Alexandra Beck
Text Set
TEDU 562
Dr. Muth
April 20, 2010
I. Introduction
A. Theme: The Cold War: The Threat of Nuclear Fallout
B. Class: History
C: Grade: 10th
D. Estimated reading range: +/- 3 grade levels (7th-12th grades)
This text set includes ten sources, eight of which are literature based and two that are film
sources. These sources will be used to supplement to the class textbook to broaden the range of
learning and learning styles. Ranging from fiction to nonfiction, this text set centers around the
theme of the Cold War and the threat of nuclear war. Several books offer suspense and adventure
which will appeal to the students and will keep them motivated to read. The readability level of
this set incorporates a few texts on reading level but most are slightly below or above reading
level due to the specificity of the theme. Depending on the diverse reading level of the students,
this text set offers opportunities for them as well.
Although this is a history class, this text set attempts to integrate various disciplines,
including science, technology, and psychology to demonstrate how the Cold War dominated
many aspects of American life for decades during the twentieth century. The purpose of this text
set is to give students a richer understanding of the Cold War and to show just how strained the
relationship was between the United States and Soviet Union. One wrong move and the
consequences could have been disastrous for everybody. The text set highlights the legacy of the
Cold War era and even the current debates about nuclear technology.
SOL Connection
VUS.12 The student will demonstrate knowledge of United States foreign policy since World
War II by
a) describing outcomes of World War II, including political boundary changes, the
formation of the United Nations, and the Marshall Plan;
b) explaining the origins of the Cold War, and describing the Truman Doctrine and the
policy of containment of communism, the American role in wars in Korea and Vietnam,
and the role of the North Atlantic Treaty Organization (NATO) in Europe;
c) explaining the role of America’s military and veterans in defending freedom during the
Cold War;
d) explaining the collapse of communism and the end of the Cold War, including the role
of Ronald Reagan.
II. Text Set Items
1. Alas, Babylon
Readability Level: 9.5
Used how: Independently and in class
By whom: Students reading at reading level
a. Introduction and Summary
In this book of historical fiction, author Pat Frank tells of the story of an American town
during the Cold War that is destroyed, like much of the nation, after a bomb is dropped in 1959.
Everyone’s worst nightmare has turned into a reality. And in this reality, survival is the day to
day struggle as food, water, and other supplies are tightly rationed within the small community
that is left standing.
Writing this novel during a time when people were on edge; when it seemed like nuclear
war was imminent. In the race for space, and just after Sputnik, Americans were looking to the
skies everyday. This book highlights the “what if” of the Cold War era, and the apocalyptic
consequences that would have ensued had nuclear war been brought to fruition.
b. Rationale
This gripping book will enliven the readers in an often perceived dull history class.
Filled with suspense and the drama of survival, even reluctant readers will be flipping chapter
after chapter to find answers to the questions as the story unfolds. It will be emphasized that this
book is based on historical fiction. The students will easily relate to the characters as there are
several within different age groups and backgrounds. The suspense and events surrounding the
characters allow the readers to feel a sense of sympathy as their world is turned upside down.
c. Usage of Text
This book will be used both inside and outside the classroom to encourage independent
comprehension skills as well as class discussions. Chapters will be assigned for homework and
discussed in class. It is crucial for students to read at home to emphasize their comprehension
and understanding of the material. At the beginning of each class meeting, students will be given
questions to reflect on the book and their interpretations. Students should come prepared to
discuss the chapters in groups and then share with the class what they discussed. Additionally,
the teacher will open up the class for questions if the students need clarification. Mini group
projects and individual activities will be used in conjunction with the text to supplement the unit.
d. Readability
According to the Flesch-Kincaid readability test, the approximate reading level is at a
ninth grade reading level. This text is at or just below reading level for my students. The
vocabulary is not too difficult for the average student, but there are words within the characters
dialogues, especially those characters who speak with a thicker Southern accent, that may need
explanation and that will be clarifies as needed in class. Additionally, students will need an
introduction to the content and background knowledge of the Cold War, which we will focus on
in class. Although the book is a bit longer (320 pages), the suspense will make the readings go
quicker as students read along. During class time, we will discuss the major events and parallels
to actual historical data.
e. Reference
Frank, Pat. (2005). Alas, Babylon. New York: HarperCollins Publishers, Inc.
2. The Hunt for Red October
Readability Level: 8.0
Used how: Independently with slight instructional assistance
By whom: Students reading at or slightly below reading level
a. Introduction and Summary
In this fictitious book, a Soviet’s new missile submarine, Red October, commanded by
one of its highest naval officers, Marko Ramius is attempting to defect to the United States.
