seventh grade social studies text setsoe.vcu.edu/files/2012/04/9.pdf2 seventh grade social studies...

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Seventh Grade Social Studies Text Set

WilliamMcCormickReadingintheContentAreas

TEDU562.001Spring2009

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Seventh Grade Social Studies Text Set

1. Introduction Like it or not, the reality is that most children and teenagers will play a video game or

watch television before they read a book. One of the many challenges teachers face is motivating

their student to read. It does not matter what the subject may be, the issues are the same; what

should the students read, how much should they read and how to retain their interest? Text sets

provide teachers an alternative method for instruction while engaging students in a curriculum

based reading program.

The following text set supports the seventh grade Virginia Standard of Learning for The

Civil War and Reconstruction: 1860s to 1877. This I selected this text set to give seventh grade

students a deeper understanding of some of the root causes of the Civil War and enable them to

judge for themselves the effects the war had on the lives of both the combatants and ordinary

citizens. This set of books contains historical novels, biographies, battle histories, and personal

accounts of those that lived during this tumultuous time in American history. The history of the

events that transpired during the Civil War have traditionally centered on the exploits of the male

participants. However, women play an important role in American history and a goal of this text

set is not ignore their contributions.

I believe novels written for a teenage audience and about teenagers will capture their

interest in the historical events discussed in these books. The classic nineteenth century novel,

The Red Badge of Courage and twentieth century novels Braving the Fire and Hearts of Stone,

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tell the stories of teenagers caught up in the Civil War. The main characters in first two novels

are boys, however, the third novel tells the story of a young heroine. The gender of the main

characters in this selection of books is important because the goal is to capture the interest of

both boys and girls. The students’ ability to identify with the characters these novels is essential,

and these three books were selected with the specific goal of capturing the interest both sexes.

Harriet Tubman: Slavery and the Underground Railroad, and Spies!: Women in the Civil

War, show the important contributions made by women before, during, and after the war. Life

goes on: The Civil War at Home illustrates the effects of the war on those who did not answer

the call to arms, but by no means, were spared the horrors of war. Again, the gender of the

characters played an important role in the selection of these books.

Martin Sandler’s, Civil War, gives a brief overview of the entire war and Bruce Catton’s,

Gettysburg and Shelby Foote’s, The Beleaguered City, provide in depth studies of two battles

considered turning points of the conflict. These three books provide progressively more

challenging studies of the battles and the strategies employed by the generals and politicians.

Voices from the Civil War and The Boys of War contain letters and original writings of

soldiers, politicians, reporters and ordinary citizens who lived during those troubled times.

Keeping with the criteria of including both sexes in the selection of this text set, these books

include works from men, women as well as young boys and girls.

These books provide a well rounded, yet brief, synopsis of the events that took place in

America in the mid nineteenth century. The historical novels are not difficult for the average

reader in the seventh grade and they have a Fry reading level rating of 4.5. I selected these books

because I feel they will not only appeal to all seventh grade students but also because the

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students who read below their grade level will be able to enjoy them with a little help from the

teacher or their peers. The most challenging books have a Fry’s rating of 10. I selected these

more difficult texts for the advanced and gifted readers and the students who attempt to read

these more challenging books may require more support from the instructor.

This text set is designed to reinforce the standard class curriculum and spark the students’

interest and enthusiasm in the subject matter. Although all of these books may be used in the

assistance stage of PAR, several may lend themselves more to the preparation or reflection

stages. I think lesson plans that include these books should encompass several strategies and may

include teacher and student read aloud, choral reading, individual and cooperative groups.

Students should be encouraged to use the “Rule of Thumb” during their selection process, and

the teacher may elect to use a cloze exercise during the approval process and for determining

scaffolding requirements especially on the books with the higher Fry reading levels. Handouts

such as About/Point, GIST and vocabulary lists and worksheets may help provide the scaffolding

for both individual and cooperative group readings.

