portion of the students portfolio is a collection of artifacts such as pictures, newspaper articles from the year their interviewee discusses, letters, music, videos, audio recordings, documents, and more--anything that represents their interviewee. These artifacts may or may not be provided by the interviewee, however they should correspond to the interviewees life in some way. For example, if the interviewee discusses the Vietnam War, students could bring in an article about the student protests that occurred during this era. This section will be assessed through a checklist given to students at the beginning of the project that will have three blanks for students to fill out as they collect their artifacts. Students are required to bring in at least three artifacts, so the checklist will allow them to easily see what they have and do not have before they need to present their discoveries. This culminating activity and associated assessment provides a summative end to our unit, bringing together the concepts and themes introduced through the two weeks. It gives students a chance to show evidence of their learning over the unit and interaction with the community through the interviews. By creating connections with students communities, we hope to have sparked interest in recent history and excited them to begin explorations into new genres and styles of writing.

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Statement of Technology and Integration

Technology
Nowadays, questions can be answered in seconds and new information can be retrieved instantaneously at the click of a mouse. Not only should technology be incorporated into classroom lessons, but it also needs to be effective and meaningful to the learning process. If students cannot connect and walk away from a lesson feeling they learned something through the technology, than its use was pointless and ineffective. Not only did we strive to incorporate technology into this unit, but also we ensured the use of technology would be beneficial to all students. We have meaningfully integrated technology in a myriad of ways throughout our twoweek unit. During both of our inquiry-based social studies lessons, students are engaged through research into our focused time periods. Our first lesson provides students with primary sources and asks them to use their natural curiosity and research skills to find its historical significance. In the second lesson, students search for information about a specific person, place, or event in the larger context of the Cold War. Neither of these lessons would be possible without the use and convenience of computers. By utilizing computers and subsequently the Internet for their inquiry, student groups have access to innumerable resources including primary and secondary sources, giving insight into historical events from numerous points of view. Similarly, some of the primary sources used to spark their inquiry, namely the What Makes a Communist video, Sputnik newsreel, and the Times They Are a Changin recording, are available through free resources found on the Internet. Without the technology aspect of these lessons, student research would be limited to only a few sources, with clearly defined points of view. By giving students the ability to conduct their own research through computers and Internet access, they literally have thousands of resources at the tips of their fingers. On Tuesday, we begin to introduce the interview portion of our unit where students will interview community members. Many of our students will not have conducted interviews before or critically thought about the structure of an interview. Through the use of mentor interviews students will be able to analyze what makes a successful interview. Technology is

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vital in this lesson for differentiating student reading levels because the use of audio and interview transcripts allow us to adapt the lesson to meet each students needs. In our reading lesson on the strategy of summarizing, we utilize Martin Luther King Jr.s I Have a Dream speech to learn how to pull the main ideas to form a summary as well as form an opinion about how students feel while they read the speech. Students will not only listen to I Have a Dream, but they will see the video of Dr. King presenting his speech as well as see the crowd of over two hundred thousand people gathering at the March on Washington. Students will gain a greater sense of the atmosphere existing around the speech by seeing the peoples reactions to Dr. Kings words and realizing that people of all races attended the march for equal civil rights. Students will also understand the importance and emotional appeal this speech had on the participants by watching the video, which they would not have the opportunity to see by simply reading the speech. As students progress through the unit, they will continue to research using technology provided in the classroom. They will search for artifacts surrounding their interviews and more information about the zeitgeist of the historical situation they are interested in. Additionally, students will create their final narratives for the portfolio on computers, which provides the advantage of easily editing and formatting text within student writing. Students will use the word processing functions of the computers to both self and peer-edit their final products. The programs allow students to easily mark suggested editing for their peers and write comments with constructive feedback. Then students can quickly adapt their final project to either accept or decline the other students suggestions. The convenience and speed of editing narratives on a computer will work to our advantage since the unit will be completed in only two weeks. Our lessons are powerful both through active and challenging learning in the social studies. By allowing students to research and use inquiry based learning to examine a variety of primary and secondary sources, students are able to review many perspectives and develop their own conclusions about historical events. They will work collaboratively and engage in meaningful debates about historical interpretations and apply this information individually to complete their final portfolio. Students will be challenged to analyze various types of artifacts including videos, pictures, newspaper articles and songs. They must go beyond simply stating

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the historical context of these artifacts and instead investigate various perspectives on the events the artifacts represent.

