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War and Conflict

EED 608 Graduate Class

Rachel Hammond

on 29 October 2012

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Transcript of War and Conflict

War and Conflict 7th -12th Grade
Book List cont. 7-12th Grade Book List U.S. History from 1877 to present
1.) Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I.
2.) Describe social and political origins, accomplishments, and limitations of Progressivism.
3.) Explain the impact of American imperialism, including the geographic changes due to the Open Door Policy and the Roosevelt Corollary, on the foreign policy of the United States between Reconstruction and World War I.
4.) Describe the causes and impact of the intervention by the United States in World War I.
5.) Describe the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, immigration, the Red Scare, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, the Harlem Renaissance, the Great Migration, W. C. Handy, the Jazz Age, and Zelda Fitzgerald.
6.) Describe social and economic conditions from the 1920s through the Great Depression, factors leading to a deepening crisis, and successes and failures associated with the programs and policies of the New Deal.
7.) Explain the entry by the United States into World War II and major military campaigns in the European and Pacific Theaters. 11th Grade Objectives 12.) Explain causes and consequences of World War I, including imperialism, militarism, nationalism, and the alliance system.
13.) Explain challenges of the post-World War I period.
14.) Describe causes and consequences of World War II.
15.) Describe post-World War II realignment and reconstruction in Europe, Asia, and Latin America, including the end of colonial empires.
16.) Describe the role of nationalism, militarism, and civil war in today's world, including the use of terrorism and modern weapons at the close of the twentieth and the beginning of the twenty-first centuries.
17.) Describe emerging democracies from the late twentieth century to the present. 9th Grade Objectives cont. 11.) Describe early Islamic civilizations, including the development of religious, social, and political systems.
12.) Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia.
13.) Compare the African civilizations of Ghana, Mali, and Songhai to include their geography, religions, slave trade, economic systems, empires, and cultures.
14.) Describe key aspects of pre-Columbian cultures in the Americas including the Olmecs, Mayans, Aztecs, Incas, and North American tribes.
15.) Describe military and governmental events that shaped Europe in the early Middle Ages (600-1000).
16.) Describe major cultural changes in Western Europe in the High Middle Ages (1000-1350).
17.) Explain how events and conditions fostered political and economic changes in the late Middle Ages and led to the origins of the Renaissance. 8th Grade Objectives cont. Social Studies Curriculum
2.) Analyze characteristics of early civilizations in respect to technology, division of labor, government, calendar, and writings.
3.) Compare the development of early world religions, philosophies, and their key tenets.
5.) Describe the role of Alexander the Great in the Hellenistic world.
6.) Trace the expansion of the Roman Republic and its transformation into an empire, including key geographic, political, and economic elements.
7.) Describe the widespread impact of the Roman Empire.
8.) Describe the development of a classical civilization in India and China.
9.) Describe the rise of the Byzantine Empire, its institutions, and its legacy, including the influence of the Emperors Constantine and Justinian, and the effect of the Byzantine Empire upon art, religion, architecture, and law.
10.) Trace the development of the early Russian state and the expansion of its trade systems. 8th Grade Objectives More Books for Grades K-6th War Horse by Michael Morpurgo (WWI)
Sunrise Over Fallujah by Walter Dean Myers (current Iraq War)
The Mostly True Stories of Homer P. Figg by Rodman Philbrick (Civil War)
Pink and Say by Patricia Polacco (Civil War)
Turn Homeward, Hannalee by Patricia Beatty (Civil War)
Voices of the Trojan War by Kate Hovey (Greek Conflicts) 5th Grade Book List The Trojan War by Olivia Coolidge (Greek Conflicts)
The Story of Hercules by Bob Blaisdell (Greek Conflicts)
“A Graphic History” series:
The Assassination of Abraham Lincoln (Civil War)
The Buffalo Soldiers of the American West (Native American Conflicts)
Paul Revere’s Ride (American Revolution)
The Battle of the Alamo (Mexican/American War)
Harriet Tubman and the Underground Railroad (Civil War)
and many, many more 4th Grade
Book List “A Graphic History of the American West”
The Battle of the Alamo (Mexican/American War)
The Battle of Little Big Horn (Native American Conflicts)
Ronnie’s War by Ashley Bernard (WWII)
The Little Ships by Louise Borden (WWII)
Biggles Learn to Fly by W.E. Johns (WWI) 3rd Grade
Book List A Graphic U.S. History (series):
The Civil Rights Movement and Vietnam
War World II and the Cold War
Before the Civil War
The Civil War
Americans Move Westward
Problems of a New Nation
The U.S. Emerges
The Fight for Freedom (American Revolution)
The Journey that Saved Curious George by Louise Borden (WWII) 2nd Grade Book List Social Studies Curriculum
3. Identify historical events and celebrations in communities and cities throughout Alabama.
11. Identify roles and responsibilities of leaders within the community and state. 1st Grade Objectives Social Studies Curriculum
10. Discuss rights and responsibilities of individuals in relation to different social groups, including family, peer group, and classmates. Kindergarten Objectives In this part of the presentation, each grade level Kindergarten to 6th Grade has two slides.
Slide 1: Objectives dealing with War and Conflict for a particular grade level.
Slide 2: Short list of Books that are grade level appropriate. Kindergarten to 6th Grade 7th -12th Grade
Book List cont. 7th –12th Grade
Book List cont. 7th -12th Grade
Book List cont. Government
11.) Identify constitutional provisions of the judicial branch of the government of the United States.
13.) Explain the foreign policy of the United States and national security interests as they pertain to the role of the United States in the world community. 12th Grade Objectives 8.) Describe the international role of the United States from 1945 through 1960 relative to the Truman Doctrine, Marshall Plan, Berlin Blockade, and NATO.
9.) Describe major domestic events and issues of the Kennedy and Johnson Administrations.