Many of these books will work well for cooperative group projects. I think small groups

of three or four students with strong, medium and weak readers will ensure balanced groups and

provide peer support. Constant monitoring by the teacher may be necessary for the more difficult

books. After the completion of the book, I think the class would benefit by the groups or

individuals presenting their book to the class. This presentation may take the form of a mini-

lesson to the class. I suggest that small segments of class time be set aside biweekly for group

discussions and preparation for the assessment. Each member of the group can contribute toward

a final project and I believe that all members, regardless of reading ability, will benefit from the

assignment. In addition, in order to maintain control of the projects the teacher should approve

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all individual and group book selections. A criterion for the book assessment might include test

questions generated by groups and individuals during class discussions. This will not only cause

the students to think critically about their project as a lesson, but also cause the class to pay close

attention to the presentation.

Assessment may take many forms, group and individual presentations may include

storyboards, book reports or power point. The difficulties of the text, length of the book, and

whether it is an individual or group project, are all-important considerations for assessment. In

addition, in order to maintain control of the project the teacher should approve all individual and

group book selections. The teacher may feel it necessary for groups who select short texts to

choose two books for their project. I selected this text set with the intention of supporting the

regular classroom lessons, engage the students and encourage extracurricular reading.

I believe that finding a text set that sparks interest in students is the key to getting them to

read. Some students may first look at the pictures and then read the captions before they develop

an interest in the rest of the book. Some students may need to identify with the characters before

they become interested in completing the book. Others may be curious about a particular topic or

seek a challenge. Whatever their motivation, the text set should include something for everyone.

As for the other questions; what should they read – I think anything relating to the topic; how

much should they read – I believe they should read as much as they can.

2. Virginia Standard of Learning Skills USI.1 (h) Interpret patriotic slogans and excerpts from notable speeches and documents. Civil War and Reconstruction: 1860s to 1877 USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil

War by:

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e) Using maps to explain critical developments in the war, including major battles; f) Describing the effects of war from the perspectives of Union and Confederate soldiers

(Including black soldiers), women, and slaves.

3. Text Set TheRedBadgeofCourage:AnEpisodeoftheAmericanCivilWar&“TheVeteran”

Crane,Stephen.(2000).TheRedBadgeofCourage:AnEpisodeoftheAmericanCivilWar&“TheVeteran”(ModernLibrarypaperbackedition).NewYork:TheModernLibrary.

Fry Readability Grade Level: 4.3

Soft cover; 287 pages

First published in 1895, The Red Badge of Courage is considered a classic in literary

circles. It is the story of a young recruit, eighteen year-old Henry Fleming, who faces the cruel

realities of war. The book begins with an exploration of young Henry’s state of mind before his

first battle and his initial war experiences. During the first battle, he deserts his battalion and runs

into the forest in an effort to save himself. Guilt and embarrassment drives him back to his men

where he rejoins them in battle. Henry eventually finds his courage, becoming one of the best

fighters in the battalion. The story is Henry’s journey to maturity and eventually proving to

himself his courage as a man.

The book will capture the imagination of the students. Stephen Crane does a wonderful

job of describing Henry’s emotions with dialogue, imagery and symbolism. The story has the

ability to draw the students into the plot where they will begin to identify with the characters.

The battles in this story are fiction and the intent of this text is not to give historically accurate

portrayals of specific events but rather to capture the emotions of the soldiers and give the

students a feeling of the heroism and horrors of battle.

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This book is an excellent choice for both teacher and student lead read alouds or choral

readings. Although this text lends itself to the reflection phase of PAR the initial I would use it in

PAR’s preparation. A teacher led Read Aloud or choral reading may activate the students’

schema allowing them to identify with the characters and provide a good source for class

discussions. Once they identify with the characters, I believe they will want to not only read the

entire story but also read other historical novels.

This book has a readability grade level of 4.3 on the Edward Fry’s scale. However, I

believe the text is slightly more difficult. The Bader analysis reflects a story where the tone and

expression of ideas are excellent throughout the book. The vocabulary and dialogue may prove

challenging for the students who read below grade level. Crane’s nineteenth century writing style

may be difficult for twenty-first century students but once they become interested in the story

some minor assistance may aid them in decoding the text. Therefore, student generated

vocabulary lists or handouts such as About/Point or GIST may be necessary. I think that this text

may be too difficult for students who read below grade level because of the nineteenth century

vernacular dialogue. I would recommend this book only for those students who read at or above

the seventh grade level.

