Sabatino 1

Dominic Sabatino
Widincamp_fall 14
November 14, 2014
Annotated Bibliography
Web Resources
1. archive.org, is web based resource that allows the user to access websites from their first
day of activation. The user can access government sites, newspaper sites, and magazine sites.
This website can be valuable to the teacher in a unit that would require the students to
compare and contrast events that happened in the past with current events. For example, a
focus on current political and religious struggles in the Middle East, with struggles in the
same area in the past. In addition, the teacher could use this particular site to compare the
advancements in technology from the past with current technology. For example, something
as basic as web-page design and layout from the past, compared to current design and layout
trends. Additionally, archive.org could be used in an economics unit to compare and contrast
current pricing of everyday products with past price schedules.
If you are covering World War II, you can access an 8 minute video of President Harry S.
Truman reading the Japanese surrender on national television, as well as footage from
celebrations in Chicago, San Francisco, and New York. Intimate footage of the King and Queen
leaving Buckingham Palace in a horse drawn carriage. There is footage of a Scientist in a
laboratory, and corresponding footage of the Atom bomb explosions in New Mexico, as well as
slow motion footage of A-Bomb explosions and the clouds they create. gov.archives.arc.23976

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2. http://www.pbslearningmedia.org/collection/midlit/?topic_id=322, is a web based resource
that provides struggling students, or students who are not native English speakers with the
opportunity to enhance their study skills and learning outside of the classroom. Lesson covering
various topics are provided for students with a focus on literacy. Correspondingly, there are
videos, and note taking strategies that cover economics, immigration, The Columbian Exchange,
slavery in the Southeastern United States, colonization and the impact it had on Native
Americans. These lessons are self guided and paced for the learner, and range from 5th to 8th
graders.
If you have non-native English speakers that have been in the United States a short time,
the lessons on the Civil War, and Slavery in the Southeastern United States, the self-guided
home study at your own pace strategy, would be a good assignment for the student to do on
his/her own that could involve the family to bring a household learning element into play.

3.

http://www.archives.gov/research/military/ww2/finding-aids.html is a great source

for primary documents about World War II. Here you can find Military service and casualty
records, as well as cartographic information. There are also posters, videos, and motion picture
films related to WWII. There is some very graphic material that can be found on this site, so it is
advisable that the teacher closely monitor students activity on this site, or to present the
resources to the students. This particular poster is propaganda directed at the Germans. It is a
poster of Uncle Sam with a club attempting to beat down the German propagandist snakes in the
grass. German propaganda was directed as weakening the American resolve to continue the war.
The students can observe the poster and infer its meaning in regards to the American economy,
and the American resolve to continue the war and end Germanys threat.

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http://docsteach.org/documents/6011367/detail?menu=closed&mode=search&sortBy=relev
ance&q=World+War+I&commit=Go&page=2

4.
Westward expansion, (is it a massacre, or a battle?)
http://www.hippocampus.org/HippoCampus/History%20%26%20Government?view=Med
ia
The struggle between tribes and pioneers while the United States government expanded
westward is depicted in social media as a one-sided event. However, the interactions between the
two cultures were more complicated than a western tale of good versus evil. The students can
explore this period of westward expansion by analyzing encounters between the groups. Students
will be empowered to make their own decisions regarding the correct labels for the events and
encouraged to analyze those labels of the past and present.
As a class, students will develop a set of criteria to label a historical event as either a
battle or a massacre. Students should come to class prepared with research about what each term
means, sources and examples of use, and at least two criteria they want to have the class
consider. Once the criteria has been established, provide a list of battles and have pairs of
students, or individual students choose an event, research that event and write up an argument to
establish their stand on whether it was a battle or massacre. Paper should include the event, who
was involved, motivation for event, and the outcome. The research should include information
from primary source documents, and the students will determine, according to the criteria, if the
label for the event has evolved over time, or remained the same. Additionally, the students will
determine whether the event is properly labeled by modern historians. Furthermore, this activity
can be modified to include on battles that affected the history of Georgia.

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http://articles.chicagotribune.com/2009-08-18/news/0908170600_1_native-americanhistory-chicago-park-district

Print Resources
5. Guns, Germs, and Steel
This lesson can be used to cover geography, providing an in depth look at geographic
location, climate, and that led civilizations to become more profitable, and stronger than others.
natural resources. Also, the development of steel for use in weaponry that provided certain
civilizations with a distinct advantage over those they set out to conquer. For example, how the
use of steel weapons by the Spanish Conquistadors gave them the advantage they needed to
overthrow a much larger Inca army, thus taking control of the land, the people, and their riches.
Transcripts from the PBS film series are available to print and distribute to the students
so they can analyze the documents and make inferences about the effects of geography, natural
resources, steel weaponry, and germs on the economy, and empire expansion. The students can
access websites that provide information about common farm animals and crops and how they
have evolved over time. http://www.cyberspaceag.com/farmanimals/default.htm There is
also an online world map that students can access to compare and contrast, and evaluate the
impact of geographic location that would lead to a nations success or failure.

6. English Trade in Deerskins and Indian Slaves.

New Georgia Encyclopedia http://www.georgiaencyclopedia.org/articles/historyarchaeology/english-trade-deerskins-and-indian-slaves

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This lesson could be a cause and effect essay that would compare the transition from
prehistoric indian society to the arrival of Europeans, an later, leading to indian removal from
Georgia. Students can research the indian slave trade from the northern Iroquois Indians and how
they moved southward, eventually influencing the Southeastern Indians, including Georgia. The
research can include the arrival of Hernando de Soto and the impact of his presence in Georgia to
the Chiefdoms of the Mississippian Indians, and all the way through to the Creek Indians and
how their nation fell apart.
This lesson can be turned into a webquest activity that can be assessed formatively by
having the students produce a first draft that could be a teaching tool for the whole class by
systematically going over it with the class. The final draft can serve as a summative assessment.

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Works Cited
1.

<http://www.archives.gov/research/military/ww2/finding-aids.html> Accessed

November 2,

2014

2. Diamond, Jared. Guns, Germs, and Steel, W. W. Norton, March 1997

3. < http://www.pbslearningmedia.org/collection/midlit/?topic_id=322,> Accessed October
29,

2014

4. New Georgia Encyclopedia, University System of Georgia/Galileo, 2004

5.

President Harry S. Truman Reads Japanese Surrender. Accessed November 7, 2014

<archive.org,>

6. Westward Expansion, (Is it a Massacre or Battle). <hippocampus.org> Accessed November

2, 2014