Considered the highest treason, the Soviet's mission is to seek and destroy the submarine no
matter what, so that the Americans do not get their hands on it. CIA analyst Jack Ryan becomes
the lead man on the case to find the vessel and usher it to a safe American port. If the U.S. is
successful, they will gain a significant victory and obtain classified Soviet information, but
thousands of miles of open water make this a difficult mission. A thrilling game of cat and
mouse pits the two superpowers, the United States and Soviet Union, even more against each
other. This will help students realize just how far each side was willing to go to defeat the other
and the risks involved in high-stress situations during this time.
b. Rationale
This book is a thrilling story full of adventure and suspense as the Americans and Soviets
play a constant game of hide and seek to capture Red October. The suspense will keep even the
most reluctant readers wanting to read ahead to find out what happens next. Reading this story
will help students understand what great lengths commanders and leaders went through during
this era in order to secure the nation’s safety. This may help bridge learning and connect the
reading to current issues overseas in the Middle East. In a way, the fast pace of the book may
parallel their fast pace of their school environment, with the latest news gossip changing daily.
c. Usage of Text
This book will be used an on individual basis more towards the beginning of the unit in
order to attract students to learn more about the threat of nuclear secrets and attacks. This will
help transition into the assistance stage of PAR as I will clarify the main points and encourage
them to read other related book or access related information on this unit. Also, after this
reading, we will start moving into the more factual, historical aspects by learning the political
leaders and military commanders of both the U.S. and Soviet Union during the Cold War.
d. Readability
According to the Flesch-Kincaid readability test, the approximate reading level is at an
eighth grade reading level. Despite the lower reading level for this class, the military jargon used
may require a few minutes at the beginning of class for students to ask questions or get
clarification of a term. Even though the text is pretty long (over 400 pages), I believe it will be a
compelling read due to the frequency of events throughout the book. The book is formatted with
chapters and helps establish a linear time frame for students and makes it easier if they have to
go back and reference another chapter.
e. Reference
Clancy, Tom. (1984). The Hunt For Red October. Annapolis: Naval Institute Press.
3. Rocket Boys
Readability Level: 6.0
Used how: Independently
By whom: Students reading on and below reading level
a. Introduction and Summary
This book is based on a true story and inspired the well-known movie October Sky about
fourteen year-old Homer Hickam, whose love of rockets led him all the way to NASA. Growing
up in a small West Virginia mining town, Homer did not want to follow in the footsteps of his
father, the mining company manager, because he realized there was nothing in the town that
would help him pursue his goals. Inspired by the Soviet landmark Sputnik in 1957, Homer
developed an interest in rockets and attempts to build rockets during his spare time. With the
help of his friends and the encouragement of his science teacher, Homer learns that with
motivation and passion anyone can dream big and accomplish their goals.
b. Rationale
The main characters in this book are teenagers who are the same age as the students in
my classroom, so they may be able to relate more to the characters and plot. Students may also
relate to one of the themes of the book: following your dreams even when the odds seem to be
against you. This book may even engage more reluctant readers as they want to know what
happens to the characters as the story progresses. Filled with historical facts, students may
appreciate the fact that this is a non-fiction book and be able to relate to it better overall.
c. Usage of Text
Students will read the book independently in order to build comprehension skills. This
will be assigned towards the middle of the unit as background knowledge may help connect
schema and bridge the learning from the actual content. At the beginning of some class meetings,
I will ask them to reflect in their daily journal about their experience with the book, if they like it
or something that may be missing for them. Each night they will read a few chapters and come to
class ready to write in their journals. For homework, students will be asked to interview a parent
or older family member if they ever saw Sputnik flying through the sky in 1957. By doing so,
students talk with family and get engaged beyond reading and are able to retain content. After
finishing the book, we will talk about it as a class, and they will write an essay describing the
main points of the book and its relevance to what we are studying. If time permits, I intend to
watch the movie version in class, so they can identify similarities and differences between the
book and movie.
d. Readability
According to the Flesch-Kincaid readability test, the approximate reading level is at a
sixth grade reading level. Although the book is on a lower reading level, it applies larger
concepts which are applicable to our unit on the Cold War. And despite the length (360 pages), it
will more than likely be a quicker read as it is a true life story and sparks readers’ interests. The
vocabulary is relatively easy for those reading even below a tenth grade reading level. Reading
this on an individual basis will enhance comprehension and increase motivation to read about
something that is based on true events.
e. Reference
Hickam, Homer. (2000). Rocket Boys. Brooklyn: Delta Publishing.
