Luke A. Meuler Alverno College

1. Who areWe The People?A Literary MagazineforHigh SchoolU.S. History Teachers Luke A. Meuler Alverno College

2. Table of Contents: • Letter from the editor (slide 3) • Standards (slides 4-9) • Textbook Advertisements (slides 10-11) • Know Your Students: Diagnostic Tools & Assessments • Student submissions: Bio-Poems (slides 12-15) • Learning Styles Inventory (slide 16) • Cloze Procedure (slide 17) • CARI (slide 18) • Individualized Fluency Assessment (slide 19) • Get the data (slide 20) • Differentiate textbooks to meet state content and literacy standards (slide 21) • Reading Comprehension Activities (slide 22) • Sample Unit Plan Strategies for: (slides 23-39) • Reading • Writing • Assessment • Vocabulary • Comprehension • Speaking and Listening • Viewing and Representing • Technology in the Classroom (slide 40) • Literature Circle (slide 41) • Annotated Bibliography (slides 42-52)

3. Letter from the editor:Dear U.S. History Teachers,Welcome to a new literary magazine which is designed to serve as a resource for teachers. Each edition we will feature new ideas and approaches offered by real educators working in classrooms around the country. For this introductory edition I will share an approach from my classroom to enhance literacy with high school students in United States History classes.Literacy is essential in building an effective learning environment in high school history classrooms. To be literate in U.S. History is to be empowered to interpret the past and take ownership in the exploration of the future as an independent thinker. We the People form a culturally diverse and dynamic nation. To support every individual learner in the classroom it is necessary to develop the following modes of communication through lessons and assessment: speaking, listening, writing, reading, viewing, and representing. It is my opinion that our professional practices should reflect these deliberate goals in literacy in the content area of history.While teachers are responsible for literacy in all content areas, social studies classes offer a unique opportunity to develop literacy while engaging cultural diversity. The most effective educators will be open to possibility that every student will inform their teaching in new and exciting ways. The collaboration among experienced educators may also provide invaluable resources and ideas to support students in the classroom. Teachers must model lifelong learning for their students to build a passionate community in the classroom.Enjoy the approach I present in the pages that follow, and I look forward to exploring your ideas in future editions!Respectfully,Luke A. MeulerEducator & Editor

4. Social Studies, Standard B: HistoryPerformance Standards - Grade 12 (Part 1 of 2) By the end of grade twelve, students will: B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion B.12.3 Recall, select, and analyze significant historical periods and the relationships among them B.12.4 Assess the validity of different interpretations of significant historical events B.12.5 Gather various types of historical evidence, including visual and quantitative data, to analyze issues of freedom and equality, liberty and order, region and nation, individual and community, law and conscience, diversity and civic duty; form a reasoned conclusion in the light of other possible conclusions; and develop a coherent argument in the light of other possible arguments B.12.6 Select and analyze various documents that have influenced the legal, political, and constitutional heritage of the United States B.12.7 Identify major works of art and literature produced in the United States and elsewhere in the world and explain how they reflect the era in which they were created B.12.8 Recall, select, and explain the significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era of Wisconsin, United States, and world history B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world

5. Social Studies, Standard B: HistoryPerformance Standards - Grade 12 (Part 2 of 2) B.12.10 Select instances of scientific, intellectual, and religious change in various regions of the world at different times in history and discuss the impact those changes had on beliefs and values B.12.11 Compare examples and analyze why governments of various countries have sometimes sought peaceful resolution to conflicts and sometimes gone to war B.12.12 Analyze the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin B.12.13 Analyze examples of ongoing change within and across cultures, such as the development of ancient civilizations; the rise of nation-states; and social, economic, and political revolutions B.12.14 Explain the origins, central ideas, and global influence of religions, such as Buddhism, Islam, Hinduism, Judaism, and Christianity B.12.15 Identify a historical or contemporary event in which a person was forced to take an ethical position, such as a decision to go to war, the impeachment of a president, or a presidential pardon, and explain the issues involved B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations that characterize today's interconnected world B.12.17 Identify historical and current instances when national interests and global interests have seemed to be opposed and analyze the issues involved B.12.18 Explain the history of slavery, racial and ethnic discrimination, and efforts to eliminate discrimination in the United States and elsewhere in the world