Integration
Within our two-week unit, we have integrated aspects of social studies, language arts, and reading. The integration of all three areas is done through a continual focus on the final portfolio because each lesson and activity builds on the one before it to create scaffolding for the student project. All of our writing and reading assignments involve some aspect of the post World War II era in order to integrate our lessons and activities to a similar historical era. For example, we ask students to describe their understanding of primary and secondary sources as part of their journaling about their progress through our unit. Likewise, we use social studies subjects to help our students learn about writing personal narratives. After students learn about narratives and conduct their interviews, they combine their knowledge to create a narrative based on their interviewees life. Overall, it would be impossible to divide our unit into separate subject areas because the project cannot be finished through one content area or another. Students learn content in all subjects concurrently, deepening their understanding of how subject areas are integrated in their daily lives. We believe the integration of all content areas, including the areas of social studies and language arts, is appropriate and even vital for the cognitive development of our students. Realistically, every facet of life will be integrated for students. They might have to write a report for a future employer using estimates of how much a potential project will cost or will work with groups to problem solve and create a joint presentation about their findings. No matter the context, students will need to combine their knowledge of all subjects to become successful citizens and members of a democratic society. If integration is important for student success in the long term, than we need to start interweaving the areas in the classroom. Secondly, the more students are exposed to an idea or subject, the more likely they are to retain the new information learned. For example, we will touch on the era of civil rights three to four times in our unit in different scenarios ranging from student inquiry to student-led research. Students will understand the zeitgeist of the United States during that time better

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because it is mentioned repeatedly, even in informal ways. Likewise, the academic language surrounding writing personal narratives will be interspersed with our other lessons primarily about the social studies. In conclusion, adolescent students spend their lives integrating many different aspects of daily life. Integration is something familiar and beneficial for students, and therefore needs to be incorporated in the classroom. We have integrated social studies, language arts, and reading instruction to not only provide a learning style that is familiar to students in their daily lives, but also to increase the chances of students retaining learned information through reinforcement.

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Application of the Ohio Standards for the Teaching Profession

