U.S. Soldiers in the Pacific during World War 2 Student Page Title Introduction Task Process Evaluation Conclusion Credits...
Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] It is December 7,...
The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title Your task will be to ...
The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] First, use website...
Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY  10 8 7  3...
Conclusion  Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations it...
Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] www.flick...
U.S. Soliders in the Pacific during World War 2 [ Student Page ] Title Introduction Learners Standards Process Resources C...
Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This ...
Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This less...
Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This l...
Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The cour...
Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The mai...
Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul...
Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This le...
Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
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U.S. Soliders in the Pacific during World War 2

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U.S. Soliders in the Pacific during World War 2

  1. 1. U.S. Soldiers in the Pacific during World War 2 Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 9 th grade social studies Designed by Mark Cachey [email_address] Photo by flickr: AFRO_KING_DUDE Photo by flickr: Cream & 2 sugars
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] It is December 7, 1941 the Japanese have just attacked Pearl Harbor and a declaration of war by President Roosevelt is soon to be accepted by congress. Feeling enraged by this surprise attack you enlist into the Marine Corps. For next few years you will bounce from island to island pushing the Japanese back to the main land. How will the fighting and harsh conditions change your mind about the war or will it stay the same from when you first joined the fight? Photo by flickr: pingnews.com
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title Your task will be to track major troop movements throughout the Pacific and to write four letters one for each year you were in combat. These letters will be to your family explaining where you are at and what your state of mind is. Also what is the United States strategy for taking back the Pacific? (only addressed in the first letter) You can also include experiences you’ve had, and other information your family would like to know about.
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] First, use websites provided to track troop movements through the Pacific during 1942. History place Dean Historylink101 Worldwar2history Pacificwar Maps/history Military/Resources Next, use the websites provided to figure out the United States war strategy in the Pacific. history.army Read Mac Arthur’s reports U-S-history History/Mil Third, write a letter to your family telling them where you have been in the past year and what you are thinking. Fourth, repeat steps one and three for the years 1943, 44, and 45.
  5. 5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 10 8 7 3 Ideas I deas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Ideas were expressed in a pretty clear manner, but the organziation could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Content Accuracy The letter contains at least 5 accurate facts about the topic. The letter contains 3-4 accurate facts about the topic. The letter contains 1-2 accurate facts about the topic. The letter contains no accurate facts about the topic. Neatness Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. Sentences & Paragraphs Sentences and paragraphs are complete, well-constructed and of varied structure. All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. Most sentences are complete and well-constructed. Paragraphing needs some work. Many sentence fragments or run-on sentences OR paragraphing needs lots of work. Grammar & spelling (conventions) Writer makes no errors in grammar or spelling. Writer makes 1-2 errors in grammar and/or spelling. Writer makes 3-4 errors in grammar and/or spelling Writer makes more than 4 errors in grammar and/or spelling.
  6. 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations it is VJ-Day 1945 the war is finally over! You made through the most destructive war in human history. From this experience you learned where the major battles in the Pacific took place and the horrors of war. Also why the U.S. commanders chose to attack the islands they did. We should not forget the millions of people who lost their lives in this war and the tremendous sacrifice they have made is defense of tyranny. Graphic by flickr: Bill J
  7. 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] www.flickr.com/search/advanced/ I would like to thank everyone who posted a picture on flickr and all the others who helped me put this together Link back to The WebQuest Page and The WebQuest Slideshare Group
  8. 8. U.S. Soliders in the Pacific during World War 2 [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade History Designed by Mark Cachey [email_address] Evaluation Teacher Script Conclusion Photo by flickr: alice83642
  9. 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed as part of my EDUC 331 course at Colorado State University This lesson is about U. S. soldiers in the Pacific during World War II. Students will play the role of American soldiers and they will track their movements across the Pacific Ocean throughout the war. Evaluation Teacher Script Conclusion Photo by flickr: drewkerwin
