1. Multicultural Unit on WWII An Integrated, Thematic, Transition-Linked, Standards-Based Unit Dr. Pamela Luft Ashley Curtis Ashley Martin And other grant team members Kent State University An Integrated, Thematic, Transition-Linked, Standards-Based Unit Dr. Pamela Luft Ashley Curtis Ashley Martin And other grant team members Kent State University

2. February 2007Transition Services Preparation & Training Problem / Dealing with Deaf/Hard-of-Hearing students who have varied reading abilities / Incorporating state standards and making these meaningful to students through transition-linked activities / Showing multiple and multicultural perspectives on a historical event / Dealing with Deaf/Hard-of-Hearing students who have varied reading abilities / Incorporating state standards and making these meaningful to students through transition-linked activities / Showing multiple and multicultural perspectives on a historical event

3. February 2007Transition Services Preparation & Training Solution / Using “Understanding by Design” (Wiggins & McTighe, 2005) / Incorporating three cross-cultural strands and perspectives of WWII / Using both chapter and picture books focusing on children’s experiences / Incorporating standards through real-life transition activities / Using “Understanding by Design” (Wiggins & McTighe, 2005) / Incorporating three cross-cultural strands and perspectives of WWII / Using both chapter and picture books focusing on children’s experiences / Incorporating standards through real-life transition activities

4. February 2007Transition Services Preparation & Training Who is the unit for? / Designed specifically for students who are D/HH in grades 4 through 8 / Easily modifiable for a high school curriculum / Based on a unit developed by Teacher of the Deaf, Ms. Michelle Fischer / Kent State University Deaf Education majors on OSERS transition grant expanded on Ms. Fisher’s ideas to create this comprehensive, literature-based unit which incorporates ODE and LCCE standards / Designed specifically for students who are D/HH in grades 4 through 8 / Easily modifiable for a high school curriculum / Based on a unit developed by Teacher of the Deaf, Ms. Michelle Fischer / Kent State University Deaf Education majors on OSERS transition grant expanded on Ms. Fisher’s ideas to create this comprehensive, literature-based unit which incorporates ODE and LCCE standards

5. February 2007Transition Services Preparation & Training How we created the WWII unit / Selection of age-appropriate picture books focusing on the experiences of three areas: ◦ Japan, Europe, and the United States, including: ◦ The Holocaust and concentration camps ◦ Atomic bomb & effects (Nagasaki/Hiroshima) ◦ Japanese-American internment camps and Pearl Harbor / Books aligned with objectives of unit, based on LCCE Daily Living Skills and ODE academic standards, creating activities which incorporate transition skills and themes from the books / Selection of age-appropriate picture books focusing on the experiences of three areas: ◦ Japan, Europe, and the United States, including: ◦ The Holocaust and concentration camps ◦ Atomic bomb & effects (Nagasaki/Hiroshima) ◦ Japanese-American internment camps and Pearl Harbor / Books aligned with objectives of unit, based on LCCE Daily Living Skills and ODE academic standards, creating activities which incorporate transition skills and themes from the books

6. February 2007Transition Services Preparation & Training How we created the WWII unit, con’t. / Focus on three “strands” for literature based- activity groupings, as well as connections among these: -Japan, Europe, United States... ◦ experiences of characters AND ◦ perspectives of all communities involved / Development of timeline, which can be transferred to multiple tiers, tracing interactions among book characters, nations, and actual events of World War II / Focus on three “strands” for literature based- activity groupings, as well as connections among these: -Japan, Europe, United States... ◦ experiences of characters AND ◦ perspectives of all communities involved / Development of timeline, which can be transferred to multiple tiers, tracing interactions among book characters, nations, and actual events of World War II

7. February 2007Transition Services Preparation & Training Examples of books used JapanEurope United States Sadako by Eleanor Coerr Hannah’s Cold Winter by Trish Marx So Far from the Sea by Eve Bunting My Hiroshima by Junko Morimoto Star of Fear, Star of Hope by Jo Hoestlandt Baseball Saved Us by Ken Mochizuki Shin’s Tricycle by Tatsuharu Kodama Rose Blanche by Roberto Innocenti Nim and the War Effort by Milly Lee The Perfect Crane by Anne Laurin Hilde and Eli by David A. Adler High Flight by Linda Granfield Hiroshima No Pika by Toshi Maruki Passage to Freedom by Ken Mochizuki Remembering Manzanar by Michael L. Cooper

