USF's WebQuest 

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Unit Summary Teacher's Resources Day 1 Lesson Day 2 Lesson
Day 3 Lesson Day 4 Lesson Day 5 Lesson Day 6 Lesson
Day 7 Lesson Day 8 Lesson Day 9 Lesson  
Conclusion Student Webquest    

WebQuest Title: D-Day: A Soldier's Experience      

Author:  Nicholas Mercer              

Date:  March 23, 2005

Dear Colleague: 

This unit is designed to broaden the student's awareness and understanding of the Second World War.  Through out this unit the student will learn about the key concepts of the war, which include: how the war began, important battles and events, and finally the outcomes of the war.  Also, the students will learn about important individuals and leaders involved in this tumultuous time in history.       

Unit Summary:

Goals/Objectives: 

1.) Students will learn important terms associated with the Second World War.

2.)  Students will understand the important concepts and overall themes of the war.  These concepts and themes will focus on understanding the process that led to the war, the general feeling and beliefs among the nations involved in the war, and the consequences and outcome of the war.

3.)  Students will gain insight through the webquest and research of primary sources to help them better understand the individuals feelings and attitudes towards the war.  The different individuals involved will be: soldier's view from both the Axis and Allied side and civilians that lived through the experience of war.  These viewpoints will focus primarily on the events that occurred on D-Day: June 6, 1944.  This date marked the Allied's advance to rid the continent of Europe of Nazi tyranny.

Days:

9 Days

Content: 

The content for the entire unit will focus on readings of both primary and secondary sources.  The use of reading strategies will be employed throughout the readings such as graphic organizers, word sorts, and concept mapping.  The unit will also include group discussion work of key concepts and events.  There will also be brief lectures, videos, graphs, and maps used throughout the unit.

Methods:

Within this unit, the class is involved in cooperative learning, discussion, power point presentations, displays, charts, and the WebQuest activity.

Webquest  Summary:

Goals/Objectives:

1.)  To help the student better understand different individuals attitudes, feelings, and beliefs about the war.  This process will help the student to indivdualize the learning, hopefully they will gain a more intimate understanding of the human struggle that was involved with the Second World War.

2.)  To give students a better overall understanding of how the combat took place, and the human loss that was involved.  This, again, will hopefully better help the student to look at the war as a more personal experience rather than a mandatory assignment in a history class.

3.) Finally, the students will use cooperative group work that will utilize higher-order thinking skills to help the students better grasp and define the numerous pieces of information given to them throughout the webquest.

  Days:

3 Days

Content:

Students will research the events that took place on June 6, 1944 through the eyes of the individuals involved.  The information will be provided through internet sites that contain primary sources that the students will have to read and analyze.

Methods:

Students will research the Internet as a resource for their journal they will have to create.  The journal will involve the student writing from the perspective of an individual involved with D-Day.  Also, students will form groups and, as a culminating project, create a newspaper that discusses D-Day as well as other events of the war.  The newspaper will have sections that include: War news that is intended to focus on events that soldiers and civilians went through on D-Day..  This project should include pictures to be used with the articles as well as editorials that will include the student's perspective of the events.  

NCSS Themes:

VI. Power, Authority, and Governance.

Understanding the historical development of of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence.  In exploring this theme, students confront questions such as: What is power? What forms does it take? Who holds it? How is it gained, used, and justified? What is legitimate authority? How are governments created, structured, maintained, and changed? How can individual rights be protected within the context of majority rule? In schools, this theme typically appears in units and courses dealing with government, politics, political science, history, law, and other social sciences.

