Wwii Webquest
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Wwii Webquest

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    Wwii Webquest Wwii Webquest Presentation Transcript

    • You in WWII Student Page Title Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 12th Grade (Social Studies) Designed by Morgan Bowlin [email_address] Based on a template from The WebQuest Page
    • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Attention Soldiers! It is December 7 th 1941, and the United States has just entered World War II. Japan attacked Pearl Harbor! All able young men and women are requested overseas immediately to aid the United States Army in the war effort against the Axis Powers Japan, Germany, and Italy. You will be stationed in Germany. Please report to the United States Draft Office immediately for further instructions.
    • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Once you arrive in Germany, it will be your responsibility to write letters to your friends and family back home. In your letters you should describe your experiences as a WWII soldier. You should let the folks back home know:
        • Why the United States entered WWII
        • How Hitler gained so much power in Germany in such a short amount of time
        • How wartime propaganda influenced both sides
          • For this section of your letters you should request that your family send you the propaganda images from the United States. You should collect propaganda images from Germany, and those from any other country you might come across ( like Great Britain). These images can include posters, signs, placards, postcards, etc.
          • Once you have collected a variety of these images, it is your job to put them into a PowerPoint presentation. Not a lot of text will be required on the slides as you have already included that information in your letters written back home.
      Title
    • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Steps:
      • This assignment will be done on an individual basis.
      • You should pick a role to play: soldier (male or female), or nurse (male or female)
      • Begin researching the topics that you have been asked to include in your letters
      • Below are some links that will aid you in your research:
      • http://www.historyplace.com/worldwar2/timeline/ww2time.htm
      •  
      • http://www.multied.com/ww2/index.html
      •  
      • http://www.teacheroz.com/WWIIpropaganda.htm
      •  
      • http://www3.eou.edu/hist06/WWIIPropaganda.html
      • http://www.diggerhistory.info/pages-posters/uk-ww2.htm
      •  
      • http://www.pbs.org/wgbh/amex/guts/
      •  
      • http://womenshistory.about.com/od/warwwii/Women_and_World_War_II.htm
      •  
      • http://www.fsu.edu/~ww2/links.htm
      •  
      • http://www.bbc.co.uk/history/worldwars/wwtwo/
      •  
      • http://www.euronet.nl/users/wilfried/ww2/ww2.htm
      • 5. Once you have gathered your information begin to write your letters.
      • 6. When the letters are completed you will have the information you need to form your visual representation of wartime propaganda in PowerPoint.
    • Evaluation Rubric Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological order. Very little of the historical information was accurate and/or in chronological order. Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character. Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters. Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters. Required Elements Student included more information than was required. Student included all information that was required. Student included most information that was required. Student included less information than was required.
    • Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Congratulations! You were able to survive the war and tell your tales to the people back home. It is important to tell of your experiences in Germany because after all, history is created by the retelling of past experiences.
      • It is now your job to reflect upon what you have learned in this assignment.
        • Would the war have turned out differently if propaganda was not used in the manner it was?
          • Do you think that propaganda was responsible for breeding racism and hate in the United States towards Japan?
          • Could propaganda also be a reason for why Japanese Americans were imprisoned in internment camps?
        • If you were actually a soldier or nurse during the war, would you be able to come home and lead an ordinary life?
        • If Hitler was in the United States during the time of the war, would he be able to harness and much power as he did in Germany?
    • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. http://www.historyplace.com/worldwar2/timeline/ww2time.htm   http://www.multied.com/ww2/index.html   http://www.teacheroz.com/WWIIpropaganda.htm   http://www3.eou.edu/hist06/WWIIPropaganda.html http://www.diggerhistory.info/pages-posters/uk-ww2.htm   http://www.pbs.org/wgbh/amex/guts/   http://womenshistory.about.com/od/warwwii/Women_and_World_War_II.htm   http://www.fsu.edu/~ww2/links.htm   http://www.bbc.co.uk/history/worldwars/wwtwo/   http://www.euronet.nl/users/wilfried/ww2/ww2.htm Photo of Iwo Jima seen on all slides seen on Flickr: posted by acaben
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion A WebQuest for 12th Grade (Social Studies) Designed by Morgan Bowlin [email_address] You In WWII
    • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This assignment was developed at Colorado State University in Fort Collins, Colorado. It was created as an assignment course for EDUC 331 in hopes that a student would one day be able to recreate this assignment in the classroom. The purpose of the assignment is for students to identify the effects of propaganda in WWII and the effect that it had on American wartime sentiment, and the effect it had on opposing nations. Students are also asked to research how Hitler harnessed so much power in a relatively short time period. After researching these topics they are to write fictitious letters of correspondence to their family members back home. This will allow students to showcase the research they have done, and also give them a means of personal reflection into what the war might have been like for someone not much older than them. Evaluation Teacher Script Conclusion
    • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This assignment was created for a 12 th grade U.S. History class. The project is designed to coincide with the basic WWII information that they have been taught in their current history class. Teachers should provide students with a basic knowledge of the topic prior to this assignment and then it is the responsibility of the student to do more intensive research on the topics in the assignment. At the end of the assignment, students should present their visual presentations to the class. The letters should only be presented on a voluntary basis as some students might not feel comfortable sharing the possible emotional contents of their letters. Evaluation Teacher Script Conclusion
    • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Social Studies Standards Addressed
      • This assignment fits into the CDE standards:
      • 1.1: Students know the general chronological order of events and people in history.
