| Boundless Learning Project Builder | |
| Click here to view step 1-4 and print | |
| Grade Levels: |
Middle School |
| Challenge Question: | What were the major turning points of World War II? |
| Overview: | World War II was the single most important event in the 20th century. This global conflict had many major turning points which ultimately affected the outcome of the war. This Tech Tour is designed to guide the research of middle school students through various web sites organized in a chronological fashion as they answer the challenge question: what were the major turning points of World War II? Students will work cooperatively to investigate a specific time period during the war, answering key questions as a team. As they focus their research into subcategories, each student will investigate a specific turning point during the time period of the team’s research. |
| State Indicators/Outcomes | |
| Indicator | Outcome |
| 1. Construct various timelines of key events, people, and periods of historical eras studied and explain how major events are related to each other. | #1 Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. |
| 2. Evaluate and organize information specific to social studies disciplines by reading, asking question, investigating, or observing. | #1 Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. |
| 3. Interpret, evaluate, and organize primary and secondary sources of information including pictures, graphics, maps, atlases, artifacts, timelines, political cartoons, videotapes, journals, and government documents. | #1 Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. |
| 4. Identify and distinguish cause and effect and sequence and correlation in historic events. | #1 Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. |
| 5. Make decisions and analyze the decisions of individuals, groups, and institutions in other times and places and evaluate the consequences. | #1 Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. |
| Design a historical marker or monument of a major turning point of World War II which includes an inscription the turning point and its impact on World War II. | Content Standard: Describe the principle developments and major turning points of World War II. |
| Categories and Links | ||
| Category | Sub-Category | Links |
| 1939-1941 |
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| Invasion of Poland |
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| Battle of Britain |
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| Operation Barbarossa |
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| Bombing of Pearl Harbor |
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| 1942 |
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| Battle of the Coral Sea |
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| Battle of Midway |
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| Battle of Stalingrad |
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| Operation Torch |
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| 1943 |
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| Capture of Tunisia |
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| Battle of Kursk |
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| Invasion of Sicily |
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| Invasion of Italy |
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| 1944 |
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| D-Day (Operation Overlord) |
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| Battle of the Philippine Sea |
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| Liberation of Paris |
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| Battle of the Bulge |
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| 1945 |
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| Battle of Iwo Jima |
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| Battle of Okinawa |
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| Fall of Berlin |
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| Dropping of Atomic Bombs |
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| Team Products: |
Concept Map |
| Team Key Questions and Product Rubric | ||
| When (month, day, year) did the turning point take place? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Where did the turning point take place? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Was this turning point an Allied victory or an Axis victory? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Team Presentation Rubric |
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| Individual Products: |
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| Individual Key Questions and Product Rubric | ||
| What was the setting (date & location) of the turning point? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Who were the important Allied and Axis leaders (generals or commanders) involved in this turning point? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What were the sequence of events of this turning point? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Was this turning point and Allied or Axis victory? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Why was this turning point important? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What was the human cost (killed, wounded, missing, prisoners), and the material cost of this turning point to both the Allies and the Axis? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Individual Presentation Rubric |
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| LESSON PLAN |
| Title: | Monumental Battles: Major Turning Points of World War II |
| Theme/Topic of Lesson: | World War II: Major Turning Points |
| Time: | 2 Blocks |
| Subject Areas: | Social Studies; |
| Grade Levels: | Middle School; |
| Lesson Challenge Question: | What were the major turning points of World War II? |
| Overview: | World War II was the single most important event in the 20th century. This global conflict had many major turning points which ultimately affected the outcome of the war. This Tech Tour is designed to guide the research of middle school students through various web sites organized in a chronological fashion as they answer the challenge question: what were the major turning points of World War II? Students will work cooperatively to investigate a specific time period during the war, answering key questions as a team. As they focus their research into subcategories, each student will investigate a specific turning point during the time period of the team’s research. |
| Outcomes/State indicators | |
| Indicator | Outcome |
| 1. Construct various timelines of key events, people, and periods of historical eras studied and explain how major events are related to each other. | #1 Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. |
| 2. Evaluate and organize information specific to social studies disciplines by reading, asking question, investigating, or observing. | #1 Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. |
| 3. Interpret, evaluate, and organize primary and secondary sources of information including pictures, graphics, maps, atlases, artifacts, timelines, political cartoons, videotapes, journals, and government documents. | #1 Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. |
