TOM GAYNOR EDU PROF. R. MORONEY SPRING 2011 World War II

Wordle

Introduction In this three week unit plan on World War II, students will be introduced to all major aspects of the war. Students will learn about the countries and leaders in Lesson 1, in Lesson 2 will be maps and battles, propaganda in Lesson 3, Lesson 4 will review America during the war, war tactics and use of atomic bomb in Lesson 5, and Lesson 6 will go over treaties and life after the war. Students will go over every aspect of the war, and will participate in many different aspects of learning such as group projects, wordle’s, and use of the internet.

The Context of My Project Participants: 8 th Grade Social Studies Classroom Approximately 25 students Technology Ability of Group: Students are frequent users of laptops, PC’s, cell phones, IPods, and IPads. Students have access to computers with printers, Microsoft, and internet. I will be teaching this class along with 1 assistant teacher. Two Detailed Lessons: Lesson 1 (Dictators, Countries, and allies.) Lesson 2 (Propaganda)

Aim In order to conceptually understand World War II, as opposed to simply just memorizing facts students must understand the maps and battles of the war, propaganda used by both sides, life back home in America, the use of the Atomic bomb, and life after the war to truly understand the effects of the war. Students will participate in a Smart board activity to locate a country’s position, name their leader, and their form of government.

Justification Why use the internet? To keep all students involved To increase students motivation Immediate access to unlimited resources To help students work independently and in a group atmosphere. To allow students to work both in the classroom and home.

Materials Smartbook/Notebook Software Computers with internet access, and printers Microsoft word Notebooks and pens Filmentatity Hotlist 8 th Grade textbooks Primary Sources- Propaganda Documents Brain Pop

Time Frame

Unit Plan

All NYS and ISTE Learning Standards covered within the unit Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

NETS for Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

Filmentality Project

Axis/Allies-Map, Leaders, Political Party, and alliance Who won which battles? Which battles were most pivotal? Instructional Objective After learning about World War II and participating in a class discussion on the alliances both axis and allies, students will classify each country by three following elements: location, leader, political party and alliance, with getting at least 3 out of the 4 correct per country. Instructional Objective After learning about the countries battles, bombings and war strategies of World War II the students must accurately answer with a 80% as an assessment a worksheet on who won the battles and the strategies that were used. 2 Lesson Plans

Students will use a Smart board and a interactive map to drag the name of the country, its leader, and form of government over the correct place. 2 Different Forms of Technology Students will watch a brain pop video on World War II, Axis and Allies, which goes in depth in the battles, strategies, and leaders.

My Final Project Presentation for the class