BravingtheFire

Severance,JohnB.(2002).BravingtheFire.NewYork:ClarionBooks.


Hardcover; 160 pages

This award-winning novel is set in the last two years of the Civil War when a 15-year-old

Maryland farm boy, Jem, joins the Union Army despite his conflicting loyalties to his father, a

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Union officer, and his grandfather, a Confederate. When foraging Confederate soldier’s burn

down the barn on Jem’s family farm, he and his best friend go off on what they think will be a

glorious adventure. However, these boys find themselves ill prepared for the reality of battle as

they fight the enemy, boys like themselves, in the fields, woods and swamps. They become part

of the regiment proudly known as General Barlow’s Boys. As Jem’s regiment march through

blood-soaked battlefields, he becomes an eyewitness to the horrors of war. The author

interweaves details of a soldiers’ daily life and vivid depictions of actual battles and historical

figures. Bits of dark humor and even a touch of romance in this well-written novel clearly show

there is no glory in war.

The novel is suitable for all phases of PAR; however, I think will work best in the

preparation phase because it provides needed background information into the reasons these boys

went into battle. I would use this text for independent student reading outside the classroom for

students who read from two grade levels below seventh grade to the gifted reader. I think the

characters will capture the interest of the students, especially the boys, activating the emotional

and experiential characteristics of their schemata. Upon completion of the book, I would have

the student make a presentation to the class. The story and characters are the hooks used to

interest the student in reading; however, the presentation should focus on the historical aspects of

the story.

Braving the Fire has a Fry’s readability grade level of 4.6, which is slightly lower than

the sixth grade level I arrived at using Bader’s Analysis chart. I believe the Fry analysis is low

due to the short sentences in the dialogue, which are present throughout the book. The Bader

evaluation of Severance’s book reveals a clearly expressed writing style with appropriate choices

of words for seventh graders and a tone that young readers will find appealing. The words are

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easily decodable and the vocabulary is well controlled. I think this book is well suited for readers

at or slightly below the sixth grade level and the story will hold the interest of the students who

read above the eighth grade level.

HeartsofStone

Ernst,Kathleen.(2006).HeartsofStone,NewYork:DuttonChildren'sBooks



Hannah Cameron is fourteen when her father joins the Union army and less than a year

later, Hannah, younger brother Jasper, and five-year-old twins Maude and Mary become

parentless when their mother dies during a bushwhacker raid on their Eastern Tennessee home

and their father dies in battle.

Hannah chooses to take her family to Nashville and look for their Aunt only to find upon

arrival that she had died six weeks earlier. Alone in the world and demoralized, the Cameron

children live on the streets, doing everything they can to stay together. They eventually they end

up in a refugee camp, leading to even more trials for Hannah and her siblings.

Ernst creates a well-researched historical novel with the main character, Hannah,

showing great strength and human flaws and she provides plenty of drama and adventure to keep

up the pace of the story.

I think the main character in this novel, a teenage girl, will capture the interest of seventh

grade students, especially the girls. The students will discover that they have much in common

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with the characters and will be able to empathize with their emotions and imagine themselves

experiencing the adventures and hardships described in the story.

I would use this novel as an elective with the intention of it to be read independently

outside the classroom by students of all reading abilities. Again, I think this novel is suitable for

all phases of PAR; however, I would use it during the preparation phase. After the students

finished the book I would have them make a class presentations focused on the historical aspects

of the story.

Hearts of Stone has a Fry’s readability grade level of 4.5, which is much lower than my

assessment using Bader’s Analysis chart. The low Fry rating results from dialogue and short

sentences, however I think it is very appropriate for middle school and can be enjoyed by

students who read both on the fifth and ninth grade levels. The words are easily decodable and

the vocabulary is well controlled. My Bader evaluation of Ernst’s book revealed a clear writing

style, appropriate choices of words, and, a tone and manner of expression that middle school

readers will find appealing.

HarrietTubman

SlaveryandtheUndergroundRailroad

McClard,Megan.(1991).HarrietTubman:SlaveryandtheUndergroundRailroad.EnglewoodCliffs,NJ:SilverBurdettPress.



