WebQuest - Student Web Page On the Home Front WW2 A WebQuest for Grade 9 American History Allyson Ayres - May 15, 2014 Children pointing at movie poster for Uncle Sam at Work at the Auditorium Theater Chicago Daily News, Inc. http://hdl.loc.gov/loc.ndlpcoop/ichicdn.n064184 Introduction After the December 7, 1941, Japanese attack on the American naval fleet at Pearl Harbor, Hawaii, the U.S. was thrust into World War II (1939-45), and everyday life across the country was dramatically altered. Food, gas and clothing were rationed. Communities conducted scrap metal drives. To help build the armaments necessary to win the war, women found employment as electricians, welders and riveters in defense plants. Japanese Americans had their rights as citizens stripped from them. People in the U.S. grew increasingly dependent on radio reports for news of the fighting overseas. While popular entertainment served to demonize the nation s enemies, it also was viewed as an escapist outlet that allowed Americans brief respites from war worries. History: The U.S. Home Front During World War II Task President Franklin Delano Roosevelt has put four of you in charge of new committees. Your jobs are to A. Find ways that Americans at home can do their part to obtain victory abroad. B. Ensure that our factories continue to produce what we need for victory. C. Create a means of separation from the war so that people can escape its plight. D. Educate people about what is happening abroad. Your committees jobs are to create a propaganda poster, newsreel, newspaper article or radio commercial that best illustrates your committees efforts.
Process 1. You will be assigned to one of four committees. Each committee will have four different members. Each member will be assigned a different role Chairman of Patriotism Your job is to create a list and duties of the volunteers on the home front in the US. Chairman of Workforce Your job is to explain the shift of the workforce when men enlisted in the armed services and were deployed. Chairman of Entertainment Your job is to list and explain the role of entertainment on the home front to ease tension Chairman of Education Your job is to list and explain the ways the government educates the families on the home front. 2. Begin by making a list of questions you need to answer in order to perform your task. For instance: As the education expert, you could ask, what medium could I use to convey the message to those on the home front about the soldiers fighting abroad? 3. Use the column organizer to collect your questions and answers. 4. Links to assist you in answering your questions are located in the resources section. 5. Organize your thoughts to determine if you will create a propaganda poster, newsreel, or radio commercial. 6. Your committee will present its results orally using the propaganda poster, newsreel, newspaper article, or radio commercial as the main backdrop. Resources: 1. History Channel 2. U.S. History: Pre-Columbian to the New Millennium 3. The Gilder Lehrman Institute of American History 4. National Archives 5. National War Museum 6. Teach American History 7. The National WWII Museum, New Orleans (All Topics) 8. Smithsonian (Download the PDF) 9. Library of Congress, Volunteer Work 10. Library of Congress, Civil Defense 11. Library of Congress, Conservation Efforts 12. Library of Congress, Economic Initiatives 13. Library of congress, Patriotic Support Evaluation Your group will be evaluated using the following rubrics depending upon your choice of poster, newsreel, newspaper article or radio commercial.
Rubric CATEGORY Excellent Good Satisfactory Needs Improvement Failed to Attempt Selection of Sources 4 points 3 points 2 point 1 points 0 points NoodleTools Bibliography Identified highly appropriate sources in a variety of formats (at least 1 book, 1 database, 1 Internet source). Identified mostly appropriate sources in a variety of formats (at least 1 book, 1 database, 1 Internet source). Identified a few appropriate sources but made little attempt to balance format types. Identified no appropriate sources in any format. Note-taking & Keywords NoodleTools Note Cards Organization and Synthesis NoodleTools Note Cards Cited all sources of information accurately to demonstrate the credibility and authority of the information presented. Used Chicago Manual of Style format. Utilized NoodleTools. Cited most sources of information in proper format and documented sources to enable accuracy checking. Used Chicago Manual of Style format. Utilized NoodleTools. Cited most sources of information improperly and provided little or no supporting documentation to check accuracy. Used Chicago Manual of Style format. Utilized NoodleTools. Created citations which were incomplete or inaccurate, and provided no way to check the validity of the information gathered. 4 points 3 points 2 point 1 points 0 points Extracted relevant information. Wrote notes including succinct key facts which directly answered all of the research questions and were written in the student's own words. Extracted mostly relevant information. Wrote notes which included facts that answered most of the research questions and were written in the student s own words. Extracted a lot of information which wasn t relevant. Wrote notes which included irrelevant facts which did not answer the research questions. Some notes were copied directly from the original source. Extracted irrelevant information. Wrote notes which included a majority of facts which did not answer the research questions. Most or all notes were copied word-for-word from the original source. 4 points 3 points 2 point 1 points 0 points Presented content clearly and concisely with a logical progression of ideas and effective supporting evidence. Presented most of the content with a logical progression of ideas and supporting evidence. Presented content which failed to maintain a consistent focus, showed minimal organization and effort, and lacked an adequate amount of supporting evidence. Presented content which was unfocused, poorly organized, showed little thought or effort and lacked supporting evidence. CATEGORY Excellent-4 Good-3 Satisfactory-2 Needs Improvement-1 Content - Accuracy All content throughout the presentation is accurate. There are no factual errors. Most of the content is accurate but there is one piece of information that seems inaccurate. The content is generally accurate, but one piece of information is clearly inaccurate. Content confusing or contains more than one factual error. Sequencing of Information is Most information Some information There is no clear Failed to Attempt- 0