1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups. Throughout our unit, we demonstrate knowledge of how students learn and the developmental characteristics of age groups in many ways. First, we include only age appropriate activities during our unit lesson as seen in our reading strategy on the Cold War by either having students access background knowledge or gain a basic comprehension level on the material being taught (pgs. 43-47). Secondly, we accommodate for different learning styles throughout our unit incorporating several instances of student choice, such as students having the opportunity to write their own interview questions. Thirdly, we incorporate differentiation in all of our class lessons, projects, assignments, and assessment tools to accommodate for differences in developmental and learning levels. One example refers to our mini grammar lesson where students with reading disabilities or who are English language learners can have access to pictures correlating with their words (pgs. 33-36). Lastly, we include an inquiry style of learning in two of our social studies lessons because we understand the importance of engaging student interest in lessons, and feel building our lessons off of natural student curiosity is a good way to connect with student learners (pgs. 16-27; 45-47). 1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students. We understand the varying needs of our students, and have included a comprehensive text set for the use of our students. This text set includes resources for students to use during research, and these resources vary in reading level (pgs. 60-67). By giving students appropriate reading level materials, we feel all students will have equal opportunities to learn the necessary information taught during our unit. Although the text set only describes the written works students utilize, we also include other types of writing such as songs, video clips, speeches, and interviews to help meet the needs of all learning modalities. 1.3 Teachers expect that all students will achieve to their full potential.
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Our goal throughout the entire unit is to provide several opportunities for all students to demonstrate their learning in their own way. We ask students to create a comprehensive portfolio at the end of the unit, and students have some flexibility and choice in how to complete their portfolio (pgs. 48-50). Although we allow for student choice, we give all students the same rubric in order to hold them to the same, high expectations that we believe are achievable for every student. 1.4 Teachers model respect for students diverse cultures, language skills and experiences. One of the main goals for our unit is to encourage students to build a stronger connection with their own culture, while at the same time building language skills and learning about the experiences of others. Our idea of a unit focusing on living history is to have students select an older family or community member of their choice and interview them about their specific experiences in history. Any student can complete these activities regardless of socioeconomic status, culture, ethnicity, language or specific past experiences. Therefore, all students should feel comfortable completing the necessary assignments. If they are not, students have a spectrum of resources to access in order to help them feel more comfortable about this assignment. Students will be taught how to conduct an interview, as well as learn an overview of major historical events from 1945-1990s to give all students adequate knowledge and generate meaningful conversations with their chosen interviewee (pgs. 16-47). 1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention. We include specific differentiation for gifted students, students with disabilities, and at-risk students throughout our unit to provide appropriate identification, instruction, and intervention when needed. For example, our gifted students will be asked and encouraged to do their own research, reading, and writing beyond what is expected during classroom activities to accommodate for their quicker learning pace. Our students with disabilities will all have individual accommodations to ensure they achieve their highest learning potential. For example, our visually impaired student will use auditory aids, such as songs, or large print handouts (pgs. 27, 35, 47). To engage at-risk students, we incorporate several options for
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student choice in assignments to increase interest and allow for them to better see a connection between the assignment and their own personal lives. 4.1 Teachers align their instructional goals and activities with school and district priorities and Ohios academic content standards. To meet the new academic standards, we address three different, specific standards, HS.AH.24, HS.AH.25., and HS.AH.26, in our Cold War lesson because each standard describes different aspects of this period in history (pgs. 45-47). Our objectives for the lessons align with all three standards and in turn, our activities ensure students learn about specific events during the Cold War, more specifically through the song We Didnt Start the Fire, by Billy Joel. 4.2 Teachers use information about students learning and performance to plan and deliver instruction that will close the achievement gap. Before beginning our two week lesson, students will be pre-assessed on their prior knowledge of many different topics including the Cold War, researching skills, primary sources, and reference books (pgs. 14-15). We will use our students results from these pre-assessments and begin our lesson where students had the most confusion, to ensure all students are prepared for the unit. Beginning at this point for our lesson is important because our instruction should start where the students are in terms of knowledge and skills, allowing every student to achieve to the goals of our unit. 4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals. Regarding our learning objective in the reading strategy lesson on summarizing we state Students will be able to determine the meaning and describe a summary of primary sources 80% of the time after creating a 2-column chart headed What the piece is about/What it makes me think about (pg. 28). This goal not only guides our lesson, but also is communicated to students at the beginning of the lesson. During the lesson, students will visualize how to organize their thoughts using the 2-column chart, demonstrating the learning goal. Finally, we will informally assess how the students are achieving toward this goal by reviewing their