8. February 2007Transition Services Preparation & Training Sadako by Eleanor Coerr -available in both chapter and picture book form / Ohio Content Standards / Math Standards / Measurement and Geometry / Path of the bombs / Detonation and damage from bombs / Illness and contamination patterns from radiation poisoning / Ohio Content Standards / Math Standards / Measurement and Geometry / Path of the bombs / Detonation and damage from bombs / Illness and contamination patterns from radiation poisoning

9. February 2007Transition Services Preparation & Training Sadako / Ohio Content Standards / Science / Life Sciences / Mutations that happened to children born after the bombing / Mutations that happened to people exposed to the radiation / Cancer’s effect on a person’s body / Ohio Content Standards / Science / Life Sciences / Mutations that happened to children born after the bombing / Mutations that happened to people exposed to the radiation / Cancer’s effect on a person’s body

10. February 2007Transition Services Preparation & Training Sadako / Ohio Content Standards / Language Arts / Reading Application C&D / Write a hypothetical letter to raise money for the statue described at the end of the book / Write a letter to help spread Sadako’s story and the importance of peace / Independent Reading Project / Ohio Content Standards / Language Arts / Reading Application C&D / Write a hypothetical letter to raise money for the statue described at the end of the book / Write a letter to help spread Sadako’s story and the importance of peace / Independent Reading Project

11. February 2007Transition Services Preparation & Training Sadako – Transition Links Includes relevant, interactive websites and group/individual activities LCCE 44- Identify emotions Students identify emotions of characters and compare to own (Venn Diagram) LCCE 47- Identify physical and psychological needs Analyze experiences of children and adults in various situations (Table chart) LCCE 51- Develop respect for rights and properties of others Identify civil rights of characters and historical groups of people involved (Multi- tier timeline, differences of groups) LCCE 61- Demonstrate awareness of how one’s behavior affects others Trace actions of characters and groups, government and civilian, and effects of decisions/actions (Multi-tier timeline) LCCE 62- Locate and utilize sources of assistance Identify needs and how/where to find solutions (Source map; connections) LCCE 64- Develop and evaluate alternatives Identify multiple solutions/choices for problem and compare/contrast (Choice map) LCCE 65- Recognize the nature of a problem Analyze a problem to ascertain cause, effect, solution(s), prevention (Timeline connection activity)

12. February 2007Transition Services Preparation & Training Additional Information / Contact Information http://www.educ.kent.edu/fundedprojects/TSPT/ grant.htm http://www.educ.kent.edu/fundedprojects/TSPT/ grant.htm VISIT OUR WEBSITE!!! http://www.educ.kent.edu/fundedprojects/TSPT/ grant.htm http://www.educ.kent.edu/fundedprojects/TSPT/ grant.htm Dr. Pamela Luft, Kent State University; pluft@kent.edu pluft@kent.edu Kent, Ohio pluft@kent.edupluft@kent.edu / Additional Team Members Olivia Chapman Lindsey Cecala Amy Massey-Norton Keady Gundrum Theodore Reeves Erin Royse Laurie Sutherin / Contact Information http://www.educ.kent.edu/fundedprojects/TSPT/ grant.htm http://www.educ.kent.edu/fundedprojects/TSPT/ grant.htm VISIT OUR WEBSITE!!! http://www.educ.kent.edu/fundedprojects/TSPT/ grant.htm http://www.educ.kent.edu/fundedprojects/TSPT/ grant.htm Dr. Pamela Luft, Kent State University; pluft@kent.edu pluft@kent.edu Kent, Ohio pluft@kent.edupluft@kent.edu / Additional Team Members Olivia Chapman Lindsey Cecala Amy Massey-Norton Keady Gundrum Theodore Reeves Erin Royse Laurie Sutherin