6. Social Studies, Standard C: Political Science and CitizenshipPerformance Standards - Grade 12 (Part 1 of 2) By the end of grade twelve, students will: C.12.1 Identify the sources, evaluate the justification, and analyze the implications of certain rights and responsibilities of citizens C.12.2 Describe how different political systems define and protect individual human rights C.12.3 Trace how legal interpretations of liberty, equality, justice, and power, as identified in the Constitution, the Bill of Rights, and other Constitutional Amendments, have changed and evolved over time C.12.4 Explain the multiple purposes of democratic government, analyze historical and contemporary examples of the tensions between those purposes, and illustrate how governmental powers can be acquired, used, abused, or legitimized C.12.5 Analyze different theories of how governmental powers might be used to help promote or hinder liberty, equality, and justice, and develop a reasoned conclusion C.12.6 Identify and analyze significant political benefits, problems, and solutions to problems related to federalism and the separation of powers C.12.7 Describe how past and present American political parties and interest groups have gained or lost influence on political decision-making and voting behavior

7. Social Studies, Standard C: Political Science and CitizenshipPerformance Standards - Grade 12 (Part 2 of 2) C.12.8 Locate, organize, analyze, and use information from various sources to understand an issue of public concern, take a position, and communicate the position C.12.9 Identify and evaluate the means through which advocates influence public policy C.12.10 Identify ways people may participate effectively in community affairs and the political process C.12.11 Evaluate the ways in which public opinion can be used to influence and shape public policy C.12.12 Explain the United States' relationship to other nations and its role in international organizations, such as the United Nations, North Atlantic Treaty Organization, World Bank, International Monetary Fund, and North American Free Trade Agreement C.12.13 Describe and evaluate ideas of how society should be organized and political power should be exercised, including the ideas of monarchism, anarchism, socialism, fascism, and communism; compare these ideas to those of representative democracy; and assess how such ideas have worked in practice C.12.14 Explain and analyze how different political and social movements have sought to mobilize public opinion and obtain governmental support in order to achieve their goals C.12.15 Describe and analyze the origins and consequences of slavery, genocide, and other forms of persecution, including the Holocaust C.12.16 Describe the evolution of movements to assert rights by people with disabilities, ethnic and racial groups, minorities, and women

8. Common Core Reading Standards for Literacy in all Subjects

9. Common Core Reading Standards for Literacy in all Subjects

10. www.amazon.com Order Your TextbooksDon’t Forget Reading Levels! A brief narrative is more accessible for lower reading levels A Standard textbook is written to meet high school reading levels

11. www.amazon.com Don’t Like Traditional Textbooks???Then order these for your United States History class to enhance critical thinking! Zinn’sA People’s History of the United States Schweikart and Allen’s A Patriot’s History of the United States What would the political left say? What would the political right say?

12. Know Your StudentsStudent Submissions: Bio-Poems

13. Know Your StudentsStudent Submissions: Bio-Poems

14. Know Your StudentsStudent Submissions: Bio-Poems

15. Know Your StudentsStudent Submissions: Bio-Poems

16. Know Your StudentsLearning Styles http://effective.leadershipdevelopment.edu.au/david-kolb-learning-styles/experiential-learning/ Either: 1. Order Kolb’s Learning Style Inventory to administer to students Or 2. Use an online tool such as: http://www.personal.psu.edu/bxb11/LSI/LSI.htm

17. Know Your StudentsCloze Procedure (The American Vision) On December 1, 1955, Rosa Parks left he job as a seamstress in Montgomery, Alabama, and boarded a bus to go home. In 1955 buses in Montgomery _______ seats in the front _______ whites and seats in _______ rear for African Americans. _______ in the middle were _______ to African Americans, but _______ only if there were _______ whites on the bus. _______ Parks too a seat _______ behind the white section. _______, all of the seats _______ the bus were filled. _______ the bus driver noticed _______ white man standing, he _______ Parks and three other _______ Americans in her row _______ get up and let _______ white man sit down. _______ other three African Americans _______, but Rosa Parks did _______. The driver then called _______ Montgomery police, who took _______ into custody. News of _______ arrest soon reached E.D. Nixon, _______ former president of the _______ chapter of the National _______ for the Advancement of _______ People (NAACP). Nixon, who wanted _______ challenge bus segregation in _______, told Parks. “With your _______ we can break down _______ on the bus with _______ case.” Parks replied, “If _______ think it will mean _______ to Montgomery and do _______ good, I’ll be happy _______ go along with it.” _______ Rosa Parks agreed to _______ segregation in court, she _______ not know that her _______ would spark a new _______ era in the civil _______ movement. Within days of _______ arrest, African Americans in _______ had organized a boycott _______ the bus system. Mass _______ soon began across the _______. After decades of segregation and inequality, many African Americans had decided the time had come to demand equal rights. Score students to determine reading levels and appropriateness of the text. Repeat the Cloze Procedure for all texts to help determine appropriateness for each student.