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answers as they complete the organizer. Altogether, these efforts combine to ensure students are both conscious of their learning goals and achieving towards them. 4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery. Since we are teaching a ninth grade class, we are aware of students strong personalities and need for a topic to be interesting and relevant for them. Keeping this in mind, our inquiry lesson engages students by peeking curiosity and interest about the topic through the studentled activities (pgs. 16-27). After they are broken into groups, students have to research and discover what their artifact is, what it means, what time period it came from, and any other facts they can figure out about it. Our instruction encourages students to collaborate and deliver their hypothesis about the artifact to the class at the end of the class period. The inquiry that our students participate in demonstrates learning that first and foremost is relevant to them. 4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students. In our reading lesson on summarization, we differentiate our instruction and activities based on the needs of our students (pg. 31). As a whole class, we listen and watch Dr. King give his speech at the March on Washington as students follow along with a written copy of the speech, highlighting what they believe is important. Gifted students are guided to write their summary strictly using their own words rather than taking bits and pieces from the primary source. The activity is adapted for students with disabilities through the use of a modified transcript of the speech, highlighting important passages from the speech to aid them in completion of their chart. If they continue struggling with completing the chart, then we, as well as their aide, will provide more guidance and scaffolding. Since our at-risk students often struggle to maintain focus in class, we will ask them questions such as If you lived during a time when blacks and whites couldnt live life together and blacks were treated so poorly, what would you think?. We have to draw these students into the activity by setting the scene of what were discussing, even if we have to give them every detail. By asking them questions and
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having them answer, students can become engaged in the discussion and will be more willing to learn how to write a summary, fulfilling the lesson objective. 4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers. One of our lessons from our unit involves teaching students how to conduct meaningful interviews with an older community member, giving students the opportunity to develop their own questions (pg. 9). With this assignment, students drive their own learning by asking selfselected questions of the interviewee, providing a deeper connection to the topic than a simple lecture. Our students will be guided through the process of creating questions for the interview by the teachers, however the final decisions will be made by the students. Through the interviews, students gain a greater sense of what a good interview looks like, not simply one person asking questions and the other answering, but rather learning about a person through a meaningful conversation. 4.7 Teachers use resources effectively, including technology, to enhance student learning. As a part of our inquiry lesson, we want to not only use effective technology to teach our students, but we want our students to further their own technological skills. While participating in research, students will, as groups, conduct research about what their artifact is (pgs. 16-27). Each student will take turns researching on a computer via the Internet, looking for credible outside resources identifying their object. This represents an effective use of resources because students are using technology to guide their own learning versus using only their textbook as a resource.

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Text Set
Text Set 1: Winfrey, O. (Interviewer) & Kennedy, R. (Interviewee). (2007). Oprah magazine [Interview transcript]. Retrieved from Oprah Magazine Web site:
http://www.oprah.com/omagazine/Oprah-Interviews-Robert-Kennedy-Jr/1

This is an interview conducted by Oprah Winfrey with Robert F. Kennedy Jr., son of former Attorney General Robert F. Kennedy, a major player in the Civil Rights Movement at the Federal level. In this interview, she asks him not just about his life, but also about his father and the memories Robert has of him. Although some of Oprahs questions are personal, she is consistently professional and empathetic towards Bobby. He opens up about not fearing his father being killed, but being there when he passed. At the same time, they discuss lighter issues such as Bobbys passion for an environmentally conscious country, therefore, portraying an interview that covers many topics. Because Oprah is well-known, students can relate to her and what she stands for. We will choose certain excerpts from the interview that we believe ask important questions that require a thought provoking answer, modeling an important aspect of an interview. Our students with special needs will not have to read the entire interview and there will be pictures of Oprah and Bobby Kennedy that allow students to visualize who is speaking in the interview. Key- Tull, S. (Interviewer). & King, M. L. Jr. (Interviewee). (1960). The lost interview [interview audio]. Retrieved from Youtube: http://www.youtube.com/watch?v=ZD-04QbtMEo This is an interview recording discovered recently between Martin Luther King Jr. and Stephen Tull, a man who planned to write a book about racial tension during the mid 1900s but never completed his project. The interview occurred in 1960, before Dr. Kings I Have a Dream speech and the passage of the Civil Rights Act of 1964. In the interview, Dr. King discusses issues regarding nonviolence and what it means to him as well as the Civil Rights Movement including sit-ins. Because we have already listened to Dr. Kings I Have a Dream speech, our av erage reading level students will be able to read an interview with him while listening to an audio
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recording. We want students to focus not on the content that is being said but more on the questions the interviewer is asking Dr. King. These students will be able to adapt questions from this interview to use in the interview they will be conducting. Maus, C. D., (Ed.). (2006). Living through the red scare. Thomas Gale. We are using this book to help explain our interview lesson because it provides an interview example with Ronald Reagan about his testimony before the House Committee on Un-American Activities in 1947. He discusses his experience being the Screen Actors Guild president and how/if he believed Hollywood was affected by various political aspects that play a part in what was currently occurring in the United States. The interview is broken into three sections: the introduction, Reagan speculates about a number of organizations, and Reagan offers his opinion on what to do. We chose this book to be used for our students with a higher reading level because he discusses issues that are more complex and could better be understood by these students. Our students will be able to understand the discussions, but more importantly, they would gain a greater idea of how to word certain questions they might want to ask their interviewee. By reading about the Red Scare, but from a perspective of a Hollywood actor soon to be president, students understand a behind the scenes take on a major influence in American history. (Recommended for ages 13-18) Text Set 2: Hehner, B., & Ruhl, G. (1999). First on the moon: What it was like when man landed on the moon. New York, NY: Hyperion Books for Children. This book provides a brief overview of Apollo 11 describing the first time man to set foot on the moon. This picture book is written with colorful illustrations as well as real photographs of Apollo 11 and its trip to the moon. The book discusses the preparations needed to successfully launch Apollo 11, a small section explaining the Space Race and the implications this had on launching Apollo 11, and a brief biography of the astronauts among other topics. We selected this book as a low reading level selection because of the writing style of the book. There is enough text to present new information to the reader, but the vast majority of

