ALEX Lesson Plan

     

World War II: The Home Front

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  This lesson provided by:  
Author:Germaine Stroud
System: Huntsville City
School: Challenger Middle School
  General Lesson Information  
Lesson Plan ID: 6999

Title:

World War II: The Home Front

Overview/Annotation:

World War II opened a new chapter in the lives of Americans. It was a time of social change and a marked increase in patriotism. In this lesson, students will explore how World War II affected civilians at home.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (6-8)
2. Publish digital products that communicate curriculum concepts.
Examples: Web pages, videos, podcasts, multimedia presentations
TC2 (6-8)
5. Use basic features of word processing, spreadsheets, databases, and presentation software.
Examples: word processing—reports, letters, brochures
spreadsheets—discovering patterns, tracking spending, creating budgets
databases—contact list of addresses and telephone numbers
presentation software—slideshow
TC2 (6-8)
6. Select specific digital tools for completing curriculum-related tasks.
Examples: spreadsheet for budgets, word processing software for essays, probes for data collection
TC2 (6-8)
9. Practice responsible and legal use of technology systems and digital content.
Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites
  • Identifying examples of computer crime and related penalties
  • Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying
    penalties—fines, incarceration
  • Citing sources of digital content
  • SS2010 (6) United States Studies: The Industrial Revolution to the Present
    7. Identify changes on the American home front during World War II.
    Example: rationing
  • Recognizing the retooling of factories from consumer to military production
  • Identifying new roles of women and African Americans in the workforce
  • Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
  • Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
  • Local/National Standards:

     

    Primary Learning Objective(s):

    Students will identify the impact World War II had on civilian Americans and associate posters of the time with attitudes of the time. Students will create a digital slideshow or newsletter incorporating content acquired through research.

    Additional Learning Objective(s):

     
     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    US History text

    Technology Resources Needed:

    Computer with Internet access and presentation software, digital projection device, word processing software, printer, storage device such as a floppy disk (optional), files attached to this lesson plan (World War II Powerpoint Student Handout, World War II PowerPoint Sample, World War II Newsletter Student Handout, Rubric World War II PowerPoint, and Rubric World War II Newsletter)

    Background/Preparation:

    Students should have basic knowledge of the main causes and events of World War II through classroom instruction. Students will need a working knowledge of Internet research with Boolean operators, presentation and word processing software.

      Procedures/Activities: 
    1.)Pass out student handout for activity. Show samples created by teacher. Discuss samples: how it would be used, messages conveyed, and how it reflected the attitudes of the times. Have students select theme or themes they wish to research such as rationing, conservation, or patriotism, etc. (See attachments for handouts.)

    2.)Create folder on computer to save files and images. This folder will be saved on the server or to a floppy disk.

    3.)Show students how to access Internet search engines such as those included below and use Boolean operators to narrow the search results. Have students locate and save information and images to the folder and print a hard copy of the information as needed. Students should also take written notes or otherwise document bibliographic information.
    (Google.com)

    4.)and
    (Alta Vista)
    Comprehensive Internet search engine

    5.)and
    (Alabama Virtual Library)
    Extensive collection of reference materials, including encyclopedias and periodicals.

    6.)Instruct students to lay out a rough draft of the slides to be created on plain paper using their research information and noting the images they want to include.

    7.)Briefly go over the use of Powerpoint or other presentation software to be used. Students will then creat slideshows using their images and information following the guidelines on the handout. (See "Powerpoint Student Handout" attachment.)

    8.)Assign partners for students to share and critique projects.

    9.)Allow time for students to edit and polish the presentations.

    10.)Allow class time for students to present their slideshows to the class. Encourage students to take notes on pertinent points developed through the presentations.

    11.)Students will print out and turn in the a hard copy of the PowerPoint slides and the rough draft. Use the rubric (see attached) for evaluating the slideshows. The teacher may wish to make notes and comments on the hard copy that students turn in and give to students as feedback.


    Attachments:
    **Some files will display in a new window. Others will prompt you to download.
      Assessment  

    Assessment Strategies

    Rubrics (see attached) will be used for assessment of the presentation and newsletters.

    Acceleration:

    Increase the number of themes encompassed by the slideshow or newletter OR use one theme and do an in-depth explanation of how it affected the homefront-- how America responded and the effect this had on the country post-war using pictures as well as posters. As an enrichment activity have students create a newsletter (see attachments).

    Intervention:

    Allow extra computer lab time in the morning, after school, or during study hall.

    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.