10.) Describe major foreign events and issues of the Kennedy Presidency, including the construction of the Berlin Wall, the Bay of Pigs invasion, and the Cuban Missile Crisis.
11.) Trace the course of the involvement of the United States in Vietnam from the 1950s to 1975.
12.) Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery bus boycott, the desegregation of Little Rock Central High School, the march on Washington, and the Freedom Rides.
13.) Describe the Women's Movement, the Hispanic Movement, and the Native American Movement during the 1950s and 1960s.
14.) Trace significant foreign policies and issues of presidential administrations from Richard Nixon to the present. 11th Grade Objectives cont. 7.) Describe the development of a distinct culture within the United States between the American Revolution and the Civil War, including the impact of the Second Great Awakening and writings of James Fenimore Cooper, Henry David Thoreau, and Edgar Allan Poe.
10.) Describe how the course, character, and effects of the Civil War influenced the United States.
11.) Contrast congressional and presidential reconstruction plans, including African-American political participation. 10th Grade Objectives cont. U.S. History to 1877
1.) Contrast effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, and indigenous Americans.
2.) Compare various early English settlements and colonies on the basis of economics, geography, culture, government, and Native American relations.
3.) Trace the chronology of events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Boston Tea Party, the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the Declaration of Independence
6.) Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine. 10th Grade Objectives Citizenship: Living in my world:
11.) Describe examples of conflict, cooperation, and interdependence of groups, societies, and nations, using past and current events. (includes civil rights)
6.) Explain factors that contribute to conflict within and between countries of the Eastern Hemisphere. 7th Grade Objectives Books for Grades K-6th cont. Carrie’s War by Nina Bawden (WWII)
Hercules by Geraldine McCaughrean (Greek Conflicts)
The Trojan Horse: How the Greeks Won the War by Emily Little
Alexander the Great by Robert Green
“Graphic History Series”: American Revolution
The Bombing of Pearl Harbor (WWII)
The Fall of the Berlin Wall (During Cold War)
The Battle of the Alamo (Mexican/American War)
and many, many more 6th Grade Book List 6th Grade Objectives Social Studies Curriculum
4. Explain effects of European exploration during the Age of Discovery upon European society and Native Americans, including the economic and cultural impact.
7. Identify events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.
8. Identify major events of the American Revolution, including the Battles of Lexington and Concord, the Battle of Bunker Hill, the Battle of Saratoga, and the Battle of Yorktown.
11. Explain causes of and major events occurring during the War of 1812.
12. Identify causes of the Civil War from the northern and southern viewpoints. 5th Grade Objectives Social Studies Curriculum
7. Identify reasons for Alabama’s secession from the Union, including sectionalism, slavery, state rights, and economic disagreements.
9. Describe political, social, and economic conditions in Alabama during Reconstruction.
10. Describe significant social and educational changes in Alabama during the late nineteenth and early twentieth centuries.
11. Describe the impact of World War I on Alabamians.
13. Describe the economic and social impact of World War II on Alabamians.
14. Describe the social, political, and economic impact of the modern Civil Rights Movement on Alabama. 4th Grade Objectives Social Studies Curriculum
4. Locate population shifts due to geographic, economic, and historic changes in the Western Hemisphere.
6. Identify conflicts involving use of land, economic competition for scarce resources, different political views, boundary disputes, and cultural differences within and between different geographic areas.
11. Identify significant historical sites in Alabama, including locations of civil rights activities. 3rd Grade Objectives Social Studies Curriculum
2. Identify past and present contributions of a variety of individuals who have overcome difficulties or obstacles to achieve goals.
3. Discuss historical and current events within the state and the nation that are recorded in a variety of resources
10. Discuss ways in which people in authority gain the right to direct or control others.
11. Explain how the diversity of people and customs in the United States and the world affect viewpoints and ideas. 2nd Grade Objectives One Boy’s War by Richard Hough (WWI)
Child of the Civil Rights Movement by Paula Young Shelton
Rosa’s Bus by Jo S. Kittenger (Civil Rights Movement)
Community Helpers from A to Z by Bobbie Kalman
Horton Hears a Who by Dr. Seuss (Minority Rights) 1st Grade Book List I Read Signs by Tana Hoban
Hercules (World Mythology and Folklore) nonfiction by Adele Richardson (Greek Conflicts)
The Best Christmas Present in the World by Michael Morpurgo (WWI)
Across the Blue Pacific by Louise W. Borden (WWII)
Crazy Horse’s Vision by Joseph Bruchac (Native American Conflicts)
Butter Battle Book by Dr. Seuss (Cold War) Kindergarten Book List In this presentation, slides for 7-12th Grades are organized as follows:
1st: Slides from particular grade level’s Course of Study addressing War and Conflict
2nd: A set of slides listing books for 7-12th Grades combined 7th to 12th Grades World History: 1500 to the Present
3.) Explain causes of the Reformation and its impact, including tensions between religious and secular authorities, reformers and doctrines, the Counter-Reformation, the English Reformation, and wars of religion.
7.) Describe the impact of the French Revolution on Europe, including political evolution, social evolution, and diffusion of nationalism and liberalism.
8.) Compare revolutions in Latin America and the Caribbean, including Haiti, Colombia, Venezuela, Argentina, Chile, and Mexico
10.) Describe the influence of urbanization during the nineteenth century on the Western World.
11.) Describe the impact of European nationalism and Western imperialism as forces of global transformation, including the unification of Italy and Germany, the rise of Japan's power in East Asia, economic roots of imperialism, imperialist ideology, colonialism and national rivalries, and United States imperialism. 9th Grade Objectives Katherine Allen
Rachel Hammond Brown, J. (2003). “How the world burns”: Adult writing war for children. Canadian Literature, 179,