18. Know Your StudentsContent Area Reading Inventory (CARI)The American Vision Part One: Components of a Textbook Sample Question: If you wanted to learn about the civil rights movement in the United States, then what chapter might provide you with that information? Part Two: Reference Skills Sample Question: What are three standard reference sources that you could use to extend your knowledge of the topic civil rights in the United States? Part Three: Vocabulary Knowledge and Skills Sample Question: What is the best definition of the term de facto segregation? a. segregation based on current events b. segregation by custom and tradition c. regional segregation d. segregation based on race Repeat the CARI for all texts to help determine appropriateness for each student and to familiarize them with the textbook as a tool.

19. Know Your StudentsIndividualized Fluency Assessment • Students read to teacher individually • Teacher listens and records: • Mispronounced words • Omitted words • Added words, etc • Determine reading level (baseline): • 95-100% - independent at that level • 85-94% - appropriate to read with assistance • Below 85% - inappropriate level for effective practice • Re-assess quarterly

20. Know Your StudentsGet the Data

21. Differentiate Primary Text for Each Student Based on Information Gathered to Support All to Meet Standards.

22. Reading Comprehension Activities • Graphic Organizers: Have students complete a graphic organizer for each reading assignment. Students should see how to identify key topics with graphic organizers first, and then learn to create them independently. • Outlines: Students should learn to sketch outlines of reading assignments. Again, scaffold student learning so that they move from seeing the strategy modeled effectively to creating their own. • Questions: Include questions for students to answer before, during, or after their reading assignments. Have students use their reading comprehension activities on formative quizzes to build confidence towards summative tests. Then scaffold student preparation for quizzes and tests by limiting their use of the activities as they master quiz and test preparation skills.

23. Plan Units To MeetContent and LiteracyGoals While BeingCulturally Responsive Course: United States History Grade(s): 10 (adaptable for 9-12) Sample Unit: Civil Rights

24. Anticipation Guide:Does the history of the struggle for civil rights begin with Columbus? Read each statement. Place an “x” next to each statement with which you agree. _____ Christopher Columbus is a hero. _____ A hero helps improve civilization for all people. _____ All people are equal. _____ It is necessary for some people to die to make society better. _____ All people deserve equal rights. _____ Some people deserve to have more material goods than others if they work harder. _____ It is necessary for the best civilization to expand to improve other civilizations. _____ There are superior and inferior races of humans. _____ The United States is the best country in the world.

25. Preparing a Discussion Web Differentiate Reading Assignments • Classroom texts • News Articles from the 500th Anniversary of Columbus in 1992 Answer Questions: • Who were the Arawak people? • What happened on Columbus’s voyages to the Americas? • What ultimately was the fate of the Arawak people? • What is your definition of a hero?

26. Discussion Web: Is Columbus a Hero?Students can reflect individually, discuss in small groups, and debate as a class. Is Columbus a hero?

27. Discussion Web: Writing Assignments Differentiate Writing Assignments • Write a letter: • To Columbus to express your opinion of his actions. • To the Arawak people to describe your feelings about their story. • Consider expressing your opinion through: • Poetry • Short stories • Song Lyrics • Conduct Research • Heroes in United States History. • Applications of civil rights issues in the 21st century. • Students may also choose another form of creative expression.

28. Background Research andProject-Based Learning:Civil Rights Prior to WWII • Topics • Trail or Tears and the Indian Wars • Expansionism and the War with Mexico • Slavery • Immigration • Gender • Differentiate Group Projects (multiple modes of communication): • Written Research Papers • Oral Presentations (PowerPoints) • 3D Artistic Interpretations • Digital Video Productions • Class Blogs • Students may take initiative with creative projects.

29. Literacy Plan:20th Century Civil Rights Unit

30. KWL

31. Student Activated Vocabulary Instruction (SAVI)Students: 1. Each Student Receives a Card 2. Work in Small Groups 3. Present to the Class Repeat for essential terms to build rich and thorough understanding.

32. Frayer ModelStudents may work independently or in groups. Non-Essential Characteristics Essential Characteristics Civil Disobedience Examples Non-Examples

33. Semantic Map 3. Have students name the categories. 1. Have students volunteer words related to the central concept. 2. Group the words into categories. 4. Discuss the central concept and the related ideas.

34. Concept Map

35. History Change Frame: Civil Rights

36. Textbook Activity Guide (TAG)

37. Venn Diagram:Compare and Contrast MLK and Malcolm X Dr. Martin Luther King, Jr. Malcolm X Christian Muslim Civil Rights Leaders Civil Disobedience Self Defense

38. Analyze a Photograph Have students answer the following questions (differentiate – journal entries, question sheets, guided reflection, etc) while viewing the photograph on the next slide. • What do you see in this picture? • What are the different people doing in this photograph? • When might this photograph have been taken? What context clues would you use to determine that? • Divide the photograph into four sections and analyze each one. What do you see that is different about each section? • Do you think that the people in the photograph knew this picture was being taken? Why or why not? • Imagine you are one of the people in this photograph. Which person did you choose? What are you thinking and feeling at the moment the photograph was taken? • What role does race play in understanding the significance of this photograph?

