Multicultural Unit on WWIIMulticultural Unit on WWIIAn Integrated, Thematic, Transition-Linked,

Standards-Based UnitDr. Pamela LuftAshley CurtisAshley Martin

And other grant team members

Kent State University

An Integrated, Thematic, Transition-Linked, Standards-Based Unit

Dr. Pamela LuftAshley CurtisAshley Martin

And other grant team members

Kent State University

February 2007 Transition Services Preparation & Training

ProblemProblem Dealing with Deaf/Hard-of-Hearing

students who have varied reading abilities

Incorporating state standards and making these meaningful to students through transition-linked activities

Showing multiple and multicultural perspectives on a historical event

Dealing with Deaf/Hard-of-Hearing students who have varied reading abilities

Incorporating state standards and making these meaningful to students through transition-linked activities

Showing multiple and multicultural perspectives on a historical event

February 2007 Transition Services Preparation & Training

SolutionSolution Using “Understanding by Design” (Wiggins & McTighe, 2005)

Incorporating three cross-cultural strands and perspectives of WWII

Using both chapter and picture books focusing on children’s experiences

Incorporating standards through real-life transition activities

Using “Understanding by Design” (Wiggins & McTighe, 2005)

Incorporating three cross-cultural strands and perspectives of WWII

Using both chapter and picture books focusing on children’s experiences

Incorporating standards through real-life transition activities

February 2007 Transition Services Preparation & Training

Who is the unit for?Who is the unit for? Designed specifically for students who are D/HH in

grades 4 through 8 Easily modifiable for a high school curriculum Based on a unit developed by Teacher of the Deaf, Ms.

Michelle Fischer Kent State University Deaf Education majors on

OSERS transition grant expanded on Ms. Fisher’s ideas to create this comprehensive, literature-based unit which incorporates ODE and LCCE standards

Designed specifically for students who are D/HH in grades 4 through 8

Easily modifiable for a high school curriculum Based on a unit developed by Teacher of the Deaf, Ms.

Michelle Fischer Kent State University Deaf Education majors on

OSERS transition grant expanded on Ms. Fisher’s ideas to create this comprehensive, literature-based unit which incorporates ODE and LCCE standards

February 2007 Transition Services Preparation & Training

How we created the WWII unitHow we created the WWII unit Selection of age-appropriate picture books focusing on

the experiences of three areas: ◦Japan, Europe, and the United States, including:◦The Holocaust and concentration camps ◦Atomic bomb & effects (Nagasaki/Hiroshima)◦Japanese-American internment camps and Pearl Harbor

Books aligned with objectives of unit, based on LCCE Daily Living Skills and ODE academic

standards, creating activities which

incorporate transition skills and

themes from the books

Selection of age-appropriate picture books focusing on the experiences of three areas: ◦Japan, Europe, and the United States, including:◦The Holocaust and concentration camps ◦Atomic bomb & effects (Nagasaki/Hiroshima)◦Japanese-American internment camps and Pearl Harbor

Books aligned with objectives of unit, based on LCCE Daily Living Skills and ODE academic

standards, creating activities which

incorporate transition skills and

themes from the books

February 2007 Transition Services Preparation & Training

How we created the WWII unit, con’t.How we created the WWII unit, con’t. Focus on three “strands” for literature based-

activity groupings, as well as connections among these: -Japan, Europe, United States... ◦experiences of characters AND

◦perspectives of all communities involved

Development of timeline, which can be transferred to multiple tiers, tracing interactions among book characters, nations, and actual events of World War II

Focus on three “strands” for literature based-activity groupings, as well as connections among these: -Japan, Europe, United States... ◦experiences of characters AND

◦perspectives of all communities involved

Development of timeline, which can be transferred to multiple tiers, tracing interactions among book characters, nations, and actual events of World War II

