The students will use the Internet and the school's media center to discover the weapons of World War I. They will compare and contrast the weapons used during that time period with the weapons that are used in warfare today. At the conclusion of the lesson, the students will create a digital slideshow with the history, uses, and changes in old and new military technology.

encyclopedias and other reference books, list of weapons, rubric (see attached) to evaluate each paper or story board sheet

Computer with Internet access, presentation software, word processing or desktop publishing software, digital projection device, such as LCD projector or TV scan converter for sharing presentations is desirable

The teacher should understand and recognize the uses of the weapons and how they have changed over the last several decades. Arrangements should be made to spend two days in the media center and three days in the computer lab. Students should have a working knowledge of the usage of the Internet, PowerPoint, and Publisher.

1.)The first day the students should receive a rubric (see attached) and assignment sheet for the project. The assignment sheet will specify that each student should choose three of the four military weapons and any other specifics the teacher may require. They may choose from tanks, machine guns, submarines, and gas and gas masks. After deciding on their weapons, the students should begin looking in the media center for the following information: when the weapon was created, what was it used for, how it has changed over the years.

2.)After the students have researched the history of the weapons, they will need to compare and contrast them with the same types of weapons used in warfare today. Because of different learning styles, the children may complete their research using reference books, the Internet, or CD-ROMs.

3.)After research is completed, the students will complete a storyboard of the slideshow presentation (see attached) to be used as a rough draft. Students who are having a hard time organizing their thoughts may cut their story board apart to physically place it in the order they wish. The rough draft should be checked and approved by a teacher before work in the lab can begin.

4.)After rough drafts are completed and the students have an idea of the design, work in the computer lab can begin. The teacher will want to briefly go over the basics of the presentation software before students begin.

5.)As the students work, the teacher will monitor the their progress. Help may be needed to find appropriate pictures. Web sites which may be helpful are included (see attachment).

6.)After the class has completed the project, students will have a chance to present their brochures or slideshows for a final grade. Samples of a presentation and a brochure are attached.

Rubrics (see attached) will be used to assess slideshow presentation or brochure to determine a letter grade. Teacher observation will determine a class participation grade for students' work in the media center, in the computer lab, and on the rough draft.

Students already proficient with the material maycreate additional slides with facts they find interesting about each weapon.

Students needing extra assistance may be paired with another student for help, may create fewer slides, choose only one weapon to research, or the teacher may provide the information needed with the students putting it into their own words to create the presentation.