Information Effectiveness Use of Graphics Text - Font Choice & Formatting Use of Photgraphs/Video Citation Spelling and Grammar organized in a clear, logical way. It is easy to anticipate the next slide. Project includes all material needed to give a good understanding of the topic. The project is consistent with the driving question. All graphics are attractive (size and colors) and support the topic of the Font formats (color, bold, italic) have been carefully planned to enhance readability and content. Included a variety of photographs and at least one video which support the topic of the Utilized notesection PowerPoint to cite all photographs, videos, and direct quotes. Presentation has no misspellings or grammatical errors. is organized in a clear, logical way. One slide or piece of information seems out of place. Project is lacking one or two key elements. Project is consistent with driving question most of the time. A few graphics are not attractive but all support the topic of the Font formats have been carefully planned to enhance readability. Included a variety of photographs which support the topic of the Presentation has 1-2 misspellings, but no grammatical errors. is logically sequenced. An occasional slide or piece of information seems out of place. Project is missing more than two key elements. It is rarely consistent with the driving question. All graphics are attractive but a few do not support the topic of the Font formatting has been carefully planned to complement the content. It may be a little hard to read. Included several photographs which support the topic of the plan for the organization of information. Project is lacking several key elements and has inaccuracies. Project is completely inconsistent with driving question. Several graphics are unattractive AND detract from the content of the Font formatting makes it very difficult to read the material. Included few photographs which support the topic of the X X X Presentation has 1-2 grammatical errors but no misspellings. Presentation has more than 2 grammatical and/or spelling errors. CATEGORY Excellent-4 Good-3 Satisfactory-2 Needs Improvement-1 Creativity/Layout Demonstrates exceptional creativity in the depiction of required elements. Overall organization, design, use of color and space make handout Demonstrates creativity in the depiction of required elements. Overall organization, design, use of color and space make handout interesting and Demonstrates creativity in the depiction of some required elements. Overall organization, design, use of color and space make handout interesting and Demonstrates little creativity in the depiction of required elements. Overall organization, design, use of color and space fail to make handout interesting
interesting and communicate information very well. communicate information well. communicate information fairly well. and fail to communicate information. Content All details appropriately and accurately support main ideas. Most details appropriately and accurately support main ideas. Some details appropriately and accurately support main ideas. Most details do not appropriately and accurately support main ideas. Graphics All graphics are appropriate to text. Graphics are appropriate to text. Some graphics are appropriate to text. Most graphics are not appropriate to text. Neatness/Mechanics All information is assembled in a neat, organized manner. There are no errors in spelling, capitalization, punctuation, and/or usage. Most information is assembled in a neat, organized manner. There are few errors in spelling, capitalization, punctuation, and/or usage. Some information is assembled in a neat, organized manner. There are errors in spelling, capitalization, punctuation, and/or usage. Most information is not assembled in a neat, organized manner. There are many errors in spelling, capitalization, punctuation, and/or usage. CATEGORY Excellent-4 Good-3 Satisfactory-2 Awareness of Audience Delivery Significantly increases audience understanding and knowledge of topic. Relaxed, selfconfident and appropriately dressed for purpose or audience. Raises audience understanding and awareness of most points. Quick recovery from minor mistakes; Appropriately dressed; Raises audience understanding and knowledge of some points. Some tension or indifference apparent and possible inappropriate dress for purpose or audience; Needs Improvement-1 Fails to increase audience understanding or knowledge of topic. Nervous tension obvious and/or inappropriately dressed for purpose or audience: Eye Contact Builds trust and holds attention by direct eye contact with all parts of audience. Fairly consistent use of direct eye contact with audience. Occasional but unsustained eye contact with audience. No effort to make eye contact with audience; Volume & Tone Fluctuation in volume and inflection help to maintain audience interest and emphasize key Satisfactory variation of volume and inflection. Uneven volume with little or no inflection. Low volume and/or monotonous tone cause audience to disengage.
