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2012 British Home Front Lesson Date your papers: Wednesday, May 9, 2012: Break into groups and begin notes Thursday, May 10, 2012: Individual Notes Friday,

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Presentation on theme: "2012 British Home Front Lesson Date your papers: Wednesday, May 9, 2012: Break into groups and begin notes Thursday, May 10, 2012: Individual Notes Friday,"— Presentation transcript:

1 2012 British Home Front Lesson Date your papers: Wednesday, May 9, 2012: Break into groups and begin notes Thursday, May 10, 2012: Individual Notes Friday, May 11, 2012: Group Share of Notes Monday, May 14, 2012: Create Annotated Illustration Tuesday, May 15, 2012: Create Annotated Illustration Wednesday, May 16, 2012: Create Annotated Illustration Block Days: Thursday, May 17 and Friday, May 18: Presentation Days

2 Essential and Guiding Questions: How was World War I different than most wars that preceded it (both on the battlefields and on the home front)? What were the consequences of the war when it ended? How was propaganda used to bolster the war effort? What is a command economy? What is a market economy?

3 Study Guides Questions Addressed 7. What were the changes made on the home front--- political, economic, social and cultural? Why were they made? What were the effects of each? Possible Short Answer/Essay Question: 12. Historians identify World War One as the first modern war. This is due to a number of factors like the embracing of the total war, the new mass destruction weapons, the willingness to sacrifice millions of lives for little land gain, having war target civilians in their attacks, and the amount of control exerted by the governments on the home front to put everything into the war. Be able to examine in depth the above concepts with historical examples and evidence like primary source quotes, statistics, etc…

4 Materials: Photocopied British Home Front Lesson and Attached Graphic Organizer Access to Ms. Barben’s Teacher Page for Supplemental Readings, Case Studies, and Powerpoints for the Home Front Project Textbook: Homefront---pages 767-769 Art Supplies

5 Wednesday, April 9, 2012 Quiet Question: Type Two Prompt---Working with your assigned group, you will create a Pro/Con List on the decision of Congress in Spring 2010 to pass a resolution that officially declared the Armenian Genocide a genocide and not just acts of violence in World War One. You will use your notes from the last lesson and the three articles below. Arguments For/In Support Of ResolutionArguments Against The Resolution Your Evaluation: Do you agree with the Congressional Resolution? Why or why not?

6 Wednesday, May 9, 2012 Class: Have students share their overall evaluations. What is the lesson to be learned from the study of the Armenian Genocide? Review Total War again. Class: Ms. Barben is going to read aloud the Overview of the British Home front during World War One, and you are to highlight key points.

7 Wednesday, May 9, 2012 Groups: This depends on the size of the class. You will be assigned one of the aspects of the Home front to: a) DORA, Rationing, and Shortages b)Internments of Germans in England, British Columbia, and Australia c)Propaganda and Censorship d)Recruitment and Conscientious Objectors e)Roles of Women in the Workforce and Military Research your assigned aspect and take notes in the provided graphic organizer. Materials: Split up among group members. – Read about in the textbook. – Read the photocopied supplemental reading---have to access from teacher page. – Read the related National Archives Case Study—have to access from the teacher page. – Read the powerpoints---have to access from the teacher page. Create an Annotated Illustration on your aspect of the Home front. Then use the Annotated Illustration to teach to the class. NO MORE THAN 15 MINUTES PER PRESENTATION. Days for Taking Notes: Days for Creating Annotated Illustrations: Days for Presentations:

8 2012 World War One British Home Front Annotated Illustration Group Project Grade Sheet Group Members’ Names:Period: Topic: __________A) An Annotated Illustration is a detailed drawing of a historical scene. Key characteristics, events, people are incorporated into the scene like a photograph or an oil painting; they are integrated into the scene. IT IS NOT LIKE A COLLAGE! You cannot repeat aspects. Each of the main aspects is identified with either a number or letter that corresponds with the annotations below. You should use historical images you have downloaded from the computer of the actual events, places, etc … to be as historically accurate as possible and also to save time--- SEVEN OF THE IMAGES MUST BE PRIMARY SOURCE VISUALS You may also draw in images and backgrounds to bring the scene to life. Each should be numbered from 1-15, so they correspond with the annotations/key. The illustrations should be in color. You may go beyond the minimum of FIFTEEN for extra credit points. __________B) There should be a minimum of FIFTEEN different historical aspects in the illustration for your assigned aspect: DORA/Rationing/Shortages, Internments, Propaganda/Censorship, Recruitment/Conscientious Objectors, and Roles of Women. A and B together are worth 75 Points.

9 __________C) The Annotations are the key that explains what is happening in the illustration/scene. For each of the FIFTEEN historical images in the illustration, there should be THREE well-developed sentences that identify the facts, details, people, and events, for each historical image. The annotations should address Who, What, When, Where, How, Why, Importance, and Effects. For SEVEN of the annotation, you should include/embed a primary source quote or statistic that supports your point. This will only count as one sentence. Each annotation explanation should be written in your own words. This should be typed, spell-checked, grammar-checked, and edited for capitalization errors. It should be in Size 12 Calibri Font. It should be attached to the bottom of the poster, so when they are hung, people can read the annotations and look at the images at the same time. Worth 75 Points __________D) The annotations should correspond with your numbers, be typed, spell-checked, and grammar-checked. If not, it is 5% off the value of the activity. __________E) The students were ready for the start of presentations and put a good effort into teaching the class about their assigned aspect of Home Front life. If not, it is 5% off the value of the activity. Comments:Total:/150 Points

10 Wednesday, May 9, 2012 Homework: World War One Poetry Analysis

11 Thursday, May 10, 2012 Individual: Students will access their assigned resource on Ms. Barben’s Teacher Page and take notes Resources: – Supplemental Reading – Powerpoints – National Archives Case Studies – Textbook

12 Thursday, May 10, 2012 Homework: World War One Poetry Analysis is due tomorrow!

13 Friday, May 11, 2012 Groups: Break into groups and share your notes. Make sure everyone has complete notes. Make sure there are no gaps. Create a rough outline of your project and assign responsibilities. – Also print up all visual primary sources – Also print up written primary sources

14 Monday, May 14-Wednesday, May 16, 2012 Groups: Create Annotated Illustration Homework: Work on Annotated Illustration

15 Block Days: Thursday, May 17 and Friday, May 18, 2012 Class: Groups do oral presentation in front of class, while class takes notes and asks questions. Any Remaining Time: Students walk around and view projects and add to notes.

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