      •  
      • 5.3: students know how political power has been acquired, maintained, used, and/or lost throughout history.
      • 5.4: Students know the history of relationships among different political powers and the development of international relations.
      • In this exercise, students are called upon to think critically about what life would be like for a young person during the WWII era. It forces them to take a step out of their modern day lives to a place where being drafted into the military was expected, the atomic bomb was a impending threat, and safety was not assured.
      Evaluation Teacher Script Conclusion
    • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Listed below are the steps students should take when beginning their “You in WWII” project. This lesson is designed for self paced learners, and should only require one teacher with a background in the subject. Evaluation Teacher Script Conclusion
      • Steps:
      • This assignment will be done on an individual basis.
      • You should pick a role to play: soldier (male or female), or nurse (male or female)
      • Begin researching the topics that you have been asked to include in your letters
      • Below are some links that will aid you in your research:
      • http://www.historyplace.com/worldwar2/timeline/ww2time.htm
      •  
      • http://www.multied.com/ww2/index.html
      •  
      • http://www.teacheroz.com/WWIIpropaganda.htm
      •  
      • http://www3.eou.edu/hist06/WWIIPropaganda.html
      • http://www.diggerhistory.info/pages-posters/uk-ww2.htm
      •  
      • http://www.pbs.org/wgbh/amex/guts/
      •  
      • http://womenshistory.about.com/od/warwwii/Women_and_World_War_II.htm
      •  
      • http://www.fsu.edu/~ww2/links.htm
      •  
      • http://www.bbc.co.uk/history/worldwars/wwtwo/
      •  
      • http://www.euronet.nl/users/wilfried/ww2/ww2.htm
      • 5. Once you have gathered your information begin to write your letters
      • 6. When the letters are completed you will have the information you need to form your visual representation of wartime propaganda in PowerPoint.
    • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson will require students to have internet access to conduct their research. They will also need to be able to access the PowerPoint program in order to generate slides for the visual presentation of this project. The students have been provided with a series of websites to aid them in their research which are listed below. However, they are free to use any internet source they need as long as the information is relevant. http://www.historyplace.com/worldwar2/timeline/ww2time.htm   http://www.multied.com/ww2/index.html   http://www.teacheroz.com/WWIIpropaganda.htm   http://www3.eou.edu/hist06/WWIIPropaganda.html http://www.diggerhistory.info/pages-posters/uk-ww2.htm   http://www.pbs.org/wgbh/amex/guts/   http://womenshistory.about.com/od/warwwii/Women_and_World_War_II.htm   http://www.fsu.edu/~ww2/links.htm   http://www.bbc.co.uk/history/worldwars/wwtwo/   http://www.euronet.nl/users/wilfried/ww2/ww2.htm This assignment is designed for older students who should be able to pace themselves and work independently. Only one teacher is required to be on hand should the students have any questions. The teacher might also need to partner with a multimedia specialist within the school, or the librarian, in order to aid the students in the use of computer programs and the internet. Evaluation Teacher Script Conclusion
    • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion CATEGORY 4 3 2 1 Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological order. Very little of the historical information was accurate and/or in chronological order. Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character. Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters. Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters. Required Elements Student included more information than was required. Student included all information that was required. Student included most information that was required. Student included less information than was required.
    • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This assignment is designed for older students who do not need a lot of direction so there is no need for a teacher script. This page is linked to the Process segment off of the Teacher Page. Evaluation Teacher Script Conclusion
    • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is relevant to high school seniors because during WWII it was young people their age who were being drafted. It provides a way to learn the material without just reading a textbook. The assignment asks the student to place themselves back in time in order to learn about what was really going on. Evaluation Teacher Script Conclusion
    • Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A special thanks to EDUC331 professor James Folkestad for his help with the assignment. Other resources include The WebQuest Page This assignment can also be accessed online at The WebQuest Slideshare Group . Websites included for student use: Evaluation Teacher Script Conclusion http://www.historyplace.com/worldwar2/timeline/ww2time.htm   http://www.multied.com/ww2/index.html   http://www.teacheroz.com/WWIIpropaganda.htm   http://www3.eou.edu/hist06/WWIIPropaganda.html http://www.diggerhistory.info/pages-posters/uk-ww2.htm   http://www.pbs.org/wgbh/amex/guts/   http://womenshistory.about.com/od/warwwii/Women_and_World_War_II.htm   http://www.fsu.edu/~ww2/links.htm   http://www.bbc.co.uk/history/worldwars/wwtwo/   http://www.euronet.nl/users/wilfried/ww2/ww2.htm Photo of Iwo Jima seen on all slides seen on Fl