Overcoming Obstacles Through

The Lens of History

Joe Burleson Johns Hopkins University

Do Now: Take the next 2 minutes to silently

think to yourself about the most difficult time in your life. You obviously overcame it since you are here now. Take 5 minutes to write about the ways in which you overcame your struggle

Overcoming Obstacles

5th grade Humanities Unit 4: Understanding the history of the United

States between shortly before the Great Depression and through the ending of World War II

Emphasis: Learning through reading texts and writing short answers

At the end of this unit students will have a new knowledge of the history of the US between the Great Depression and World War II through stories of struggle, perseverance and triumph

Overcoming Obstacles

Anchor Text: Unbroken (the Young Adults Adaptation): A World War II Story of Survival, Resilience, and

Redemption Qualitative Measures

Meaning/Purpose: Moderately Complex

Text Organization: Very Complex Vocab: Moderately-Very Complex Sentence Structure: Moderately-

Very Complex Life Experiences: Moderately-

Very Complex Cultural Knowledge: Moderately

Complex

Quantitative Measures

Grade Band: 4-5 Lexile: 740L-101L Word Count: 138,039 Fountas & Pinnell: O-V Reading Maturity: 5.42-7.92 Word Length: Moderately

Complex

Unbroken follows the life of Louis Zamperinni, an

Olympian-turned-World War II bombardier whose plane was shot done over the Pacific on a bombing run. Over the next several months Zamperinni and two crew members floated in the middle of the ocean waiting on rescue. While rescue did come it was in the form of the Japanese Navy. Zamperinni then spent over a year in a Japanese internment camp suffering daily torture, starvation and forced slavery. While on the brink of death at all times he miraculously survived through grit and determination.

About the Anchor

Sets the tone for our unit/text set Gives students a text that will challenge their

cognitive skills due to its tough qualitative and quantitative measures.

Provides students an in-depth look at World War II and the harshness of life at war.

Ample opportunities for short answer responses, Socratic Seminars and picking apart text using reading strategies learned in ELA.

Rationale

“The Second World War was raging, and in the Pacific, America

and Japan were locked in a bloody struggle.” (Chap. 1) Historical insight into WWII

“Perhaps some guards forced their prisoners to live in maximally dehumanizing conditions so that they could reassure themselves that they were merely giving loathsome beasts their due…Some of the worst abuses may have arisen from guards” (Chap 19) Human struggle & challenging cognitive ability through complex

vocabulary and sentence structure “Not long ago, Louie’s only thoughts had been to merely survive

to the next day. Now he finally could dream of a life of goals and ambitions.”(Chap 24) Sets theme for tone and foundation for text set.

Rationale Through Excerpts

(3) Reading/Comprehension of Literary Text/Theme and

Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical and contemporary texts and provide evidence from text to support their understanding

(10) Reading/Comprehension of Information Text/Culture and History.

(18)(C) Write responses to literary or expository texts and provide evidence from text to demonstrate understanding.

(5)(A) Analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions.

TEKS

• Unbroken by Laura Hillenbrand- Anchor• Bud, Not Buddy by Christopher Paul Curtis

(Fiction)• “Mother to Son” by Langston Hughes (Poem)• “Pearl Harbor Address” Franklin Delano

Roosevelt (Speech)• World War II, The Great Depression and The

Dust Bowl in Pictures (images)

Overcoming Obstacles Text Set

Bud, Not Buddy

Qualitative Measures Meaning/Purpose: Moderately-

Very Complex Text Organization: Moderately

Complex Vocab: Moderately Complex Sentence Structure: Slightly-

Moderately Complex Life Experiences: Moderately-

Very Complex Cultural Knowledge:

Moderately Complex

Quantitative Measures

Grade Band: 4-5 Lexile: 740L-101L Word Count: 52,179 Fountas & Pinnell: O-V Reading Maturity:

5.42-7.92 Word Length:

Moderately Complex

This book takes place during the Great Depression and revolves around Bud, a boy

who has never met his father, and who lost his mother at a young age. After his mother passes at the age of 6, he finds himself bouncing around orphanages and foster homes, with each experience being worse than the last. Once the reader gets past chapter 5, Bud realizes that he doesn’t need a foster home to survive and goes on a solitary quest to find his father, whom he has never met. Along the way, Bud encounters challenge after challenge, yet never gives up on his hope of finding his father. This theme is similar to my anchor text, Unbroken, that revolves around the idea of persevering through every tough situation to make it through. While this is a tough subject matter to go over with students, I feel that (a) it is relevant to the students I teach due to the fact that they encounter difficulties similar to Bud in their daily lives, and (b) it supports the theme of Unbroken. I also believe that it will be beneficial to my students because it comes with this idea that no matter what the situation you are in, and no matter what age you are (Bud is the same age as the students I teach), you can always change the situation you are in. Due to these factors, I feel as if my students can connect and relate to this story, thus providing more of an incentive to want to read and understand the text.

