Additional Texts for a Social Studies Classroom

Advanced Reading Methods and Intervention

Jennifer Batten-Bednar

March 2014

Fiction and Non-fiction Texts Andrews, M. E. (1970). When Jamestown Was A Colonial Capital. Champaign, Il. Garrard Publishing Company.

This additional textbook resource for the classroom was written and published over forty years ago. This may be viewed as a negative to some educators. I believe that this text’s simplicity may be helpful or more familiar to some students. It is an example of a textbook that was written in a text (font) found only from an actual “type writer.” I had a type writer, as a child; and loved to type “my stories.” I remember the pull on the metal lever, the hammer slide across the bar, and “ding” of the bell. I remember “feeding” the paper into the roller, while turning the wheel. Exposure to this text will provide knowledge and a learning experience for history students. The book has very well chosen and informational simple print charcoal hand-drawings for illustrations that depict events within history.

Ferrie, R. (1999). The World Turned Upside Down: George Washington and the Battle of Yorktown. New York. Holiday House.

The introduction of this non-fiction text is structured similarly to a “play script.” It begins with a list of “characters,” then a timeline (order of events) is given, and finally a map (the setting). This text is engaging and inviting to read. I think that this format would be enticing for the student to pick up and read. This text is informational and descriptive of all characters, events, and provides detailed and accurate maps of the time period.

Lewin, T. (2001). Red Legs: A Drummer Boy of the Civil War. USA www.harperchildren.com. Harper Collins Publishers.

Ted Lewin wrote and illustrated this fiction book. It is wonderful. The illustrations are whimsical and whisk the reader into the world of a boy, near their own age, who lived within the battles of the Civil War. The beautiful colored drawings overwhelm the pages. The book tells a story, with vivid images, from a perspective that is easily relatable to the students.

Maestro, G.; Maestro, B. (2000). Struggling For A Continent: The French and Indian Wars(1689-1783). Singapore. Tien Wah Press.

This non-fiction book is informational and detailed. Students will be able to learn information easily with this text due to the beautiful and detailed maps and illustrations. All illustrations have detailed descriptions and dates. The text is even more detailed; it is simplistically precise though. Lower level readers within the classroom would benefit from this text. The entire concept of this war is captured clearly within the drawings and maps.

Illustrated Picture Texts Powell, N.V. (1974). The American Navies of the Revolutionary War. NewYork, NY. G.T. Putnam’s Sons.

This impressive book contains detailed paintings of 126 “Navy” ships and boats that were utilized during the American Revolution. The beginning of this text provides an introduction written by Richard. B. Morris. Each Naval ship is wonderfully and accurately painted. Each vessel painting is on a single page. Beside this page, a full historical background and battle information is given in detail. This book is incredibly captivating and specialized in the area of maritime interests. This book will “hook” all students who may have interests in the oceans, boats, or historic maritime facts.

Sullivan, G. (2000). Picturing Lincoln: Famous Photographs That Popularized the President. Park Avenue South New York, NY. Clarion Books.

The aspects of portraits, photography, and early engravers are incorporated within this text. All images of our 16th President are displayed and given a description. The impact of these images on American History and the life of Lincoln are also discussed with each image. Visual learners within the classroom will benefit by this textbook.

Poetry

Nickels, C. (1993). New England Humor: From the Revolutionary War to the Civil War. Knoxville, TN. The University of Tennessee Printing Press. (45)

Originally published in the: Dennie’s The Eagle; or, Dartmouth Centinel (25 Aug. 1774)

A Pastoral

Florella, all blooming and…

The poem above features the colloquialisms of the Revolutionists. The Federalists (British supporters) of this time period, found the majority of published works, including poetry, by the Revolutionists, to be lacking in diction and eloquence. The Revolutionists created political cartoons, tactfully(still under British control)written parodies, and poems. The writings in newspapers, short stories, and “Yankee poems” of the Revolutionists, helped to fuel and build the colonial support. This literature helped fuel the vigor and solidify a movement that ultimately began our Revolt against Great Britain, The American Revolution, and led to our Independence as the United States of America. This literature is very important. Students will be exposed to poetry, colloquialisms, and the historical/political effects of the written word.

Editors of Time Life Books, (1996). The American Story : The Revolutionaries. Alexandria, VA. Time Life Inc.(pg 129).

“When your army entered the country of Six Nations, we called you Town Destroyer; and to this day when that name is heard our women look behind them and turn pale, and our children cling close to the necks of their mothers.” Cornplanter to George Washington, 1790

This poem is very descriptive. It explains the fear that the early settlers experienced from the raids by the Tories and Iroquois Indians. It can be used to teach imagery and alliteration by example.

Video PBS Learning Media Common Core videos. History Detectives Video : available at www.opened/io or pbs.org/history

This video would be very engaging and interesting for most students. It discuss the history of the American west, wagon trains, and the Indian conflicts that early Americans had to endure when establishing settlements. The video would be excellent for struggling readers to gain information on the content of the lesson. This could be used to motivate students in a creative writing lesson. Also, a lesson in note taking strategies can be applied to this video lesson.

Text Collection

I selected the texts for my text collection, within my subject area and lessons, in order to give a wide range of selected additional readings for my students. It is incredibly important to have a broad scope of texts for all students. It is crucial to have different reading leveled books. Not all students within my classroom will be at the same reading ability. Some of the books that I chose are at a high reading level; other books are very simple and at a lower reading level. Equally important, is the range of learning methods or preferences. I believe that it is important to have visually stimulating picture books with plenty of maps, charts, and pictures that “provide” information. Visual learners and ESL students will benefit from these books. I also believe that, higher level reading students deserve to have interesting and informational books that may be more text driven and engaging or stimulating for them to read. Special interest factual and picture books will be intriguing to all reading levels. The aspects of these books can spark interest to some students. This is important. These books can be used to inspire creative writing assignments. It can create a motivation to read and learn. These texts can promote the desire to read and write. The inspiration of new and interesting knowledge, can sometimes be all that is needed to amplify, an otherwise unmotivated or uncaring student’s desire, to learn and improve. They may “suddenly want to read.”

The texts that chose for poetry are most important to me. I believe that students are “unafraid” of poetry. Poetry may not be intimidating to most students. It is “considered to be,” “creative expression” to most students. Poetry can have incredibly exacting formats and very technical. The majority of students (people) are unaware of this. This makes poetry an “approachable” resource for me to reach any struggling students. Not only do students learn from aspects of poetry in a literary perspective, they realize the political and historical impact that poetry and literature can have on society. Poetry books can also inspire writing assignments. The poetry I selected is also critical in teaching all students the aspects of literature within the content of my field and lessons.