Megan McClard does a fine job of retelling Harriet Tubman's story in a style appropriate

for middle school students. The book “sets the stage” for Tubman’s life with a brief history of

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slavery. McClard describes the horrors of slavery and the world of masters, overseers, slave

catchers, abolitionists and slave uprisings, into which Harriet Tubman was born. The

descriptions of Tubman’s early life as a slave are moving. Tubman’s life and exploits as a

conductor on the Underground Railroad are suitably described for middle school students.

McClard includes chapters on William Lloyd Garrison, Frederic Douglass, Harriet Beecher Stow

and the Fugitive Slave Law. The author also devoted several pages to both Nat Turner and John

Brown.

I believe this book is well suited for the assistance phase of the PAR framework because

it provides insights into one of the most important issues that caused the Civil War. This book

would work well as both an independent project for average and gifted readers. I would ensure

that cooperative groups who select this book with members below seventh grade have above

average and gifted readers too. I think the stronger readers in the group can provide peer

scaffolding for the group’s weaker readers in the group thus preventing them from becoming

frustrated while reading.

The Fry readability level for this book is 7.3, which is consistent with my opinion using

Bader’s analysis chart. The vocabulary is well controlled and decodable. The clearly expressed

ideas, word choice and tone result in a writing style that is appropriate for middle school

students. Bader’s criteria for format, such as book and font size, and the numerous photographs,

illustrations and maps are evident throughout the book. The table of contents is well organized

and the index is extensive. I believe that with peer and teacher scaffolding this book is well

suited for even weak seventh grade readers, however, I think students’ who read at or below the

sixth grade level may become frustrated reading this book.

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Spies!:WomenintheCivilWar

Coleman,Penny.(1992).Spies!:WomenintheCivilWar.Cincinnati,OH:BetterwayBooks.

Fry Readability Grade Level: 9


A long list of women risked many dangers while spying for their cause. Some operated

behind enemy lines, sending out messages with couriers while others traveled back and forth

themselves. Union spy, scout, and commando Harriet Tubman disguised herself as a lame old

woman. While wearing a dark blue dress and white sunbonnet, Belle Boyd ran across an open

field, through a hailstorm of Union mini-balls and cannon shot to deliver a message to General

Stonewall Jackson; and then ran back! Whether you support their cause or not, anyone would

have to admit that the chutzpah of these brave women is undeniable. I think that Penny Colman’s

biography of woman spies will interest both girls and boys. This well written book chronicles the

exploits of women who “risked it all” to support their cause.

I believe this book will work best in the assistance phase of the PAR framework because

the chronicles in the wartime activities of these women. This book will give the students a deeper

understanding of the support role women played during the conflict. This book, like Harriet

Tubman: Slavery and the Underground Railroad should work well as both an independent

project for average to gifted readers and as a modified small cooperative group assignment for

groups with members both below seventh grade reading abilities and above average and gifted

readers. I think the stronger readers in the group can provide peer scaffolding for the group’s

weaker readers in the group thus preventing them from becoming frustrated while reading.

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According the Fry readability scale, this book meets the criterion for the ninth grade.

However, this rating is higher than I determined using the Bader Analysis chart. I found Bader’s

linguistic factors of controlled and decodable vocabulary suitable for middle school students.

Fry’s analysis is based partly upon the number of syllables per one hundred words and the names

of people, places and terms, such as Elizabeth, Louisiana and abolitionist, give the Fry analysis

an unreasonably high reading level for this book. The length of the book and the stories within

are brief although detailed. The maps and photographs in the book as well as the “Chronology”

in the back help make this an interesting and short read for students. I believe that with peer and

teacher scaffolding this book is well suited for even weak seventh grade readers, however, I

think students’ who read at or below the sixth grade level may become frustrated reading this

book.

LifeGoeson:TheCivilWaratHome,1861‐1865

Arnold,JamesR&Wiener,Roberta.(2002).LifeGoeson:TheCivilWaratHome,1861‐1865.Minneapolis,MN:LernerPublicationsCompany.