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the book is pictures and illustrations to aid the reader in comprehending the text. When technical or scientific vocabulary is presented, it is clearly defined and explained within the text. This book also gives a short overview of the Space Race, which will help low level readers understand this aspect of the Cold War, as well as a detailed timeline of the events that occurred during the time of the Space Race. The pictures, illustrations, and timelines will engage the interest of low level readers. (Recommended for ages 8-12) Key- Collier, C., & Collier, J. L. (2002). The united states in the cold war: 1945-1989. New York: Benchmark Books. This book is a brief overview of United States involvement in the Cold War. Events covered in this text are the Space Race, the nuclear scare, the Red Scare, Korean War, Vietnam War, and other important events from the Cold War. The book includes timelines, maps, and pictures to bring the reading to life and help engage the interest of the reader. We chose this book for average reading level students because it reads similar to a story but presents factual and important information about the Cold War. This book includes a preface which gives a nice introduction and overview of the Cold War, which will give students some basic information about what will be covered throughout the book. Also, the chapters are clearly labeled and introduced, which will help average-level readers in their research and learning. Lastly, the chapters are short and brief, yet they introduce enough information to help students learn about the Cold War era without overwhelming them. (Recommended for ages 10-14). Hay, J. (2005). Living through the end of the cold war. Detroit: Greenhaven Press. This book uses many primary sources to help readers understand the end of the Cold War era. The book includes speeches from Ronald Reagan, interviews with Russian teenagers, speeches by Mikhail Gorbachev, and several other accounts to introduce readers to what life was like during the end of the Cold War. The book includes many different viewpoints of the time, however, they come together to create a cohesive and highly interesting read. This book is geared towards higher level readers because it gives many different perspectives on how real people felt during the end of the Cold War. Instead of simply reading