points; Score Criteria 4 The student stayed on task throughout the work period and maintained a positive attitude and patience with technology. 3 The student stayed on task throughout most of the work period but was distracted from the work several times. The student returned to work without teacher intervention. The student maintained a positive attitude and patience with technology. 2 The student stayed on task throughout most of the work period but needed a reminder to attend to work. 1 The student had difficulty staying on task and needed routine teacher direction to return to work. 0 The student was not on task throughout most of the work period, despite reminders from the teacher. SELF- EVALUATION TEACHER- EVALUATION Conclusion How vital was the home front in the war efforts abroad? Were the efforts on the home front by the government beneficial to all American? In what ways do people today mobilize for war? Credits and References Link to Teacher Page Designed by Allyson Ayres, 2014, as part of the WebQuesting at the Library of Congress professional development course offered through Teaching with Primary Sources at Waynesburg University.
WebQuest - Teacher Page On the Home Front WW2 A WebQuest for Grade 9 American History Allyson Ayres - 2014 Last updated May 15, 2014 Children pointing at movie poster for Uncle Sam at Work at the Auditorium Theater Chicago Daily News, Inc. Introduction for Teachers Designed by: Allyson Ayres Last updated May 15, 2014 http://hdl.loc.gov/loc.ndlpcoop/ichicdn.n064184 Red Lion Area Senior High School, Red Lion, PA Link to Student Page The purpose of the WebQuest is to understand how a country can come together to support its troops and the war effort. About the Learners This WebQuest is for ninth graders in 20 th Century American history. It also covers aspects of language arts. The learners will need to know that we were engaged in a war with Germany and that we were coming out of the Great Depression. The ability level of the learners in college preparatory. Three options are given for the project. Academic Standards The Student will be able to: 8.1.U.A: Evaluate patterns of continuity and change over time, applying context of events.
8.1.U.C: Analyze, synthesize and integrate historical data, creating a product that supports and appropriately illustrates inferences and conclusions drawn from research. 8.3.U.A: Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S. 8.3.U.C: Evaluate how continuity and change have impacted the United States. Belief systems and religions Commerce and industry Technology Politics and government Physical and human geography Social organizations CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject. CC.1.2.9-10.G: Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. CC.1.4.9-10.A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. CC.1.4.9-10.B: Write with a sharp distinct focus identifying topic, task, and audience. CC.1.4.9-10.C: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. CC.1.4.9-10.D: Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section. CC.1.4.9-10.U: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. CC.1.4.9-10.V: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CC.1.4.9-10.W: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.5.9-10.D: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. CC.1.5.9-10.F: Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. Key Vocabulary Words: Mobilization Victory Garden Rosie the Riveter Draft Liberty Bond Rations
Process for Teachers The class is ninth grade American history, during 46-minute classes. The project will take 5-8 days. Students will be grouped randomly. It is a single disciplinary class. Knowledge of World War II and the role of people at home is essential. Resources for Teachers What is needed to implement the lesson: Laptop Cart Video Recorder NoodleTools Account Poster-making Supplies Resources: 1. History Channel 2. U.S. History: Pre-Columbian to the New Millennium 3. The Gilder Lehrman Institute of American History 4. National Archives 5. National War Museum 6. Teach American History 7. The National WWII Museum, New Orleans (All Topics) 8. Smithsonian (Download the PDF) 9. Library of Congress, Volunteer Work 10. Library of Congress, Civil Defense 11. Library of Congress, Conservation Efforts 12. Library of Congress, Economic Initiatives 13. Library of Congress, Patriotic Support Conclusion for Teachers How vital was the home front in the war efforts abroad? Were the efforts on the home front by the government beneficial to all Americans? In what ways do people today mobilize for war? Credits and References Link to Student Page Designed by Allyson Ayres, 2014, as part of the WebQuesting at the Library of Congress professional development course offered through Teaching with Primary Sources at Waynesburg University.