  10. 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for 9 th grade history classes, and involves geography, especially map reading skills. This lesson could also be used for upper grade levels but more critical thinking should be implemented, possibly their own feelings about the war or they could put themselves in the shoes of the soldiers and write about how they are feeling at time during the war. There is no need for prior knowledge for this lesson the students will start at the beginning of the war and use the websites to follow the U.S. campaign throughout the war. The websites will contain all the information the students need to write their letters home. Evaluation Teacher Script Conclusion
  11. 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Social Studies Standards Addressed Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.   Students use chronology to examine and explain historical relationships. This lesson will also involve critical thinking and inference making, both in the case of figuring out what the American strategy is in the Pacific, and their feelings about the war. Evaluation Teacher Script Conclusion
  12. 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson will take about four class periods. One period for each year of the war and the introduction will not take very long. A teacher will need a general back ground of World War II to answer any question the students might have. I think a novice teacher could successfully teach this lesson. Evaluation Teacher Script Conclusion First, use websites provided to track troop movements through the Pacific during 1942. History place Dean Historylink101 Worldwar2history Pacificwar Maps/history Military/Resources Next, use the websites provided to figure out the United States war strategy in the Pacific. history.army Read Mac Arthur’s reports U-S-history History/Mil Third, write a letter to your family explaining where you have been in that year. Fourth, repeat steps one and three for the years 1943, 44, and 45
  13. 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The course book would be a useful source http://www.historyplace.com/unitedstates/pacificwar/timeline.htm http://www.dean.usma.edu/history/web03/atlases/AtlasesTableOfContents.html http://historylink101.com/1/world_war_II/battles_pacific_front.htm http://worldwar2history.info/Pacific/ http://www.historyplace.com/unitedstates/pacificwar/index.html http://www.lib.utexas.edu/maps/historical/history_ww2.html These websites provide maps of Japanese movements and United States movement throughout the Pacific. They also provide timelines of major battles during the war. http://www.history.army.mil/brochures/72-4/72-4.HTM http://www.u-s-history.com/pages/h1671.htmlhttp://www.history.army.mil/online/Bookshelves/WW2-Pac.htm These websites provide insight to the United States strategy for defeating the Japanese. Only one teacher is needed to teach this lesson Evaluation Teacher Script Conclusion
  14. 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The main objective is for students to accurately describe were U.S. soldiers are in the Pacific, and relate that position to the next island American commanders want to attack Evaluation Teacher Script Conclusion CATEGORY 10 8 7 3 Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Ideas were expressed in a pretty clear manner, but the organziation could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Content Accuracy The letter contains at least 5 accurate facts about the topic. The letter contains 3-4 accurate facts about the topic. The letter contains 1-2 accurate facts about the topic. The letter contains no accurate facts about the topic. Neatness Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. Sentences & Paragraphs Sentences and paragraphs are complete, well-constructed and of varied structure. All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. Most sentences are complete and well-constructed. Paragraphing needs some work. Many sentence fragments or run-on sentences OR paragraphing needs lots of work. Grammar & spelling (conventions) Writer makes no errors in grammar or spelling. Writer makes 1-2 errors in grammar and/or spelling. Writer makes 3-4 errors in grammar and/or spelling Writer makes more than 4 errors in grammar and/or spelling.
  15. 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>1. After the students read the introduction you may need to explain the task to them. </li></ul><ul><li>2. Then explain the process step by step and answer any questions </li></ul><ul><li>An explanation of the evaluation would come next. Explain to the students what is expected of them when they write their letters home </li></ul><ul><li>Explain to the students that they will write one letter for each class period they work on this lesson. There should be 4 letters one for each year the U. S. was in the war </li></ul><ul><li>This page is linked to the Process segment off of the Teacher Page </li></ul>Evaluation Teacher Script Conclusion
  16. 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very helpful for students who do not know much about world war two and who have poor map reading skills. This Lesson will teach students the basics of reading maps. It will also help to improve there critical thinking skills. This lesson also provides a fun change to the students curriculum. This will allow them to explore new ways of extracting information and presenting information. By working with the computer they all have the ability to work at their own pace. The lesson will be a fun activity that will get the students minds working have them thinking about the war in a whole new way. Evaluation Teacher Script Conclusion
  17. 17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion www.flickr.com/search/advanced/ I would like to thank everyone who posted a picture on flickr and all the others who helped me put this together A link back to The WebQuest Page and The WebQuest Slideshare Group

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