Goals & Objectives
Students will learn about the research process for a World War 2 Battle. Students will be able to work in a group to create a project to help teach other students.
California State Content and Common Core Standards
11.7Students analyze America’s participation in World War II.
2.. Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
3. Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
7. Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
WHST: 11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
2.. Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
3. Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
7. Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
WHST: 11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Lesson Introduction
To begin with the teacher will tell the students to get their desks in groups of 3 or 4. The teacher will then go around the class, numbering each person with a number up to the amount of groups of desks available, for example, if there is 7 groups of 3 or 4 desks, then the teacher will only number up to 7. This way when each students gets a number they go to a designated desk section. The teacher will then give instructions for the group project. Students are to select a major Battle from World War 2 to present to the class. Battles can range from Pearl Harbor, D-Day, Operation market garden, Battle of Wake Island, Battle of Okinawa as well as the Dropping of the Atomic Bomb. If the teacher needs more battles he can put more. They should be named and placed on the Board for certain battles for the students to pick from if they need them.
Vocabulary
As this is an end of the unit assessment students should be using the vocabulary learned from the unit.
Content Delivery
Students will present some sort of presentation to the class. This can be a poster, a power point, a prezi, a youtube video, a newspaper, a skit, a tapped or live newscast, of some other form of a view able presentation. If the group decides on something else they must ask the teacher if it is ok. They must use some pictures, or visual display for other students to see and learn about the battle. Students must A) show who was involved in the battle, see if there was any specific forces at work in the battle like Navajo code talkers. B) Talk about the importance of the battle. C) show a picture of the location, both the place and on a map. If there is any geological importance to the location please tell it. D) Tell about the importance leading up to the battle. Students will do their research online at sweetsearch.com. Students must keep a link to every page they collect resources from.
Student Engagement
A student plan will be turned in by the end of day one. On each plan they must have a clear decision as to what each person will be researching as well as an outline of the idea of what type of presentation they will have. Students will have 3 days after the first day, 2 of which will be in the computer lab, to complete their project before they have to present it to the class. Each person must speak in their presentation at least for 90 seconds. Therefore, for a 4 person group you must present for 6 minutes. Students will there for have 1 day of planning, followed by 2 days of computer lab time, followed by a day of preparation, to finish up with the last day of presenting.
Lesson Closure
For closer students on the last day they will present their project. They are allowed to have note cards for information but no full papers made up to read off of. After they have presented they have to turn in with their project the paper with all the locations they gathered information on. They then have to take notes from other groups to know about other battles as well.
Assessment
Formative: the teacher will be using his time to assess students over the days, making sure that they are keeping on task. They will offer their assistance when students need it. At the end of this project students will assess themselves and each other as well. They will fill out a piece of paper with each student name in their group as well as their own. Next to the name they will put a number, 1-10, 10 being the highest, of how helpful the person was in the group. Following the number the person should write a 1 sentence summary on how helpful the student was.
Summative: this project will be graded on a rubric, each section that the group needed to address will have a possible 10 points, 10 meaning they described the section fully, for a combined rating of 40 points, the resource page as well as teammates assessment will make up the remaining 10 points for a 50 point project.
Summative: this project will be graded on a rubric, each section that the group needed to address will have a possible 10 points, 10 meaning they described the section fully, for a combined rating of 40 points, the resource page as well as teammates assessment will make up the remaining 10 points for a 50 point project.
Accommodations for English Learners, Striving Readers and Students with Special Needs
EL students will be allowed to work in a group to prevent immersion tactic. If they need to they can write part of their presentation in their native language as long as 50% of it is in English. Striving readers will have to push themselves with online reading to try and promote their reading with technology. Students with special needs will be able to have extra time in resource rooms, in snack, or at lunch if they need to. The teacher will also take their IEP’s into consideration when working with them.