Fox, C. (1999). “What the children’s literature of war is telling children. Reading, 33, 126-131.

Miller, K. (2009). Ghosts, gremlins, and “the war on terror” in children’s blitzfiction. Children’s
Literature Association Quarterly, 34, 272-284.

Nel, P. (2007). Children's Literature goes to war: Dr. Suess, P.D. Eastman, Munro Leaf, and the private
SNAFU films (1943-1946). The Journal of Popular Culture, 40 (3), 468-487.

Roberts, S.K., Crawford, P.A. (2009). Children’s literature resources on war, terrorism, and natural
disasters for pre-k to grade 3. Childhood Education, 85, 385-389.

Urtaza, E. (2010). Children’s literature in wartime: The magazine <Los Ninos> (1870-1877). History of
Education & Children’s Literature, 1, 219-237.

Westman, K. (2009). “Forsaken spots”: At the intersection of children’s literature and modern war.
Children’s Literature Association Quarterly, 34, 213-217. Article References Social Studies Curriculum
3. Identify causes and consequences of the Spanish-American War.
5. Identify causes of World War I and reasons for entry into the war by the United States.
8. List key figures, significant events, and reasons for the involvement of the United States in World War II.
10. Identify major social and cultural changes in the United States from 1945 to 1960.
11. Identify critical events occurring in the United States and throughout the world from the Truman through the Johnson Administrations, including the Cold War, Berlin Airlift, Korean Conflict, space race, construction of Berlin Wall, Bay of Pigs invasion, Cuban Missile Crisis, and Vietnam War.
13. Describe the role of major civil rights leaders and significant events occurring during the modern Civil Rights Movement.
15. Explain major political events from the Nixon Administration to the present, including the Vietnam War; Watergate; the collapse of the Soviet Union; the Gulf War; the September 11, 2001, terrorist attacks; and the War on Terrorism. Teacher Resources There are many reasons to teach war and conflict literature, as you will see from this presentation, besides just the fact that it is a part of the state objectives. Ponder these questions asked by others in the field of education. Why Teach War and Conflict Literature? Here are some reasons why not only we should read this literature, but also discuss it in our classrooms with our students.... "The children are indeed full of questions, and they deserve the best answers we are capable of giving them."
(Brown, 2003, p. 52) Some children's literature tries to instill anti-war sentiments, during times of war, int its readers by explaining the causes of war and the disasters it brings.
(Urtaza, 2010) Literature in the past was created in response to concerns at a time in which militarism and warfare were constantly present in the life of adults and seen in the games of children.
(Urtaza, 2010) The effects of war and conflicts on literature, children, adults, educators, and authors: Books were not written until decades later following the Second World War because respectable children writers of the time refused to write about the subject. Writers found themselves asking the question: will honestly representing human's ability for evil overwhelm a young child into despair? Due to such avoidance, children received their knowledge of war, not from books, but from comics, media, classrooms decorated in patriotic emblems, and songs taught to them to show loyality. Children grew up listening to stories about the wars from veterans in their familes and practicing air raid drills conveying the message that war was exciting and only for those that were courageous.
(Brown, 2003) All the avoidance by adults, including educators and authors, to protect students only led to children wanting to join the military young and thus losing their life young.
(Brown, 2003) Most ways children learned about war in post war and cold war times was from textbooks. These textbook authors, however, had a tendency to rush past the discussions of wars or leave it out all together.
(Brown, 2003) There seems to be a reluctance by educators to teach history to students under the age of eleven. This is a big mistake because our attitudes towards people that are different than ourselves and our own identitites are largely fixed by the end of elementary school. Which means educators are missing an opportunity, and their reluctance to teach history may have unitended consequences. If students can be presented with current and relevant material, they can begin to analyze what happened and why. Without such goals for students, the subject of history becomes meaningless.
