This document is a webquest assignment that asks students to take on the role of a soldier or nurse stationed in Germany during WWII. Students are tasked with researching key topics about WWII and wartime propaganda. They must then write fictional letters home describing their experiences and collect propaganda images. Finally, students create a PowerPoint presentation combining the information from their letters and images.
Basic Instructional design model for teachers to give lessons on Why The Colonial Patriots won the American Revolution in spite of being at a disadvantage
English langauge proficiency does not seem to correlate with academic success. So why bother with proficiency standards? Should other models be explored?
Trong khi Mỹ chiếm ưu thế về phi cơ, căn cứ ở nước ngoài, khu trục tên lửa, thì Trung Quốc lại giành lợi thế về quân số, xe tăng chiến đấu, tàu hộ tống săn ngầm...
Apresentação realizada como palestrante convidado para o Pré Hackathon em Saúde do ICICT - Fiocruz.
Nessa palestra falamos sobre aspectos básicos do framework Scrum e ao final apresentamos sucintamente como o ScrumHalf apoia projetos ágeis.
This is a WebQuest created by a student at Colorado State University. It is a lesson plan that can be used for studying the Great Depression in a high school history class.
Basic Instructional design model for teachers to give lessons on Why The Colonial Patriots won the American Revolution in spite of being at a disadvantage
English langauge proficiency does not seem to correlate with academic success. So why bother with proficiency standards? Should other models be explored?
Trong khi Mỹ chiếm ưu thế về phi cơ, căn cứ ở nước ngoài, khu trục tên lửa, thì Trung Quốc lại giành lợi thế về quân số, xe tăng chiến đấu, tàu hộ tống săn ngầm...
Apresentação realizada como palestrante convidado para o Pré Hackathon em Saúde do ICICT - Fiocruz.
Nessa palestra falamos sobre aspectos básicos do framework Scrum e ao final apresentamos sucintamente como o ScrumHalf apoia projetos ágeis.
This is a WebQuest created by a student at Colorado State University. It is a lesson plan that can be used for studying the Great Depression in a high school history class.
Episodic Assignments are rich online tasks that serve as amuse-bouches from the normal narrative of instruction. Delivered at the Fall 2014 NEFDC Conference. No audio.
American History Honors National History Day Project Devel.docxgalerussel59292
American History Honors National History Day
Project Development Sheet3
Name/Names ___________________________________________________________________________
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Topic of Project _________________________________________________________________________
Title of Project __________________________________________________________________________
Category of Project: Paper Website Documentary Performance Exhibit
Thesis Statement _______________________________________________________________________
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Describe the focus of your research: ____________________________________________________
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Why did you choose this topic? __________________________________________________________
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American History Honors National History Day
Project Development Sheet4
Email the following:
Rough draft of Process Paper (typed, correct format, see below)
Roug draft of Annotated Bibliography (typed, correct format, see
below)--- You must have at least 10 primary sources and at least 6
secondary sources!!!!
The information below was taken from nhd.org
Citations/Bibliographies
To record the information the two acceptable styles of writing for NHD projects are Turabian and MLA.
Historians use Turabian but we know that many classes in middle school and high school teach the MLA
style. It does not matter which of these two styles you use, but it is important to be consistent. For help
with questions of citations, you can check out Turabian or MLA guides from your local library.
Annotated Bibliography
An annotated bibliography is required for all categories. The annotations for each source must ex.
c. e. Analysis PaperAssignment Each student in this class wi.docxhumphrieskalyn
c. e. Analysis Paper
Assignment: Each student in this class will be responsible for completing a current event analysis paper. This means that you will be analyzing a current event and its connection a World War II event. This paper will be a minimum four (4) to five (5) typed pages with double-spaced, Times New Roman font, and one inch margins on all sides of the paper.
Source: Each paper will include a careful analysis of a current event topic from a major news source. The source can be an internet source, but cannot be a blog or unpublished source. The source must be a national/internationally-recognized news source (e.g. The New York Times, The Washington Post, BBC news, etc…) A copy of this source must be attached to your paper. Any source you use for your historical information (other than class notes) must be documented as well.
A Work cited page must be included in this paper. (MLA or APA guidelines)
Event: You may choose any current events topic, however you must tie the topic to any event in World War II (this does not have to be an event that was extensively covered in class, so long that it deals with WWII).
· Your WW2 topic has to have occurred between the years of 1918 (the end of WWI) and 1945 (the end of WWII).
· Your modern day event has to have occurred in the past 10 years.
· Please clear your topic with me if you are unsure of its appropriateness!!!
Objective: The thesis/objective of your paper must relate your WWII topic and current event topic together in at least one of the following ways:
1) Challenge arguments of historical inevitability by giving examples of how different choices could have led to different consequences. Explain in your paper how an event in WWII could have affected history drastically had in occurred in a different manner. Then connect this concept with an event in contemporary times and explain how different choices in modern society and lead to different possible consequences. (For example, explain how FDR’s decision to intern Japanese-Americans could have affected WW2 and then tie George W. Bush’s decision to support the Patriot Act could have affected the modern-day United States.)
2) Analyze proposed solution to current issues from the perspectives of diverse cultural groups. Choose a WWII event that identifies a particular dilemma/issue of the WWII era and examine how different groups may have viewed the issue (e.g. Jewish relocation/concentration in Germany, the U.S. military draft in WWII, the rationing of food in wartime America, etc…) Similarly, take any current issue in the public eye (e.g. healthcare, war, abortion, welfare, etc...) and tie how this topic is viewed by contemporary cultures. You should be able to tie the cultural perspective of both issues together in the paper.