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a textbook, students can use this book to determine the thoughts and feelings of Americans, Russians, and people of other nationalities. Because this is a book of primary sources, some of the speeches, letters, and declarations include high level vocabulary that can make it harder to understand. Students also must have a decent amount of background knowledge to understand this text since it does not explain the causes of the Cold War or any of the events that led to the end of the Cold War era. This book also does not include visualizations, and therefore a student needs to have a high enough reading level to be able to learn new information solely from reading rather than relying on visual supports. (Recommended for ages 12-18). Text Set 3: Kilborne, S. S., & Sweet, M. (1999). Leaving vietnam: The journey of tuan ngo, a boat boy. New York: Simon & Schuster Books for Young Readers. This book tells the true story of Tuan Ngo and his father fleeing their home in the middle of the night surrounded by war tearing Vietnam apart. The pair escapes by slipping away on a tiny boat, but encounter many difficulties along the journey. Although the two refugees experience many obstacles on their journey, they finally reach America and experience freedom and safety for the first time. We selected this book as a lower reading level selection for this set of three because it uses an easy-to-read vocabulary that will improve the comprehension of lower level readers. This book also incorporates many illustrations to help readers comprehend the story as they read. Also, this book is based on a true story, but it reads similar to a fictional narrative instead of an informational textbook. Because of this, the story will better engage lower level readers while giving them factual information about the Vietnam War and the United States during the Cold War era. (Recommended for ages 7-11). Key- Gottfried, T., & Reim, M. (2003). The cold war. Brookfield, Conn: Twenty-First Century Books. This book explains The Cold War at a level that adolescent students can understand. The book covers a wide spectrum from the causes of the Cold War to the fall of the Berlin Wall and the final days. The book also touches on events such as the Korean War and the Vietnam War

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so students can fully understand the scope of the Cold War and how it affected the world overall. We selected this book to use as an average reading level selection for students because of the setup of the book. Although it is an informational text, the book is divided into easy-tofind and clearly defined chapters which makes it relatively easy for students to follow the people, places, and events involved in the Cold War era. Also, the book includes several original photographs and quotes from influential people at the time corresponding to the topics covered in the book, which brings the events to life for adolescent readers. This book also includes a comprehensive glossary of terms, people, and events in the back of the book to provide students with an easy reference to discover the meaning of new words they may not know. (Recommended for ages 10-15). Blohm, C. E. (2003). An uneasy peace, 1945-1980. San Diego, Calif: Lucent Books. This book is part of the American War Library series, but focuses on the Cold War years of 1945-1980. This book gives a detailed account of the events leading to the Cold War all the way through 1980. Included in this books are diagrams, maps, charts, and pictures that are useful in understanding the Cold War era in the United States. This book provides a thorough explanation of the scope of the Cold War, including connected events such as the Korean War and the Vietnam War. We chose this book as a higher reading level option for student research because of the academic language and vocabulary used. Although this book is written for adolescents, students need a high level of interest and high reading level to fully comprehend it. The charts, diagrams, and maps included through the book require analysis, and therefore, a student will need higher than a ninth grade reading level to interpret them. Also, there is no glossary in the back of the book, which means students must be able to read and understand new terms as they are introduced in the book. (Recommended for ages 12 & up). Text Set 4: Caputo, P. (2005). 10,000 days of thunder: A history of the vietnam war. New York: Atheneum Books for Young Readers.

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This book highlights and summarizes the Vietnam War, from its roots in French Imperialism to the withdrawal of American troops during the Fall of Saigon. Through firstperson accounts and full-color pictures, 10,000 Days of Thunder provides a brief introduction to this controversial war and how it was fought. This book provides a sense of multiple perspectives on this conflict, including the anti-war movement and members of the Viet-Cong. We chose this book as a research alternative for students with lower reading abilities because of its focused content. The themes of the Cold War can be hard to grasp at first due to the sheer amount of information presented in the other books in this set. By concentrating on a particular historical event within the larger Cold War, students will be able to identify the larger concepts such as aggression between democratic and communist nations. In addition, this book clearly explains the period with easy facts and color pictures that can engage students of any level, including students with special needs. (Recommended for grades 5-7)