Hardcover; 66 pages

Life Goes On delves into the hardships faced by those on the northern and southern home

fronts, focusing on the roles women played in the war effort as well as their efforts trying to

maintain "normal" lives. The format used by Arnold and Wiener is an easily understood by

middle school students. Short inserts, such as; “Who Joined the Confederate Army?” and

“Pictures of the Civil War,” discuss topics that may interest the students. The many quotations

from both northerners and southerners personalize the accounts of hardship felt by the people on

both sides of the war. The book has three chapters, “The Northern Home Front,” “The southern

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Home Front” and “The Hearts and Minds of the People” which divide it into sections easily

understood by young teenagers.

I believe this book is especially suited for the assistance of the PAR framework because it

discusses the life of the ordinary citizen during the war. I feel that many times the discussions of

the Civil War focus on the battles and the men who fought them, however, the majority of the

population of the country remained at home. The contributions and hardships faced by

Americans who were not directly involved in the battles, the very young boys and the men to old

to fight, and the women and girls, are important aspects of the conflict. I think this book can be a

good launching pad for discussions regarding the hardships faced by those not involved in the

fighting.

The Fry readability grade level of 7.5 is significantly higher than my assessment using

the Bader Analysis. I believe the repeated use of terms, names and places increased the Fry level

above the actual readability of the text. The vocabulary is well chosen and the book has a

glossary, “Words You Need to Know,” before the introduction. The length of the book, font size

and chapter layout add to the simplicity of this text. The author uses headings and subheadings

extensively throughout the book there is an abundance of photographs, illustrations, graphs and

tables. I think the pictures and captions

I think this book is well suited as an independent project for seventh graders with average

or below seventh grade reading abilities. This is a short book and with scaffolding such as

About/Point, GIST and vocabulary handouts I believe this will be an excellent book for readers

with fifth to eighth grade reading abilities. However, I think those who read at or above the

eighth grade level, might find it simple.

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CivilWar

ALibraryofCongressBook

Sandler,MartinW.(1996).CivilWar.NewYork:HarperCollinsPublishers


Hardcover; 87 pages

There are many books on the Civil War and fact that this book contains more than 100

photographs will appeal to many young readers. Sandler begins with illustrations of the industrial

North and the agrarian South and discusses the divisions and the war in mostly general terms.

The chapter on camp life gives the reader a sense of how the troops lived, including the songs

that they sang. Clearly, the main attraction is the illustrations, which should be a treat for those

young readers who already know something about the history of the Civil War. Quotes from

politicians, soldiers, reporters, authors and common citizens are on virtually every page, giving a

personal insight into those who lived during those times. For students who have had little interest

in the conflict, the pictures may be the key to getting them involved in reading more.

I would use this book during the preparation and reflective steps of the PAR framework.

This book contains primarily pictures, illustrations and captions with minimal supporting

informative text; therefore, I do not believe it is well suited for the assistance stage of PAR. The

photographs will possibly capture students’ attention and possibly motivate them to want to read

about the subjects in the pictures. Once they read the captions and supporting text, they may

begin to reflect on what the photographer and author are illustrating.

I think this text is suited for both independent and group projects for students with

reading abilities from the fifth to the eighth grade. I think that with the scaffolding that can be

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provided by the About/Point, GIST and vocabulary handouts, it may prove to be a rewarding

challenge as an independent project for seventh graders with even a fifth grade reading ability.

The Fry readability level of ninth grade is much higher than my evaluation using the

Bader Analysis. The vocabulary is well controlled and very decodable for students with even a

fifth grade reading ability. New concepts are presented logically and appropriately for the

seventh grade. The length of the book, size of the font and large number of photographs and

illustrations will appeal to seventh graders of every reading ability. This is a short book and with

scaffolding such as About/Point, GIST and vocabulary handouts I believe this will be an

excellent book for readers with fifth to eighth grade reading abilities. However, I think those who

read at or above the eighth grade level, might find it simple.

Gettysburg:TheFinalFury

Catton,Bruce.(1974).Gettysburg:TheFinalFury.GardenCity.N.Y:Doubleday&Company,Inc.



Bruce Catton’s thin volume of the battle of Gettysburg is full of great pictures (some

graphic) and maps. The book is well written and the descriptions of the events that took place

during the battle are historically accurate. The author not only sets the scene by telling why the

Confederate army was in Pennsylvania but also why both the Confederate and Union armies

converged on Gettysburg. The photographs, although sometimes gory, are captivating and the

sketches and drawings give the reader a sense of the violence, desperation and chaos that took

place during the battle of Gettysburg.