3) Identify and analyze an issue related to domestic or foreign policy in the United States (e.g. human rights, intervention in conflicts between other countries, or healthcare). Exami ...
Even tho Pi network is not listed on any exchange yet.
Buying/Selling or investing in pi network coins is highly possible through the help of vendors. You can buy from vendors[ buy directly from the pi network miners and resell it]. I will leave the telegram contact of my personal vendor.
@Pi_vendor_247
The Evolution of Non-Banking Financial Companies (NBFCs) in India: Challenges...beulahfernandes8
Role in Financial System
NBFCs are critical in bridging the financial inclusion gap.
They provide specialized financial services that cater to segments often neglected by traditional banks.
Economic Impact
NBFCs contribute significantly to India's GDP.
They support sectors like micro, small, and medium enterprises (MSMEs), housing finance, and personal loans.
how to sell pi coins effectively (from 50 - 100k pi)DOT TECH
Anywhere in the world, including Africa, America, and Europe, you can sell Pi Network Coins online and receive cash through online payment options.
Pi has not yet been launched on any exchange because we are currently using the confined Mainnet. The planned launch date for Pi is June 28, 2026.
Reselling to investors who want to hold until the mainnet launch in 2026 is currently the sole way to sell.
Consequently, right now. All you need to do is select the right pi network provider.
Who is a pi merchant?
An individual who buys coins from miners on the pi network and resells them to investors hoping to hang onto them until the mainnet is launched is known as a pi merchant.
debuts.
I'll provide you the Telegram username
@Pi_vendor_247
what is the best method to sell pi coins in 2024DOT TECH
The best way to sell your pi coins safely is trading with an exchange..but since pi is not launched in any exchange, and second option is through a VERIFIED pi merchant.
Who is a pi merchant?
A pi merchant is someone who buys pi coins from miners and pioneers and resell them to Investors looking forward to hold massive amounts before mainnet launch in 2026.
I will leave the telegram contact of my personal pi merchant to trade pi coins with.
@Pi_vendor_247
how to sell pi coins in all Africa Countries.DOT TECH
Yes. You can sell your pi network for other cryptocurrencies like Bitcoin, usdt , Ethereum and other currencies And this is done easily with the help from a pi merchant.
What is a pi merchant ?
Since pi is not launched yet in any exchange. The only way you can sell right now is through merchants.
A verified Pi merchant is someone who buys pi network coins from miners and resell them to investors looking forward to hold massive quantities of pi coins before mainnet launch in 2026.
I will leave the telegram contact of my personal pi merchant to trade with.
@Pi_vendor_247
What website can I sell pi coins securely.DOT TECH
Currently there are no website or exchange that allow buying or selling of pi coins..
But you can still easily sell pi coins, by reselling it to exchanges/crypto whales interested in holding thousands of pi coins before the mainnet launch.
Who is a pi merchant?
A pi merchant is someone who buys pi coins from miners and resell to these crypto whales and holders of pi..
This is because pi network is not doing any pre-sale. The only way exchanges can get pi is by buying from miners and pi merchants stands in between the miners and the exchanges.
How can I sell my pi coins?
Selling pi coins is really easy, but first you need to migrate to mainnet wallet before you can do that. I will leave the telegram contact of my personal pi merchant to trade with.
Tele-gram.
@Pi_vendor_247
Currently pi network is not tradable on binance or any other exchange because we are still in the enclosed mainnet.
Right now the only way to sell pi coins is by trading with a verified merchant.
What is a pi merchant?
A pi merchant is someone verified by pi network team and allowed to barter pi coins for goods and services.
Since pi network is not doing any pre-sale The only way exchanges like binance/huobi or crypto whales can get pi is by buying from miners. And a merchant stands in between the exchanges and the miners.
I will leave the telegram contact of my personal pi merchant. I and my friends has traded more than 6000pi coins successfully
Tele-gram
@Pi_vendor_247
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
Turin Startup Ecosystem 2024 - Ricerca sulle Startup e il Sistema dell'Innov...Quotidiano Piemontese
Turin Startup Ecosystem 2024
Una ricerca de il Club degli Investitori, in collaborazione con ToTeM Torino Tech Map e con il supporto della ESCP Business School e di Growth Capital
how to sell pi coins in South Korea profitably.DOT TECH
Yes. You can sell your pi network coins in South Korea or any other country, by finding a verified pi merchant
What is a verified pi merchant?
Since pi network is not launched yet on any exchange, the only way you can sell pi coins is by selling to a verified pi merchant, and this is because pi network is not launched yet on any exchange and no pre-sale or ico offerings Is done on pi.
Since there is no pre-sale, the only way exchanges can get pi is by buying from miners. So a pi merchant facilitates these transactions by acting as a bridge for both transactions.
How can i find a pi vendor/merchant?
Well for those who haven't traded with a pi merchant or who don't already have one. I will leave the telegram id of my personal pi merchant who i trade pi with.
Tele gram: @Pi_vendor_247
#pi #sell #nigeria #pinetwork #picoins #sellpi #Nigerian #tradepi #pinetworkcoins #sellmypi
1. 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
2. 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.
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5. 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.
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7. 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
8. [ 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
9. 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
10. 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
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13. 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
14. 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.
15. 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
16. 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
17. 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