ALEX Lesson Plan


Blogging the Home Front

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  This lesson provided by:  
Author:Mark Coleman
System: Montgomery County
School: Booker T Washington Magnet High School
  General Lesson Information  
Lesson Plan ID: 33221


Blogging the Home Front


Students will create a journal of their fictionalized experiences on the home front of World War II. The journal will be presented in a blog format, dated correctly with images.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
SS2010 (11) United States History II: The Industrial Revolution to the Present
10. Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
  • Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)
  • Local/National Standards:


    Primary Learning Objective(s):

    Students will create a realistic narrative of the events on the Alabama Home Front of World War II.

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    No non-technology needs

    Technology Resources Needed:

    Web-connected devices for each student.

    A blogging platform and accounts for each student.


    This is a concluding lesson on World War II, assuming students have previously studied the events of WWII both in the Pacific and European Theater and on the Home Front.

    Each student will need an account set up on the system's blog network of choice (Blogger, Wordpress, Edublogs, etc.)


    1) Each student will set up a blog called "Student Name's Home front Diary." All auto-generated posts such as demo posts and pages, secondary headlines etc will be removed and an "About" page created describing the fictional person writing the blog. This blog will be written in first person and not break the character of an Alabama teen during World War II.

    2) Student will create at least of 8 blog entries regarding the way the events of WWII were being experienced by the people of Alabama. The earliest blog entry will be from the days following Pearl Harbor and the latest will be in the days after V-J day. Each blog entry will be dated immediately after the events it relates. For example, the blog relating the way the events of Pearl Harbor were being felt in Alabama would be dated approximately December 8 or 9, 1941.

    3) Four blog entries will relate how the news of the War affected the people still in the state. For example, celebrations after victories such as Leyte Gulf, morning fallen local boys who died at Iwo Jima, horror as pictures of liberated Concentration Camps make their way to the newspapers and newsreels, etc. 

    4) Four blog entries should deal with events on the home front and how the people of the home front are reacting to these events. Examples include rationing, women taking industrial jobs, rubber and metal recycling, shortages, etc. Students can also blog reactions to homefront news stories and events such as the Zoot Suit Riots and the death of Franklin Roosevelt.

    5) Each blog entry should include a relevant and cited image placed neatly in the blog entry.

    6) When completed, students should make sure the blog is viewable for the teacher and submit the blog address to the teacher.


    Assessment Strategies

    Blog rubrics are available from Rubistar.

    Teachers should also insure all 





    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.