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I would use this text in the assistance and reflection steps of the PAR framework. I think

this book is well suited for as a cooperative reading assignment for groups that contain students

with both below and above seventh grade reading abilities. Peer scaffolding along with

About/Point, GIST and vocabulary handouts can provide the support the poor readers may

require. However, strong and gifted readers may find this a challenging independent project.

Although this is a short book, it may not be an easy read for a seventh grader with average

reading abilities. I suggest that the teacher monitor the groups and individuals closely, providing

scaffolding when needed.

This book has a ninth grade Fry readability level and my Bader analysis agrees with that

assessment. I believe the font is appropriate for the seventh grader with average reading abilities.

However, the author’s frequent use of punctuation such as semicolons and dashes create long

sentences that the average seventh grade reader may find difficult. Students who read below the

sixth grade level may find the pictures and illustrations fastening but this book might be

frustrating for them to read. Therefore, I would recommend cloze activities or the “Rule of

thumb” to assess the students’ possible frustration level prior to assigning this text to those

students.

Gettysburg:TheFinalFuryJuly1st‐3rd,1863

Parade(Producer).(1989).Gettysburg:TheFinalFuryJuly1st‐3rd,1863.[Video].UnitedStates:Parade

Running Time: 30 Minutes

This film covers the events that took place in Gettysburg, Pennsylvania from July 1st-3rd,

1863. It contains archival battlefield photographs and sketches. Stacy Keach and Bruce Catton

narrate this short, but interesting movie based on Bruce Cotton’s book.

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This short film may be a good follow-up to a lecture of the battle of Gettysburg. The

movie may spark debates and discussions regarding the battle or the war in general.

I would use this in both the assistance and reflection phases of the PAR framework. Class

or group discussions about the battle might help the students get a better understanding of the

battle itself and reflect on the horrors faced by those men.

TheBeleagueredCity:TheVicksburgCampaign,DEC.1862‐July1863

Foote,Shelby.(1995).TheBeleagueredCity:TheVicksburgCampaign,DEC.1862‐July1863.NewYork:RandomHousePublishingGroup.



The Beleaguered City is an outstanding account of the turning point of the Civil War in

the western theater. After seven failed attempts to reach Vicksburg from the north, Grant moves

his army south of Vicksburg with the cooperation of the navy and help from his trusted friend

William Sherman. Union troops cross the Mississippi River, sack Jackson, Mississippi and lay

siege on Vicksburg, eventually capturing the city. Foote discusses in depth the generals, U.S.

Grant, William T. Sherman and many others, both Union and Confederate, who fought in the

war. The author provides an insight into the minds of the northern and southern general's

leadership qualities, strategies, and tactics. The battle illustrates how important teamwork is in

dire situations. The little stories told within the larger framework gives you a glimpse at the

personal side not only of the generals but also of the average soldiers.

I would use this text during the assistance and reflection steps of the PAR framework. I

believe cooperative groups and independent projects would be a good use of this book. This is

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the most difficult book in this text set and I suggest that only gifted readers and those who read

above the ninth grade level attempt this project. I recommend that the teacher direct the projects

to specific sections of the book because of the length of the text and the large number of details

in this account of the campaign. . These sections should give the students insights into specific

topics or questions such as, why Vicksburg, or personality and strategies of particular generals,

or important successes and failures of the campaign. This book will most likely require a

considerable amount of scaffolding by the teacher and GIST or About/Point handouts should be

provided.

The Fry readability level of tenth grade is consistent with my assessment using the Bader

Analysis. Some of the vocabulary is difficult but decodable and the sentences are long. The

concepts are consistent with the Fry tenth grade level and the author presents them in a very

logical manner. Shelby Foote clearly expresses his ideas and the tone is appealing. This book

will interest the strongest readers and although it may be difficult, the students that take on the

challenge will benefit greatly. I would recommend cloze activities or the “Rule of thumb” to

assess the students’ possible frustration level prior to approving this text to those students willing

to take on the challenge.