Key- Sheehan, S. (2004). The cold war. North Mankato, Minn: Smart Apple Media. This book is part of the Questioning History series, providing a description about the overall Cold War through highlighting specific hot-spot regions of the world. It engages students by showing these regions, asking and answering critical thinking questions i.e. What would happen if Kennedy and Khrushchev had not reached a deal during the Cuban Missile Crisis? We chose this book as a highly effective resource for students researching about the Cold War. The academic language and vocabulary in the book make it ideal for most students in our classroom, challenging them to understand a moderate amount of topic-related concepts. Additionally, it allows students to see the global scale of the Cold War by highlighting regions, like South Africa, usually ignored in most books. (Recommended for ages up to 15)

Ross, S. (2002). The causes of the cold war. Milwaukee, WI: World Almanac Library. This book revolves around the political and social factors that helped cause the Cold War between the United States and U.S.S.R. It begins with Karl Marx and the birth of communism, tracing its path to Russia in 1917, comparing and contrasting its main components to that of democracy and the United States. Through specific examples and interesting

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graphics, it chronicles, in detail, the steady increase of aggression between the world Superpowers. Students can use this book for in-depth research into the beginning of the Cold War. With advanced academic language and fast paced material, this book will be best suited for students with a higher reading comprehension level. It will allow students who wish to research the Cold War in more detail with a very effective resource to answer more specific inquirybased questions. (Recommended for students in Upper Grades)

Text Set 5: Mitchell, M. K. (1997). Granddaddys gift. BridgeWater Books. Granddaddys Gift takes place in Mississippi during the Civil Rights Movement and describes a little girls admiration for her grandfather. At one point, she tells Granddaddy that she wants to quit going to school so she can work with him on the farm. He proves to her how important an education is by volunteering to approach the courthouse asking to register to vote. We are able to see what African Americans had to experience to gain the right to vote, such as protests and acts of violence against them, as shown in Granddaddys Gift. In the end, Granddaddy is able to vote after many struggles, and the last page flashes forward to the present when the granddaughter is eighteen and can register to vote with only her signature. This is a perfect example of childrens literature that can be used to teach larger concepts, such as the Civil Rights Movement and racism. We will use this book for our students with lower reading levels on the research day because it has fewer words compared to the other books in the set. It also provides students with a greater sense of the hardships many African-Americans faced during this time period. This book is able to provide a personal look on voting rights and how this family could witness the change in one generation. (Recommended for ages 7-11)

Key- Partridge, E., Hoover, J., & Viking Press. (2009). Marching for freedom: Walk together, children, and don't you grow weary. New York, N.Y: Viking. Marching on Freedom illustrates the journey hundreds of African Americans took as

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they marched through Selma, Alabama, protesting their inability to vote. The march was led by Martin Luther King Jr. promoting nonviolent protesting and civil disobedience. However, the march turned violent when the local law enforcement tried to stop the march, causing some deaths and injuries, including young adults and children. We will use this book for our middle level students because they are able to work independently and could understand what the book is describing with the help of pictures and captions. The book is written on a day by day basis of the march, with dates and titles of what happened on each day. Students will be able to use this on their research day to gain a greater understanding of a specific event during the Civil Rights Movement. (Recommended for grades 6-12)

Mayer, R. H. (2004). The Civil Rights Act of 1964. At issue in history. San Diego: Greenhaven Press. The Civil Rights Act of 1964 not only describes this specific act, but also the events leading up to this point in history, beginning with Dr. Kings I Have a Dream, speech at the March on Washington in 1963. The book discusses the political aspect of this event as well, describing the actions of President Kennedy and other governmental leaders. The book continues explaining the debate of equal rights in the White House and how the Civil Rights Act was finally passed in 1964. The last part of the book describes the impact the act had on America and the legacy it carries. This book is geared towards our gifted students because it includes a spectrum of issues in politics, government legislation, as well as the social aspect of trying to gain equal rights. There are few pictures, so most of the book is text describing these issues. Other outside elements are included such as quotes, dates, legislation, and research, so students who read this will need a higher comprehension level to absorb this information. Also, there is a chronology in the back of the book that orders the many dates described throughout the text summarizing the climatic years of the Civil Rights Movement. (Recommended for Grades 9 and up)

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Bibliography
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