4. Duck and Cover – Original 1950 Airing
Readability Level: estimated at 7.5
Used how: Independently and in class instruction
By whom: Students at grade level and slightly below level
a. Introduction and Summary
This video which originally aired 1950 was meant to educate the public on what to do if a
nuclear bomb were to explode on American soil. It starts off with Burt the Turtle demonstrating
what to do in the case of an atomic bomb, thus introducing the viewers to the concept of “Duck
and Cover.” This civil defense film shows what children are supposed to do in their schools; they
are to get under their desks and cover their heads. Although this film is short (approximately five
minutes), it is very informative and portrays actual footage of students and citizens practicing
drills in the event that the Soviets drop a bomb.
b. Rationale
Although we may think the logic behind this video as funny or even crazy, this is what
children learned while growing up. Watching this video will help students understand the context
of the situation as the original audience was for school-aged children. This film will also activate
schema because they will think of other drills and such they have to practice in case of an
emergency, like a fire or tornado drill. Students will surely be entertained by this film and can
easily access this and other related videos at home or by using the computer(s) in the library. If
students can relate to it, then they will retain the content longer and appreciate the value of the
lesson. Students will appreciate the fact that this is an electronic source, something beyond an
actual book.
c. Usage of Text
This video will be watched during class on the projector screen. I intend to show this
video somewhat towards the beginning or middle of the unit, so they have background
knowledge beforehand. Students will be asked to write an short essay on what they thought of
the film and how they would feel watching this on a black and white TV in 1950, not knowing
the outcome of all this. The video is mostly self-explanatory because it discusses what Duck and
Cover is and the steps to take in the event of a disaster. It may be best to watch it during class in
case students have any questions for me or have comments that they would like to share, and this
will probably start a good discussion. Additionally, for homework, students will be asked to jot
down some interview questions to ask a parent or older family member or friend if they
remember practicing Duck and Cover drills when they were in school.
d. Readability
The estimated readability for this video is a 7.5 because it does not use high level
vocabulary, and the concept is broadly described; there is not much that the teacher will have to
clarify. This video is absolutely appropriate for middle and high school students because it does
not include offensive language, but it does portray the history of the atomic bomb which may not
be suitable for elementary viewers. I believe that students in my tenth grade class will be able to
comprehend this video and its significance rather well, especially because of its brevity and
relate-ability. The fact that it is a short and insightful video will keep students motivated to
watch. It is also appealing because they show actual footage from the 1950s in black and white,
which is something unfamiliar to these students and may capture their attention and
imaginations.
e. Reference
Duck and Cover- Original 1950 Airing. (2008). YouTube. [Web]. Retrieved from
http://www.youtube.com/watch?v=ixy5FBLnh7o.
5. “Time Enough at Last”
Readability Level: estimated 9.0
Used how: In class
By whom: Students at grade level
a. Introduction and Summary
The short film, which aired in 1959 as part of the The Twilight Zone fictional series, tells
the story of Henry Bemis, a bank teller, whose love for books, newspapers, and any other written
literature, finds himself in an unlikely situation. Throughout the movie, Henry is constantly
harassed by his wife, boss, and bank customers for his love of literature, as that is all he devotes
his time to. One day, he sneaks down to the bank’s vault where he routinely visits during his
lunch break to read peacefully. While in the vault, nuclear bomb is dropped leaving the city in
ruins, but leaves Henry unscathed. As the sole survivor he suddenly has all the time in the world
to read without interruption. Happily, he finds all the books and newspapers he can and stacks
them atop a huge pile. But in an ironic twist of fate, he slips and falls breaking his glasses,
leaving him unable to see or read.
b. Rationale
This movie demonstrates a fictional story of a man who escapes nuclear holocaust and
has all the time in the world to do and read what he wishes, but irony catches up to him. This
movie incorporates both the English and History disciplines, as irony is a huge role in the movie
which takes place during the Cold War era. This movie is entertaining and will engage the
students in the content from a purely fictional viewpoint. Roughly 25 minutes long, the movie
will capture their short attention spans while holding them in suspense. Seeing how someone else
may use all the time in the world may get them thinking how they would do if they had endless
time on their hands. Students will enjoy a movie as an alternative to a book.