39. http://www.britannica.com/EBchecked/media/61024/Civil-rights-demonstrator-attacked-by-a-police-dog-on-Mayhttp://www.britannica.com/EBchecked/media/61024/Civil-rights-demonstrator-attacked-by-a-police-dog-on-May

40. Enhance Learning with Technology

41. Literature Circles • Students may choose from a variety of books to supplement regular textbook reading. • Small groups form based on common book choices and/or topics. • Groups meet during planned class time. • Specific topics, discussions, and roles of group members are determined through student leadership. • Project assignments may be differentiated so that students may creatively explore the literature they have chosen and discussed in their circles. See annotated bibliography for recommended selection of books for literature circles to accompany the civil rights unit.

42. Banks, D. & Erdoes, R. (2005). Ojibwa warrior: dennis banks and the rise of the americanindian movement. University of Oklahoma Press: Norman. Banks’s involvement in AIM is an important story for people seeking an understanding of identity. It is a great challenge to grapple with the history of American Indians and great leadership is required. Dennis Banks provides inspiration and clear prose for teenagers who question their identity and role in society. This serves as a great introduction to the civil rights struggle of American Indians in the 20th century.

43. Carson, C., Garrow, D.J., Gill, G., Harding, V., & Hine, D.C. (Eds.). (1991). The eyes on the prize civil rights reader: documents, speeches, and firsthand accounts from the black freedom struggle. New York: Penguin. This collection is well organized to give students firsthand accounts of the civil rights movement. Although larger-than-life leaders like Dr. Martin Luther King, Jr. can be hard to relate to for young students, these stories make the movement come alive through the regular people who were involved. This format is conducive to differentiation for learning styles and reading levels.

44. Foner, P.S. (Ed.). (2002). The black panthers speak. Cambridge: Da Capo Press. Foner compiled a collection of important writings relevant to the history of the Black Panther Party for Self Defense. This is a great example for students to consider how messages can be communicated through multiple genres. The history lesson itself is important, but students may find greater lessons in terms of literacy and inspiration for collective action. The collection is also easy to differentiate for learning styles and reading levels.

45. Friedan, B. (2001). The feminine mystique. New York: Norton. Betty Friedan was the vanguard of modern feminism in the United States. There is no clearer articulation of the negative impact of a white male dominant society than The Feminine Mystique. Although this is a challenging read for high school students, a motivated and skilled reader will benefit from the experience in terms of literacy and the development of a better understanding of gender roles in the United States.

46. King, M.L., & Washington, J.M. (2003). A testament of hope: the essential writings and speeches of martin luther king, jr. New York: HarperCollins. Students are often familiar with the life story of Martine Luther King, Jr., but they are not always familiar with his writings outside of the I Have a Dream speech. Dr. King’s writings can reach a wide audience of readers and can challenge young learners to think critically about society. This collection is easy to differentiate in terms of learning styles and reading levels.

47. Levy, J. (2007). Cesar chavez: autobiography of la causa. Minneapolis: University of Minnesota Press. Cesar Chavez’s work is as relevant in the 21st century as it was in the 20th. Chavez provided leadership and hope for immigrant worker families in the United States. As economic challenges rise in the 21st century and the immigration debate rages on, the life and work of Cesar Chavez will resonate with young readers who see and feel injustice in their world. The book is written for mature readers so it will present some challenge for students with lower reading levels in high school.

48. Loewen, J.W. (2007). Lies my teacher told me: everything your american history textbook got wrong. New York: Touchstone. Loewen’s work has become somewhat standard in high school classrooms in the United States as supplementary reading or as a reference. Students who already question the validity of standard textbooks will appreciate the message Loewen carries. Students who readily accept standard textbook bias will learn to appreciate the skill of critical thinking as they explore Loewen’s work. This is written for high school students and with support most, if not all, high school students will be able to digest at least portions of this work.

49. O’Brien, T. (2009). The things they carried. New York: Houghton Mifflin. O’Brien is a Vietnam War veteran and uses fiction to portray the lives and experiences of soldiers. The Vietnam War is an important backdrop to the civil rights movement. It is important to consider the treatment of American soldiers serving abroad, as well as the lives and rights of people living in other countries. This is an important reflection for students to consider the connection between domestic civil rights and global human rights.

50. Wiesel, E., & Wiesel, M. (Trans.). (2006). Night. New York: Hill and Wang. For many Americans, WWII represents the transition to a time and place where the rights of people cannot be ignored. Wiesel’s story of the holocaust forces people to consider how dangerous human’s can be through both action and inaction. Wiesel’s story is written at a middle school to early high school level and presents universal themes of humanity.