TheBoys’War:ConfederateandUnionSoldiersTalkabouttheCivilWar

Murphy,Jim.(1990).TheBoys’War:ConfederateandUnionSoldiersTalkabouttheCivilWar.NewYork:ClarionBooks



Jim Murphy uses first-hand accounts found in the diaries and personal letters of the boys

who served in the Union and Confederate armies during the Civil War to describe the military

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role of the underage soldiers and their life in the camps and fields. Equally important is the

descriptions of their return home and the effects their wartime experiences had upon them. Some

historians estimate that these boys, some of them sixteen years and younger, made up as much as

10-20 percent of the total number of soldiers who served in the Civil War. These boys describe

the emotions and horror of the Civil War in words that teenagers easily understand.

Although this text may be used durnig the assistance phase of the PAR framework I

would use it in the reflection step. I believe the excerpts from letters, diaries and memoirs will

cause the students to reflect on how these boys’ service in the war may have affected them for

the remainder of their lives. This book can be a challenging, but rewarding, independent project

for average and gifted readers but About/Point, GIST and vocabulary handouts may be required

for scaffolding. I think this book is well suited as a cooperative reading assignment for groups

that contain students that read slightly below or above the seventh grade level and that that they

can benefit from peer scaffolding. I believe that students with below seventh grade reading

abilities may become frustrated with this text. Therefore, I would not recommend this book as an

independent project without the use of a cloze activity or the “Rule of thumb” to assess the

students’ possible frustration level prior to approving this text to those students.

The Fry ninth grade level for this book is slightly higher than my assessment using the

Bader analysis. The controlled vocabulary is very decodable and easy to understand. I think the

concepts presented in this book are appropriate for middle school students and are consistently

developed throughout the book. I believe young teenagers will value the writing style, word

choice, and tone. I think the students will appreciate the length of the book, font size and

numerous photographs.

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VoicesfromtheCivilWar:

ADocumentaryHistoryoftheGreatAmericanConflict

Meltzer,Milton,(ed).(1989).VoicesfromtheCivilWar:ADocumentaryHistoryoftheGreatAmericanConflict.NewYork:ThomasY.Crowell,



Milton Meltzer uses songs, poetry and eyewitness accounts of battles, as well as personal

descriptions of life on the home front in his book of the Civil War years. This text begins before

the war and ends with the assassination of Lincoln. The descriptions of “Uncle Abe” Lincoln by

the author, Nathaniel Hawthorne, and Jefferson Davis by William Russell of the London times

give the reader not only a mental image of their appearances but also a sense of their demeanor

that cannot be conveyed by a photograph. The writings of the soldiers in their war diaries are

personal and poignant. Major Abner Small’s recollection of a young soldier’s last drink of water

following Pickett’s ill-fated charge is moving. The author’s narratives join the pieces of Civil

War in a clear, concise, and well-written text that adds a revealing perspective on those turbulent

times.

I believe this text is well suited for all phases of the Par framework. There is an

abundance of background information into the causes of the war. I think the writings will add

substantially to the readers’ comprehension into the personalities of the people involved and the

hardships they faced, and may leave them reflecting on the causes and outcome such a tragedy.

This is a versatile book and I think it can be used in a variety of ways. I believe it is well suited

as an individual project for seventh graders with average or below seventh grade reading abilities

or cooperative groups that contain students with both below and above seventh grade reading

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abilities. This book may also be a good choice for teacher or student lead read alouds and choral

readings. The Emancipation Proclamation, Gettysburg Address, poetry and songs found in the

book should provide a good source for a variety of class discussions.

The eighth grade Fry readability level for this book is the same and my Bader analysis.

However, some of the Bader criteria are inconsistent throughout the book. I believe this

inconsistency is because the editor, Milton Meltzer, did not write the entire text; the majority of

the book is a compilation of other peoples writing. GIST and About/Point handouts may provide

the necessary scaffolding; however, I think students’ who read at or below the sixth grade level

may become frustrated reading this book. Therefore, I would recommend cloze activities or the

“Rule of thumb” to assess the students’ possible frustration level prior to assigning this text to

those students.

seventh grade social studies text setsoe.vcu.edu/files/2012/04/9.pdf2 seventh grade social studies...

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