Before the Lesson:
Before the lesson, any hard copies of handouts should be distributed. If students have access to the internet as well as enough or limited personal electronic devices, the teacher should proceed to direct the students to each link they will need in order to complete the various aspects of the lessons:
1. Photograph of API Cadets: 1918 API Joins the American Expeditionary Force
2. Article about Auburn during WWI: Auburn University from Encyclopedia of Alabama
3. Article about Alabama during WWI: The University of Alabama in WWI from The Summersell Center for the Study of the South.
4. Directions on how to access the high school yearbooks from the National WWII Museum Feature Involving High School Yearbooks from the 1940s.
5. Guided Examination of the photo and texts
6. Socratic Seminar instructions and rubric (This activity will be the first formative assessment.)
The teacher should then have students either work independently or with a partner to examine the photograph and text. Then either independently or with the same partner, answer the questions that go along with the photograph and text. (This activity will be the second formative assessment.)
Once the students have completed the assignment (timing may vary for different classes), have the students get with an elbow partner and discuss their findings from the article (formative assessment). This will give them a chance to process their own answers as well as briefly discuss what other classmates discovered.
During the Lesson:
The students should have a copy of the Socratic Seminar instructions and rubric. At this point, the teacher should discuss the structure and the expectations of the Seminar with the students. Place the students in a circle (or where each student can see the others eye to eye). It is at the teacher's discretion what the leading prompt or question should be to get the Seminar started. It is also at the teacher's discretion when and where to intervene during the Seminar. (Don't be afraid of small stints of awkward silence.) Once everyone has had at least one opportunity to participate, the Seminar should come to an end (summative assessment).
Examples of 3 prompts to begin discussion during the seminar:
1. What similarities did you find as you examined how various high schools portrayed wartime in its yearbooks?
2. What differences did you find as you examined how various high schools portrayed wartime in its yearbooks?
3. What are some details in the photograph that indicate the mood of the individuals pictured there?
After the Lesson:
The teacher should ask the following question as an "exit slip" to be turned in before leaving the classroom that day:
"From the photograph that you examined, the articles that you read, and finally the authentic high school yearbooks that you evaluated, would you determine that high school and university students overall supported or did not support the war efforts during WWI and WWII? Give 2 specific examples to support your answer." (This will serve as a summative assessment )
Culver, M. (2017, May & June). The University of Alabama in WWI. Retrieved July 22, 2017, from https://summersell.ua.edu/student-research/the-university-of-alabama-in-wwi/
N. (n.d.). See You Next Year: High School Yearbooks From WWII. Retrieved July 22, 2017, from http://www.ww2yearbooks.org/home/
Logue, Mickey, and Jack Simms. "1918: API Joins the American Expeditionary Force." Auburn The Loveliest Village Photograph Collection. Auburn University Libraries, 2013. Web. 30 July 2017.
Olliff, Martin T. "Auburn University (AU)." Encyclopedia of Alabama. Auburn University Outreach, 18 Aug. 2008. Web. 30 July 2017.
Center, Clark E. "University of Alabama (UA)." Encyclopedia of Alabama. Auburn University Outreach, 12 Sept. 2008. Web. 30 July 2017.
Cronenberg, Allen T. "World War II and Alabama." Encyclopedia of Alabama. Auburn University Outreach, 14 Sept. 2007. Web. 30 July 2017.
Olliff, Martin T. "World War I and Alabama." Encyclopedia of Alabama. Auburn University Outreach, 22 May 2008. Web. 30 July 2017.
U.S. History.org (2017). The American Home front. Retrieved August 01, 2017, from http://www.ushistory.org/us/51b.asp