February 2007 Transition Services Preparation & Training

Examples of books usedExamples of books usedJapan Europe United

StatesSadako by Eleanor Coerr Hannah’s Cold Winter

by Trish Marx

So Far from the Sea by Eve Bunting

My Hiroshima by Junko Morimoto

Star of Fear, Star of Hope by Jo Hoestlandt

Baseball Saved Us by Ken Mochizuki

Shin’s Tricycle by Tatsuharu Kodama

Rose Blanche by Roberto Innocenti

Nim and the War Effort by Milly Lee

The Perfect Crane by Anne Laurin

Hilde and Eli by David A. Adler

High Flight by Linda Granfield

Hiroshima No Pika by Toshi Maruki

Passage to Freedom by Ken Mochizuki

Remembering Manzanar by Michael L. Cooper

February 2007 Transition Services Preparation & Training

Sadako by Eleanor Coerr-available in both chapter and picture book form

Sadako by Eleanor Coerr-available in both chapter and picture book form

Ohio Content Standards Math Standards

Measurement and Geometry Path of the bombs Detonation and damage from bombs Illness and contamination patterns from radiation poisoning

Ohio Content Standards Math Standards

Measurement and Geometry Path of the bombs Detonation and damage from bombs Illness and contamination patterns from radiation poisoning

February 2007 Transition Services Preparation & Training

Sadako Sadako Ohio Content Standards

Science Life Sciences

Mutations that happened to children born after the bombing

Mutations that happened to people exposed to the radiation

Cancer’s effect on a person’s body

Ohio Content Standards Science

Life Sciences Mutations that happened to children

born after the bombing Mutations that happened to people

exposed to the radiation Cancer’s effect on a person’s body

February 2007 Transition Services Preparation & Training

SadakoSadako Ohio Content Standards

Language Arts Reading Application C&D

Write a hypothetical letter to raise money for the statue described at the end of the book

Write a letter to help spread Sadako’s story and the importance of peace

Independent Reading Project

Ohio Content Standards Language Arts

Reading Application C&D Write a hypothetical letter to raise

money for the statue described at the end of the book

Write a letter to help spread Sadako’s story and the importance of peace

Independent Reading Project

February 2007 Transition Services Preparation & Training

Sadako – Transition LinksIncludes relevant, interactive websites

and group/individual activities

Sadako – Transition LinksIncludes relevant, interactive websites

and group/individual activities

LCCE 44- Identify emotions Students identify emotions of characters and compare to own (Venn Diagram)

LCCE 47- Identify physical and psychological needs

Analyze experiences of children and adults in various situations (Table chart)

LCCE 51- Develop respect for rights and properties of others

Identify civil rights of characters and historical groups of people involved (Multi-tier timeline, differences of groups)

LCCE 61- Demonstrate awareness of how one’s behavior affects others

Trace actions of characters and groups, government and civilian, and effects of decisions/actions (Multi-tier timeline)

LCCE 62- Locate and utilize sources of assistance

Identify needs and how/where to find solutions (Source map; connections)

LCCE 64- Develop and evaluate alternatives

Identify multiple solutions/choices for problem and compare/contrast (Choice map)

LCCE 65- Recognize the nature of a problem

Analyze a problem to ascertain cause, effect, solution(s), prevention (Timeline connection activity)

February 2007 Transition Services Preparation & Training

Additional InformationAdditional Information Contact Information

VISIT OUR WEBSITE!!! http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm

Dr. Pamela Luft, Kent State University; Kent, Ohio pluft@kent.edu

Additional Team Members Olivia Chapman Lindsey Cecala

Amy Massey-Norton Keady GundrumTheodore Reeves Erin RoyseLaurie Sutherin

Contact InformationVISIT OUR WEBSITE!!!

http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm

Dr. Pamela Luft, Kent State University; Kent, Ohio pluft@kent.edu

Additional Team Members Olivia Chapman Lindsey Cecala

Amy Massey-Norton Keady GundrumTheodore Reeves Erin RoyseLaurie Sutherin