About the Text & Rationale

“And I’ll tell you, I’ve seen some things out of place before and a young brown

skinned boy walking along the road just outside of Owosso, Michigan, at two-thirty in the morning is definitely not where he ought to be. In fact, what is definite is that neither one of us should be out here at this time of night.” (Chap 10) History through Inference- What can you infer about the way the town of Owosso feels

towards African-Americans by the statement from Lefty Lewis? “The man raised his hand and said, "Look, kid, everybody's got a story and

everybody knows the rules. The line closes at seven o'clock. How's it fair to these people who been here since five o'clock that you can sleep until" -- he looked at his wristwatch--"until seven-fifteen, then come busting down here expecting to eat? You think you got some kind of special privilege just 'cause you're skinny and raggedy? Look in the line, there's lots of folks look just like you, you ain't the worst.” (Chap 6) Comprehension by Using Text Evidence- What can you tell about the situation that

most people found themselves in during the Great Depression? And What does this tell you about how the United States was during the Great Depression? Use text evidence to prove your stance.

Excerpts with Questions

(6) Reading/Comprehension of Literacy

Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding.

(5)(A) Analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions.

TEKS

Mother to Son

Qualitative Measures Meaning/Purpose: Moderately-

Very Complex Text Organization: Moderately

Complex Vocab: Moderately-Very Complex Sentence Structure: Moderately

Complex Life Experiences: Moderately-

Very Complex Cultural Knowledge: Moderately

Complex

Quantitative Measures

Grade Band: 4-5 Lexile: 740L-101L Word Count: 52,179 Fountas & Pinnell: O-V Reading Maturity:

5.42-7.92 Word Length: Slightly

Complex

Mother to Son

Well, son, I’ll tell you:Life for me ain’t been no crystal stair.

It’s had tacks in it,And splinters,

And boards torn up,And places with no carpet on the floor—

Bare.But all the time

I’se been a-climbin’ on,And reachin’ landin’s,And turnin’ corners,

And sometimes goin’ in the darkWhere there ain’t been no light.

So boy, don’t you turn back.Don’t you set down on the steps’Cause you finds it’s kinder hard.

Don’t you fall now—For I’se still goin’, honey,

I’se still climbin’,And life for me ain’t been no crystal stair.

Langston Hughes wrote this poem in 1926 about the difficulties African Americans

faced during this period in United States history. The poem revolves around a mother giving advice to her son about the struggles in life that she has faced and that her son will most likely face. Mother to Son embodies the theme of the text set; struggle, perseverance, resiliency and never giving up on life. Half of the students that will receive this poem are African American and I believe that this text will speak directly to them. While this poem has a strong correlation to the text set, it also has several academic features that will allow for an engaging lesson. The first of these features is the complexity of the vocabulary used. Many of the words in the poem will are not in modern vocabulary that is used on a daily basis. Therefore as a class we can break down each stanza of the poem, and using context clues, go line by line to determine the meaning of unfamiliar words. This will also be an opportunity to use the close reading strategy the students have learned in their ELA classrooms so that the students can understand the full meaning of the text. Form a historical standpoint this poem is very powerful. As in “Bud, Not Buddy,” this poem describes the incredible challenges faced by African Americans during this time period. The next part of the lesson will be to ask the students to give a short answer response on the difficulties faced by African Americans during this time, and to use text evidence to justify their stance.

About the Text & Rationale

(4) Reading/Comprehension of Literacy Text/Poetry. Students

understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.

(2)(B) Use context to determine or clarify the meaning of unfamiliar or multiple meaning words.

5)(A) Analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions.

TEKS

Pearl Harbor Address

Qualitative Measures Meaning/Purpose: Moderately

Complex Text Organization: Moderately

Complex Vocab: Moderately Complex Sentence Structure:

Moderately Complex Life Experiences: Moderately

Complex Cultural Knowledge:

Moderately Complex

Quantitative Measures

Grade Band: 5 Lexile: 890L Word Count: 490 Fountas & Pinnell: O-V Reading Maturity:

5.42-7.92 Word Length:

Moderately Complex

Pearl Harbor Address

To the Congress of the United States:Yesterday, December 7, 1941–a date which will live in infamy–the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.The United States was at peace with that nation and, at the solicitation of Japan, was still in conversion with the government and its emperor looking toward the maintenance of peace in the Pacific.Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the Japanese ambassador to the United States and his colleagues delivered to the Secretary of State a formal reply to a recent American message. While this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or armed attack.It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace.The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. Very many American lives have been lost. In addition, American ships have been reported torpedoed on the high seas between San Francisco and Honolulu.Yesterday, the Japanese government also launched an attack against Malaya.Last night, Japanese forces attacked Hong Kong.Last night, Japanese forces attacked Guam.Last night, Japanese forces attacked the Philippine Islands.Last night, the Japanese attacked Wake Island.This morning, the Japanese attacked Midway Island.Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation.As Commander in Chief of the Army and Navy, I have directed that all measures be taken in for our defense.Always will we remember the character of the onslaught against us.No matter how long it may take us to overcome this premeditated invasion, the American people in the righteous might will win through to absolute victory.I believe I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make very certain that this form of treachery shall never endanger us again.Hostilities exist. There is no blinking at the act that our people, our territory, and our interests are in grave danger.With confidence in our armed forces–with the unbounding determination of our people–we will gain the inevitable triumph–so help us God.I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7, a state of war has existed between the United States and the Japanese empire. 

The Pearl Harbor Address is one of the most powerful and quotable speeches

in United States history; simply by hearing the first words, most American know exactly what they are listening to. The speech came at a time when the rest of the world was in great turmoil due to the war raging in Europe. While the United States had tried desperately to evade engaging in this world conflict, the unprovoked siege by the Empire of Japan thrust United States into military action. The attacks at Pearl Harbor rank only second to 9/11 as the deadliest attack aimed at taking American lives. Not only is this an historic text, it provides a great learning opportunity for 5th graders studying the war. First, this speech and what caused it, allows the students to understand why the United States was involved in World War II. Second, this speech is straightforward and not difficult to understand. thereby this allows the class to focus more on a writing through history aspect, rather than simply reading comprehension. It is also important to note that the students will have a prior understanding of the war between the United States and Japan based off of the lesson taught by the Anchor Text, “Unbroken.” The class has also been through their 3 week expository writing unit.

Rationale

“As Commander in Chief of the Army and Navy, I have directed that all the

measures be taken in for our defense…I ask that Congress declare…a state of war between the United States and the Japanese Empire.”(FDR) - Based off of this excerpt, what does this tell you about the power of the President of

the United States. Write a short answer response and use text evidence to support your answer.

“Yesterday, December 7, 1941–a date which will live in infamy–the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan…Very many American lives have been lost…. Yesterday, the Japanese government also launched an attack against Malaya. Last night, Japanese forces attacked Hong Kong. Last night, Japanese forces attacked Guam. Last night, Japanese forces attacked the Philippine Islands. Last night, the Japanese attacked Wake Island. This morning, the Japanese attacked Midway Island.” Based off of this excerpt and your prior knowledge about the war between the United

States and Japan , what can you infer about the strength of the Empire of Japan, and what does this tell you about their intentions. Write a 2-4 paragraph essay explaining your stance.

Rationale Through Excerpts

5)(A) Analyze various issues and events of the 20th century

such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions.

18)(C) Write responses to literary or expository texts and provide evidence from text to demonstrate understanding

10) Reading/Comprehension of Information Text/Culture and History.

(15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

TEKS

Overcoming Obstacles in

PicturesImages of World War II, the Great Depression, and the

Dust Bowl

Rationale

The gallery walk will be the last lesson in our unit of Overcoming Obstacles. It will have the children begin with the imagine shown first, and proceed one, by one, until the final one depicting the American victory in Iwo Jima. The order of the pictures is very deliberate. Because the theme of this unit is based around overcoming obstacles, it depicts America at a time when she at her worst. Then goes one by one in chronological order, to show the hardships and sufferings that Americans faced, through crop failure, economic collapse and war. The final image is intended to show America at one of her finest moments to drive home to the students that no matter how bad things get, if you fight and never give up, things can always get better. Most all of my students come from poor backgrounds where life can be very difficult. I hope that his unit can show them that they own the power to change their lives and make them better. The final objective of this unit will be to have them answer the same question that was presented in the Do Now, in a 5 paragraph expository essay (I’m not the biggest fan of counting paragraphs but its school policy).

15) Writing/Writing Process. Students use elements of the writing process (planning,

drafting, revising, editing, and publishing) to compose text. 5)(A) Analyze various issues and events of the 20th century such as

industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions.

(17) Writing. Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience.

(18)Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students

(A)  create multi-paragraph essays to convey information about the topic that: (i)  present effective introductions and concluding paragraphs; (ii)  guide and inform the reader's understanding of key ideas and evidence; (iii)  include specific facts, details, and examples in an appropriately organized

structure; and (iv)  use a variety of sentence structures and transitions to link paragraphs;

TEKS