 

Teachers Resources

Unit Information:
    

Background Resources

Teacher Background Resources:

 

http://www.euronet.nl/users/wilfried/ww2.htm

http://www.spartacus.schoolnet.co.uk/2ww.htm

http://www.historyplace.com/unitedstates/pacificwar/

http://www.learningcurve.gov.uk/homefront/life/

http://www.learningcurve.gov.uk/homefront/women/default.htm

 

 

Webquest Teacher Resources

http://webquest.sdsu.edu/

http://edweb.sdsu.edu/

http://www.uhigh.Isu.edu

http://teacher.scholastic.com

http://www.lausd.k12.ca.us/

 

 

Student Background Resources

http://www.euronet.nl/users/wilfried/ww2/ww2.htm

http://www.spartacus.schoolnet.co.uk/2WW.htm

http://www.historyplace.com/unitedstates/pacificwar/

http://www.learningcurve.gov.uk/homefront/life/

http://www.learningcurve.gov.uk/homefront/women/default.htm

Webquest Student Resources

http://www.eyewitnesstohistory.com

http://www.pbs.org/

http://www.stalbansobserver.co.uk

http://www.hbo.com

http://search.eb.com

http://www.military.com/

http://www.isidore-of-seville.com/

http://www.historyinfilm.com/ryan/timeline.htm

http://history.acusd.edu/gen/WW2Timeline/Europe07.html

http://worldatwar.net/article/overlord/

http://www.historychannel.com/dday/


Unit Lesson Sequence
 


Day 1    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Terms Students will define key terms they will learn through the day.  The students should be given a Word Mapping example and told that they will define every term in the unit based on this model.  The students can do the terms in their textbooks. Textbook, Notebook

Word Mapping

Lecture Teacher will discuss the important events leading up to the Second World War. Textbook, transparencies, pictures.
Cooperative Learning Students will be separated into groups to research a  specific country involved in W.W. II.  For example, groups will be given the following countries: England, U.S., Russia, Japan, and Germany.  They will have to research either their reasons for war -- for the aggressors -- or reasons to stay out of war -- for the appeasers.   They will have to choose a "delegate" to present their countries reasons to the class. Internet sites, books.
Discussion A brief discussion will be held by instructor to ensure that all the students have a good idea of the events that led to W.W. II.  A class comparison-contrast form will be created as a class to further ensure understanding. Notebook

Comparison-Contrast Chart

 


Day 2    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Review A question will be posed on the board such as: Why do you think countries want to take natural resources from other countries? Textbook
Terms Students will define specific terms related to information learned in class today. Textbook, Notebook
Lecture Instructor will lead a short lecture going over previously learned information about the war.  Also, instructor will touch upon information that will be learned in class.  This is meant only to provide students with background knowledge. Textbook, Notebook
Cooperative Learning Students will be separated into groups to read and discuss information discussing the Battle of Britain.  Each member in the group will be given one minute to explain all the information they know about the Battle of Britain.  After this background knowledge exercise the group will take turns reading the prescribed reading.  Each member will take turns discussing information they are learning in the reading.  After this, the group will have to complete an inquiry chart that will be discussed with the instructor and the class. Selected Reading

Inquiry Chart

Discussion The class will reunite to discuss and go over the information learned in class.  Each student will have to respond in their journal a question such as but not limited to: How did England's success in the Battle of Britain, help the Allies cause in the war? Notebooks

Day 3    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Review Teacher will lead a short discussion going over the events that have occurred thus far in the curriculum.  Also, the students will begin to create a timeline of the war, which will be kept in their notebooks.  They will add to their timeline everyday in class. Notebooks, text
Cooperative learning Students will be separated into pairs.  Each pair will read a selected reading that describes the events of Pearl Harbor.  One student will read a selected reading that discusses the United States' perspective of that day.  The other student will read another selected reading related to the Japanese perspective of the "Day of Infamy."  After reading the pairs will present their sides.  Student groups will need to fill out an opinion-proof form to support their sides. Pearl Harbor Video

Selected Reading, Textbook

Opinion-Proof

Video The instructor will show clips from Pearl Harbor to give the students a visual of the events on that day. Video
Individual Work Students will work individually in their notebook.  They will be given a question such as but not limited to: How did the events on Pearl Harbor help to bolster the United States' resolve to fight in the Second World War?  Why did the Japanese want to attack Pearl Harbor? Notebook