| 4. Identify and distinguish cause and effect and sequence and correlation in historic events. | #1 Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. |
| 5. Make decisions and analyze the decisions of individuals, groups, and institutions in other times and places and evaluate the consequences. | #1 Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. |
| Design a historical marker or monument of a major turning point of World War II which includes an inscription the turning point and its impact on World War II. | Content Standard: Describe the principle developments and major turning points of World War II. |
| Technology indicators | |
| Indicator | Outcome |
| 1.Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1) 3.Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2) 4.Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5) 5.Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6) 6.Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6) 7.Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5) 8.Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6) 9.Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6) 10.Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6) | 1.Basic operations and concepts 2.Social, ethical, and human issues 3.Technology productivity tools 4.Technology communications tools 5.Technology research tools 6.Technology problem-solving and decision-making tools |
| Team Key Questions and Product Rubric | ||
| When (month, day, year) did the turning point take place? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Where did the turning point take place? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Was this turning point an Allied victory or an Axis victory? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Assessment | Team Assessment: Teams will be assessed based on their accurate completion of the Team Key Questions Sheet, and their creation of a team concept map. Individual Assessment: Individuals will be assessed based on their accurate completion of the Individual Key Questions Sheet, and the Monument Project. |
| Teacher Background Information Sites | ||
| Internet Site | URL | Description |
| The World at War | http://www.euronet.nl/users/wilfried/ww2/ww2.htm | Detailed overview of World War II |
| History Channel.com | http://www.historychannel.com/cgi-bin/frameit.cgi?p=http%3A//www.historychannel.com/perl/print_book.pl%3FID%3D121002 | A general history of World War II |
| American Involvement in World War II | http://home.earthlink.net/~gfeldmeth/chart.ww2.html | A table which shows major turning points and their significance |
| Student Background Information Sites | ||
| Internet Site | URL | Description |
| The World at War | http://www.euronet.nl/users/wilfried/ww2/ww2.htm | Detailed overview of World War II |
| History Channel.com | http://www.historychannel.com/cgi-bin/frameit.cgi?p=http%3A//www.historychannel.com/perl/print_book.pl%3FID%3D121002 | A general history of World War II |
| American Involvement in World War II | http://home.earthlink.net/~gfeldmeth/chart.ww2.html | A table which shows major turning points and their significance |
| Videos | Tora, Tora, Tora |
| Software | Inspiration Software; |
| Other Technology | Overhead projector |
| Recommended Print Materials | |
| Print Material | File |
| The Victors by Stephen Ambrose | no file loaded |
| D-Day by Stephen Ambrose | no file loaded |
| Materials Per Student | |
| Item | File |
| Individual Key Questions Sheet | Individual Key Questions Sheet.doc |
| Team Key Questions Concept Map Direction Sheet | Team Key Questions Concept Map Direction Sheet.doc |
| World War II Monument Project Direction Sheet | World War II Monument Project Direction Sheet.doc |
| Materials Per Team/Group | |
| Item | File |
| Team Key Question Sheet | 1939-1941 Team Key Questions Sheet.doc |
| Team Key Question Sheet | 1942 Team Key Questions Sheet.doc |
| Team Key Question Sheet | 1943 Team Key Questions Sheet.doc |
| Team Key Question Sheet | 1944 Team Key Questions Sheet.doc |
| Team Key Question Sheet | 1945 Team Key Questions Sheet.doc |
| Materials Per Class | |
| Item | File |
| Computers with internet access | no file loaded |
| Book cart with books about World War II pulled from media center | no file loaded |
| Vocabulary | |
| Glossary Term | Definition |
| Turning Point | An key moment or event which results in important change or effects |
| Allies | A military alliance between Britain, France, Russia, the United States and other nations during World War II |
| Axis | A military and political alliance between Nazi Germany, Italy, and Imperial Japan during World War II |
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| Block 2 |
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| Enrichment Options | |
| Community Connections | Am-Vets, Veterans of Foreign Wars, American Legion, Veterans Administration. |
| Parent-Home Connections | Interview a family member (grandparent or great-grandparent) who lived during World War II or who was a veteran of the war. |
| Field Experiences | Visit a local museum or a battlefield to see examples of historical markers and monuments to get ideas about the final product. Take a class trip to Europe or the Pacific to visit the site of a turning point. |
| Guest Speaker | a veteran of World War II, a museum curator (or park service representative) who designs historical markers or monuments, or an artist who has designed public monuments. |
| Cross-Curricular Extensions | ||
| Extension | Subject | Description |
| Extension 1 | Language Arts; | Support a unit in Language Arts on survival during World War II |
| Extension 2 | Mathematics; | Math teachers might have students use the data of the human and material costs of World War II battles for graphing exercies. |
| Reflection |
| Having implemented this lesson, there are some slight adjustments to be made. More time is needed to allow students to use the links in the TechTour to their fullest advantage. I was limited to only two class periods in the media center. Some students only had 45 minutes of computer time. If that time could be extended, most students would benefit. The students were successful in that each student researched a turning point in great detail. Most appeared to enjoy learning about their turning point, and in designing the monument or marker. In assessing the students' work, some students were unable to fully research their topic because not all information is available. As current research on the various turning points of World War II becomes available, perhaps some of that data will be accessible in web sites. For example, some of the human and material costs were not fully known for some turning points. As always, seventh graders are in need of strengthening their research skills in the media center, and in their ability to sort through masses of data to find the most important facts necessary to answer the key questions. I found that instructional strategies such as modeling and giving clear expectations for using the media center worked the best. Also, showing examples of concept webs, and monuments were very helpful to students. The next time I use this lesson, I plan to sign up for additional media center time in order to maximize the amount of computer time students will have to complete the TechTour. |
| Teacher | Gene Walker |
| School | |
| County | Montgomery County |
| Click here to view step 1-4 and print |
| |