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Subject

Social Studies

Assessment

• Memory Books
• Oral Histories
• Stories of Courage and Time Lines

The following are suggested rubrics that may be used:

Writing Rubric

4: Meets all requirements and has no spelling or grammar mistakes
3: Meets requirements, but lacks in sufficient amount of information, has grammatical, spelling errors
2: Has most requirements, spelling, grammar mistakes
1: Meets minimal standards for topic
0: Did not turn in the project, does not relate to topic

Book Project will use the following assessments (Individual and Group)

Individual Rubric

4: Contributed fair share to the project and exceeded basic requirements
3: Contributed to the project and met basic requirements
2: Contributed little to project, but met basic requirements
1: Contributed little to project; did not meet basic requirements
0: Did not complete project; did not help team members

Group Rubric

4: Completed task with no errors; worked well as a group
3: Completed task with few errors; worked alright as a group
2: Completed task with errors; did not work well as a group
1: Completed task with many errors; had difficulties as a group
0: Did not complete task; did not work together as a group

Learning Context/ Introduction

Each student will read and reflect upon events that occurred during World War II.

Duration

• Planning: 8-10 hours
• Implementation: 9 class periods (approximately 30-45 minutes)
• 1 to 2 hours outside of class
• Assessment: To be conducted the day after each activity

Essential Question

What was it like to live during one of the worst wars in history?

Instructional/Environment Modifications

1. Place instructions on overhead so students are clear of requirements.
2. Use mixed ability groupings.
3. Assess project daily to make sure everyone is on task and keeping up.
4. Have extra materials handy in case students are unable to access web site at home.

Procedure

Day One: Building Background / Setting up Memory Books ~ 30 minutes

• Complete a K-W-L chart that will be interactive during the unit about World War II
.
• Discuss the four main events that the students will be looking closely at:
  1. Holocaust
  2. Attack on Pearl Harbor
  3. American Life
  4. Bombing of Hiroshima, Japan
• Identify the rubrics with class to ensure they understand the assessment criteria.
• Construct Memory Books
.

Day Two: Remembering Anne Frank ~30 minutes

• Review what was discussed yesterday
.
• Go over steps to writing a reflection / how to respond in memory books
.
• Go over rules for internet searching / accessing web site
.
• Give students web site and location and have them pull it up and begin reading and reflecting on Anne Frank’s life.
• Remind the students to write three questions they have for Anne Frank or people who lived during this time.
• Web site: www.annefrank.com View: Anne Frank life & times.

Day Three: Remembering Anne Frank Through the Eyes of those who knew her ~ 50 minutes

• Review yesterday’s assignment and add to the K-W-L chart, if needed
.
• Have students share reflections and questions
.
• Continue exploration of WWII by having students continue reading about this time period, but this time from the views of people who knew Anne Frank
.
• Provide web site and location and a hand out that will keep the students focused.
• Have them first read about Hanneli Pick-Goslar and record what they learned / their reflections and questions. Then, have them read the interview with her to see if any of their questions were answered. Then, have them write their reactions to Hanneli.
• Next, have them read about Miep Gies and record their reflections, learnings, and questions. Then have them read the interview with Meip Gies to find out and answer the questions from the Interview with Meip Gies handout. These answers are to be compiled into complete sentences / paragraphs and put into their Memory Books.
• Web site: teacher.scholastic.com/frank/index.htm

Day Four: Interview Set Up ~ 30 minutes

• Review previous day's experience
.
• Explain next phrase in project, setting up the Interview
.
• Go over handout and requirements, who they might interview.
• Compile a list of questions that could be answered by interviewee.
• Students that do not know someone they can interview can visit the Stories of Courage location on the web site: http://teacher.scholastic.com/frank/index.htm and use one of the people there
.
• Assign the students one week to complete interviews
.

Day Five: Attack on Pearl Harbor ~ Timeline ~ 45 minutes

• Break into groups and explain task
.
• Have each group read an article about a specific time leading up to the attack on Pearl Harbor and write a summary.
• Read each summary and develop a timeline in memory books.
• After the timeline, have students summarize the events that led up to the attack.

Day Six: The Roles of Women in the War ~ 45 minutes

• Set up journals for next topic and discuss what they think women did during the war
.
• Have students read several articles found on the scholastic site pertaining to women’s roles.
• After the students read, have them make a list of what women did
.
• Compile a list together and then have students write a paragraph about whether or not they feel women played an important role during the war and why or why not.

Day Seven: Japanese Americans ~ 45 minutes

• Have students review previous lesson
.
• Explain that they are going to experience what it was like to be Japanese American during World War II
.
• Pass out and read together stories from people of this decent during the time
.
• After, have the students share their stories
.
• Have students compare and contrast what they learned about Japanese Americans during this time to those of non-Japanese heritage.

Day Eight: Hiroshima ~ 30 minutes

• Read about a survivor of Hiroshima on the web site. http://teacher.scholastic.com/activities/wwii/hiroshima/index.htm.
• Have the students write down their reflections and what they learned as they read the story.
• Discuss what they learned.

Day Nine: Wrap Up ~ 30 minutes

• Discuss what the students have learned through the project.
• Have students write in their journals about what they learned and whether or not they would want to live during this time period.
• Once they have finished, collect journals for final assessment.

Related Resource

World War II Web Site

Related Academic Standards

New York State

SS.8.6 WORLD WAR II: The aggression of the Axis powers threatened United States security and led to its entry into World War II. The nature and consequences of warfare during World War II transformed the United States and the global community. The damage from total warfare and atrocities such as the Holocaust led to a call for international efforts to protect human rights and prevent future wars.

SS.8.6.b From 1939 to 1941, the United States government tried to maintain neutrality while providing aid to Britain but was drawn into the war by the Japanese attack on Pearl Harbor. The United States fought a war on multiple fronts. At home, the economy was converted to war production, and essential resources were rationed to ensure adequate supplies for military use.

SS.8.6.c The nature and consequences of warfare during World War II transformed the United States and the global community. The damage from total warfare and human atrocities, including the Holocaust, led to a call for an international organization and the protection of human rights.

SS.8.6.c.1 Students will examine the role of air power by the allies, including the use of the atomic bombs in Hiroshima and Nagasaki.

SS.8.6.c.2 Students will investigate the Holocaust and explain the historical significance of the Nuremberg trials.

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