Day 4    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Review The instructor will lead a brief discussion about the events that have occurred in the war.  The students will be given time to ask any questions they have thus far. Notebook
Terms The students will be given time to define terms that will be used in class today. Textbook, notebook
Cooperative Learning The class will be broken into four groups.  Each group will be given one of the following sections: Battle of Midway, Battle of El Almien, The Soviet-German War, and The Battle of the Atlantic.  Each group will have to research and summarize the information that is provided for these events.  Each member will be given sections to read that they will be responsible for sharing with their members in their group.  The group will have to create a presentation that should include: an eyewitness account, visuals, and a summary of the event that they will be presenting to the class.  The students should use the provided link as well as any other source to help them complete their assignment. http://www.bbc.co.uk/

 


Day 5    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Presentation The groups will be given a few minutes to work out final details in their presentation.  Each group will present their findings.  Students not presenting will take notes on the information presented by the group that is presenting. Notebook
Lecture The instructor will lead a brief lecture tying up any loose ends the groups may have left out or answering any questions the class may still have.  The instructor should be clear that the students understand the Big Idea that this is the turning point in the war.  The students should continue to take notes, if necessary. Notebook
Terms Students will be given time to define terms that were discussed in the turning point of the war as well as terms that will be touched upon in today's class. Textbook, Notebook
Cooperative Leaning Students will be placed in groups of three.  The students will read sections in their textbook or selected reading on Italy, The Pacific, and The Eastern Front.  Each member of the pairs will need to summarize and present information to the other members, such as in reciprocal teaching.  The students should take notes and information in their notebooks. Textbook, Selected Reading, Notebook
Discussion The instructor will lead a brief discussion on the day's information.  The instructor needs to be sure that the students understand the Big Idea that this is the beginning of the retreat for the Axis Notebook

 


Day 6    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Review The instructor will briefly go over information learned thus far in the unit.  The students will be given an opportunity to ask and discuss any information they have. Notebook, Textbook
Terms Students will define the terms that the class will go over today. Textbook, Notebook
Cooperative Learning The class will be broken into groups of four.  They will view the powerpoint presentation.  Each member will need to come up with two questions each from the powerpoint presentation.  A KWL Chart will help in this activity and be completed after webquest.. Powerpoint

KWL Chart

Webquest Students will remain in their groups and begin the webquest they will be working on the following few days in class and at home. Webquest, textbook, notebooks.

 


Day 7    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Webquest Students will be given time to complete the webquest. Webquest, textbook, notebook, outside resources

 


Day 8    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Webquests Students will be given time to complete the webquest. Webquest, textbook, notebook, outside resources.

 


Day 9    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Review Teacher will hold a brief discussion on the information the students learned through the webquest.  The students will be given an opportunity to answer any questions they have. Notebook
Webquests Students will turn in their completed journals as well as their group newspapers. Jounals, Newspapers
Terms Students will define the terms related to the webquest as well as new terms learned in class today. Notebook, textbook
Cooperative Learning Students will split into groups of four.  They will read and discuss either textbook or selected readings on the following events: Battle of the Bulge, Battle for Berlin, Iwo Jima, and any other important events that occurred at the conclusion of the war.  Each student should silently read their information and be able to present in to their other members.  Students will need to complete a QAR during this part of the lesson.  The other members will ask questions and take notes as other members present their information. Textbook, Selected Readings, Notebook

QAR

Discussion The instructor will lead a short discussion on the information given today in class.  The students will be given an opportunity to answer any questions about the information. Notebook

 


Conclusion:

After the class has finished with this unit the students will have an understanding of the causes, effects, and outcomes of the Second World War.  The student will have a thorough knowledge of the terms, individuals, battles, and events that occurred during World War II.  Also, the students in some way should have developed a personal connection with the people who sacrificed their lives so that we can enjoy the freedoms we do today. 


 

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