(Brown, 2003) More current textbooks have begun to go more indepth and not rush past the subject, but teachers are also missing the opportunities to use fictional texts in the classroom. Most fictional texts about war and conflict are left for students' private choices and are not brought in by teachers to use in the curriculum.
(Brown, 2003) Authors have been affected by wars as well. Children's authors Dr. Seuss, P. D. Eastman, and Munro Leaf all joined the military in WWII. They were put in charge of creating matierals to educate the soldiers to be better at their duties. The authors agreed it would be easier to create comics or cartoon like stories for soldiers because many were illiterate. Eventually this led to the creation of the Private SNAFU films. The soldier in these cartoons did everything the wrong way and was hurt or killed in the process. The stories ended in a moral explaining what the soldier did wrong and to always obey the authority.
(Nel, 2007) After the war these authors created works for children that either reinforced the idea of obeying the authority (like in the SNAFU films), or did the opposite by urging children to make their own choices. For example: the book "The Cat and the Hat" shows the cat doing what every he wants with no real consequences in the end. The kids are even asked at the end by their mother what they had done that day. Dr. Seuss leaves it up to the kids, if they will tell their mother or not. On the opposite side in Munro Leaf's book " Robert Francis Weatherbee" a young boy leads by negative examples when he refuses to go to school to learn and then finds himself unable to do many things becuase he did not learn how to such as read, write, or count. He leans a moral in the end and goes to school. This is very similar to the SNAFU films.
(Nel, 2007) Dr. Seuss even created a few books dealing with conflicts. In the book "The Butter Battle Book" Seuss writes of two sides, the Yooks and Zooks, gathering up weapons of mass destruction, going towards WWIII. The only child present in the story questions the adults ability to reason what is going on. This story is reflective of the arms race and the cold war. Another one of Seuss's stories deals with protecting the rights of minorities. In the story "Horton Hears a Who", Horton is left to protect the entire race of miniture Whos living on a spec.
(Nel, 2007) The rest of the presentation deals with the Alabama state objectives addressing the issues of war and conflict. It also includes book lists, possible teacher resources, and references. http://alex.state.al.us/standardAll.php?subject=T1&summary=1
http://www.pearsonschoolsandfecolleges.co.uk/Secondary/Literature/11-14/NewLongmanLiterature11-14/Resources/Supportmaterial/WarStoriesofConflict.pdf "We are granted license to explore emotional realities, from trama to renewal, from fear to hope --- even if that hope is slim..."
(Westman, 2009, p. 215) "Can educators be opposed to war and at the same time value military heroism?"
(Urtaza, 2010, p. 219) "Is it legitimate to justify war? Is it possible to bring children up to embrace peace and fraternity while at the same time excusing armed aggression by the armies of one's allies?"
(Urtaza, 2010, p. 219) "We gain wisdom by learning from our mistakes and our past. If students are not taught, then they are doomed to "reinvent the wheel" when it already exists. In other words, if they do not read and learn they will spend more time coming up with things that are already in existence rather than thinking of new things. The continue to repeat the mistakes we have already made in the past. This is especially important when we discuss war and conflict."
Katherine Allen "By reading these books together in guided, supportive settings, young children may be offered some consolation in response to the hardships of war, terrorism, and natural disasters."
(Roberts & Crawford, 2009, p. 385) "National identity is bound up with the stories we tell ourselves about our past"
(Fox, 1999, p. 127) "...we are reminded how one modern war can reflect past, present, and future in its iterations through time."
(Westman, 2009, p. 214) "...children's fiction engages boys and girls in exciting and healthy play with the images of war, even---or perhaps especially---if they imagine war as heroic and fantastic."
(Miller, 2009, p. 273) "In conclusion, the children's literature of war is rich, varied, multi-genre and written for children of all ages; it is also increasing."
(Fox, 1999, p. 130)
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