c. Usage of Text
This movie will be shown during class time towards the middle of the unit so they can
access prior schema. For an activity, students will interview each person in their class about the
room and ask their classmates what they would do with that spare time. After each student has
talked to everybody else, as a class, we will see if there were any similarities and keep track of
how many times students would do the same thing, like read for example.
d. Readability
The movie is step by step which explains everything as it unfolds. The tone of the movie
changes a few times which may also keep the students’ attention. There are no political, racial, or
gender biases in the movie. There is no difficult vocabulary or concepts, so the students can relax
and appreciate the film. The content is completely appropriate for middle and high schoolers, as
there is no violence or inappropriate situations. Also, the movie is in black and white, which may
change things up a bit for them.
e. Reference
Brahm, John. (Director). (1959, November 20). The Twilight Zone [Episode 8]. “Time
Enough at Last.”
6. Homeward Bound: American Families in the Cold War Era
Readability Level: 13.5
Used how: Independently with instructional support
By whom: Students reading above reading level
a. Introduction and Summary
May explores the two prevailing, yet very different, notions of the 1950s. On the one
hand, the popular images of the 50s are domestic, peaceful, and of ease; but on the other hand,
was the political instability of the Cold War. She finds parallels between this instability and the
conservative “norms” of society as families sought the comfort of home and the neighborhood as
a safe haven for this uncertainty. Lastly, May argues that as much as it seemed like Americans
turned their heads away from politics, the Cold War affected every aspect of life “from the
boardroom to the bedroom.” The epilogue of this newer edition examines the Cold War’s legacy
through the most recent world altering event, September 11, 2001.
b. Rationale
This book helps students view the Cold War from a different perspective- that of
uncertainty infused with tranquility of the times. However, we do not tend to view this era in this
way because it is masked by the iconic Father Know Best and other domestic images from that
time. Students may be able to draw conclusions about this era from thinking about their older
family members and what they experienced. Because the epilogue includes research since
September 11, students will be able to draw comparisons from these two time periods based on
prior knowledge and what they are experiencing in the world now. Also, May dedicates a few
chapters to women’s lives and their responsibilities and the issues they faced, which will appeal
to the females in the class and allow the male students a glimpse into female roles during that
time.
c. Usage of Text
I intend to assign this book to the more advanced readers who I think are ready for the
challenge. For a project, students are to choose a book in order to construct a project or paper,
and the more advanced readers will be encouraged to choose this book because it is more
challenging. However, I will not announce that to the class, rather, ask the more advanced
readers to stay after class and encourage them to read this book. I will also encourage them to
meet as a group a few times to discuss the book and bounce ideas off each other for the
assignment. If they need help, I will meet with them as needed.
d. Readability
According to the Flesch-Kincaid readability test, the approximate reading level is beyond
a twelfth grade reading level. The length is fairly appropriate for tenth graders (320 pages). I do
not consider the Flesch-Kincaid score most appropriate for this book because overall the
vocabulary and concepts are not too difficult for advanced readers. The writing style is freer than
that of a textbook, which contributes to a more natural flow and easier read. Additionally, it
seems as if the author is talking with the readers, whereas a textbook tends to talk to readers, so
students may appreciate that difference. There are clear and organized chapters which break
down the author’s main points and major ideas are clearly reiterated in both the beginning and
ends of each chapter. This book does highlight sexual differences and gender roles, but that is not
the focus of the book, and students should get a glimpse of actual history.
e. Reference
May, Elaine Tyler. (2008). Homeward Bound: American Families in the Cold War Era.
New York: Basic Books Publishing.
7. The Butter Battle Book
Readability Level: 4.7
Used how: Independently and in class discussion
By whom: Students reading at and below reading level
a. Introduction and Summary
Published in 1984, this is a book included in the classic fiction series by Dr. Seuss. The
book tells the story of the Yooks and Zooks, who are in an everlasting feud over whether you
should eat your bread butter side up or butter side down, respectively. Neither side can agree, so
they develop weapons, starting with slingshots, and gradually build to more sophisticated ones in
an attempt to take over the world.
b. Rationale
I intend to use this book as an introduction to this unit. I believe it will be an amusing
reading for the students, as most of them recognize Dr. Seuss books and relate to the message a
bit easier. This book is a witty analogy to the Cold War era and will get students engaged with
the text. It provides an insightful and imaginative view, from a young learner’s perspective,
about aggression and how disagreements between groups escalate to fighting with weapons, as
evident between the United States and Soviet Union during the Cold War. The value is for
students to gain social skills, and Seuss presents it in a way that children will remember for
years.
This book will also be a great starting point for students with disabilities or who struggle
with reading, especially English Language Learners (ELLs). The only issue ELLs may have is
with the made up words, like Yooks, Zooks and Triple-Sling Jiggers, but otherwise, the
vocabulary is written for a fourth grade level and may allow these students to understand better
at a different reading level. This is an engaging book that will encourage participation for in class
reading and activity.
c. Usage of Text
I intend to use this text as a starting point for the unit. Starting off with this book will
boost their creativity and engagement for discussion or in class. After buddy reading, I will ask
students if they can relate this book’s message to history. By doing this, the students can tap into
their previous knowledge and we can build schema as a class. By reading as a class, we can
generate the important theme of the book.
d. Readability
According to the Flesch-Kincaid readability test, the approximate reading level for this
book is fourth grade. However, the book is witty and engaging for all different ages and conveys
an overall message about a historical event. Although the book is short, it is mostly pictorial and
the upbeat tone is appealing. Major ideas and concepts are illustrated and is appropriate for
diverse students and learners.
e. Reference
Dr. Seuss. (1984). The Butter Battle Book. New York: Random House Children's Books.
8. “Growing up with the Threat of Nuclear War: Indirect Effects on Personality Development”
Readability Level: 12.0
Used how: Groups with Instructional support
By whom: Students reading on or above reading level
a. Introduction and Summary
This article discusses the impact on children growing up during the Cold War when the
threat of nuclear war was omnipresent. She focuses on those in middle childhood and describes
causes of personality development. She finds that children who came of age during this time
developed certain strengths and weaknesses as adults due to the social and environmental context
in which they grew up. She references common sayings from the 1960s including what students
used to ask each other: “What do you want to be if you grow up?” This reading will give students
an insight into how they would have lived during the threat of nuclear attack.
b. Rationale
This article may in fact cause frustration for some of my students because the language is
meant for a more scholarly audience. However, the author focuses her study on adolescents,
which is roughly the same age group of my students, which makes it more relatable for them.
Furthermore, this will build schema by examining the behaviors of those who grew up during
that time, and for students, this may have been their parents, or other older family members. By
reading this article, they may better understand the perspectives of an older generation of which
are personal to them.
c. Usage of Text
This is not an easy reading to understand, so it will be used as part of a structured lesson
plan more towards the end of the unit. This way, students have more background knowledge to
understand the content; therefore, this article may be used more for the assistance and review. I
will assign heterogeneous groups, so advanced and struggling readers will be placed together,
and they will go read through the article together while annotating the text. I will instruct them to
circle key words from the unit, underline key concepts, and put a square around any words they
have a hard time with. After reading the article, as a group, they have to write a short paragraph
summarizing the article’s main points and relevance to our unit. After each group writes their
paragraph, we will share as a class and come of with a class summary, which I will type up and
hand out to the students next class as a study guide.
d. Readability
According to the Flesch-Kincaid readability test, the approximate reading level for this
article is at a twelfth grade level. Although this text is on a higher reading level, the vocabulary is
more difficult than the actual concept and message that the author conveys. Clearly, the article’s
audience is intended for scholars and/or professionals within the field of psychology, but reading
this will allow students the opportunity to glance at higher level reading and critical thinking
skills and perhaps become more familiar with it as they go through school. Because this reading
is only one chapter from an annual report, there are no subheadings within these nine pages, thus
it will be harder to break down the information. Some students, particularly those who struggle
with reading, may find this reading to be a bit over their heads, and may start to feel frustrated,
but there are ways to help them understand the concepts. By working in groups, they may realize
that there are others in the same boat as they are, and try to do their best. This will definitely be a
challenging read, so there will be no graded part of this reading; rather, the purpose is to try and
gain a sense of higher level reading and writing.
e. Reference
Escalona, Sibylle K. (1983). “Growing up with the Threat of Nuclear War: Some Indirect
Effects on Personality Development.” In Stella Chess and Alexander Thomas (Eds.),
1983 Annual Progress on Child Psychiatry. Retrieved from
http://books.google.com/books?sitesec=reviews&id=VcryqelKfncC.
9. “Kennedy and Krushchev” Political cartoon
Readability Level: estimated 10.0
Used how: Independently
By whom: Students reading at reading level
a. Introduction and Summary
This political cartoon depicts both President Kennedy and Nikita Kruschev, the former
Soviet leader, working together and pushing down on a box trying to keep the nuclear monster
inside. The caption reads “Let’s get a lock for this thing.” This exemplifies strained relationship
between both countries, the U.S. and Soviet Union, but also the determination to avoid nuclear
war. Drawn shortly after the Cuban Missile Crisis, many cartoons depicted the Cold War a direct
feud between Kennedy and Kruschev.
b. Rationale
Examining this cartoon, and others like it, will engage students as they are trying to
figure out the cartoonist’s message. It is also a bit more interpretive and students will enjoy
constructing their own meaning of the cartoon. Based off of one image, each student is looking at
the same thing and therefore get an equal opportunity to explore its significance. Lastly, many of
these cartoons are meant to be comical which may ease stress during/in a school classroom. By
examining the cartoon, students can imagine the stressful relationship of the Cold War and how
one wrong move could have caused nuclear war.
c. Usage of Text
This cartoon will help determine the level of background knowledge of my students. This
will also help increase schema and will be introduced in the beginning as of the unit as part of
the preview for the unit. I intend to use this cartoon as a DR-TA activity, in which I will give
each student in the class a copy of the cartoon (excluding summary that goes with it), and ask
them look over it to access their prior knowledge. Then, they will write a few sentences on what
they think it represents. They will work on this independently during class and then have a few
assigned for homework. After they are finished, I will show them the summary using the
overhead projector, so they understand the cartoonist’s actual message. This allows individual
students to practice critical thinking and comprehension skills within the social studies
discipline.
d. Readability
The only text that accompanies the cartoon is a small paragraph summary which
according to the Flesch-Kincaid readability test is estimated at a tenth grade level. The reading
level for this cartoon is estimated at a tenth grade level due to the level of historical background
knowledge to understand the event and the characters. The graphic is appealing to students,
because it is a cartoon it is not a literal message, rather an interpretive one; thus students must
rely on their comprehension skills to decode the author’s point of view or message.
e. Reference
Block, Herbert. “Kennedy and Krushchev.” Political cartoon.
http://www.filibustercartoons.com/jfk.htm
10. “Why the World May Turn to Nuclear Power” The Futurist (November-December 2009)
Readability Level: 11
Used how: In class Instructional reading/activity
By whom: Students reading on or slightly above reading level
a. Introduction and Summary
This article, written by Richard Stieglitz and published in The Futurist, discusses the
current debate surrounding the issue of nuclear power as an alternative source of energy. It
highlights the implications and advantages for the exploration of nuclear power. It advocates
nuclear power as an energy source because it provides more energy at a lesser price to the
environment. It provides statistics and gives helpful charts and links to other resources of
information regarding energy. The article also addresses issues of nuclear waste and the global
issues at stake, and uses subheadings to guide the reading.
b. Rationale
I intend to use this article as a conclusion to this unit by showing how the debate around
nuclear energy is discussed in present time, as an alternative source to fuel our growing demand
for energy. This article provides a connection between different discourses, mainly science and
social studies, the actual science of energy production and the politics or debates surrounding the
issue. Additionally, this reading will demonstrate parallels between history and the present
debate over nuclear power. This topic does not just exist in the past; it has exists today, just
within a different context.
c. Usage of Text
This article will be assigned for homework with a slight modification. I will make copies
of the article (six page packet) and ask my students to read it before the next class; however, I
will ask that they only get through as much of it as they can; if they get frustrated or can’t
understand, they can stop and there will be no penalty. I point of this reading is simply to try.
The next class I will ask for volunteers to go over their interpretations of the reading, and from
the discussion, I can determine their understanding of the reading. Then I will have them count
of by fours and each group will be assigned two sections of the text to read over and come up
with a group consensus on the reading. While they are in groups, if there is a word or words they
do not understand, then they should circle them, so we can come up with a definition. We will
then convene as a class and discuss the significance to our unit.
d. Readability
According to the Flesch-Kincaid readability test, the approximate reading level is at an
eleventh grade reading level. The article is pretty interesting, and although it is written at a
higher level, the headings and subheadings will allow the students to categorize and process
information. Major ideas are highlighted and presented logically which will help students
understand the concepts. This article also includes rules and regulations of other several other
countries which students of different backgrounds can relate to. The harder words are those that
deal more with the science aspect of nuclear energy, which we can review in class for
clarification. As mentioned before, there are graphical representations of data which appeal to
visual learners.
e. Reference
Stieglitz, Richard, and Rick Docksai. (2009). “Why the World May Turn to Nuclear Power.” The
Futurist: 17-22, Retrieved from http://www.wfs.org/Dec09-Jan10/Nv-DecBkIss.htm.