1 Lesson Plan Design Project

Geographic and Climatic Influences in World War II

By: Jedd Cole, Joshua Hoop, Tosha Raisor, and Kory Shumard October 23, 2012

2 Table of Contents I. II. III. IV. V. Rationale Statement . . . 2 Lesson Plan . . . 3 Research Log . . . 7 Back Up Plan . . . 8 Assessment Rubric . . . 9 I. Rationale This lesson plan incorporates both 21st century and higher order thinking skills in its investigation of World War II from a slightly nontraditional perspective. While usual studies of the second World War focus on social contexts (noteworthy individuals and events, strategies of military leaders, experiences of civilians), we aim to look at the effects of geographical and climatic features as they influenced the events and conditions of the war. Critical thinking skills are essential in any open-ended research, as it is in our lesson. Students will be conducting research from a potential myriad of sources, and must critically appraise internet and print material in terms of past knowledge, content instruction, and source comparison. In this way, students will be practicing a central tenet of both 21st century and higher order thinking skill philosophies. Students must make logical arguments in the process of preparing group presentations regarding external natural forces upon World War II battles. This process also requires creative thinking, fuelled by the demonstration of Google Earth in exploring the topic graphically. This focused use of technology will avoid the pitfalls of technology use described by Lorrie Jackson in her article Higher Order Thinking Through Technology. The teacher, in expositing the topic of geographical and climatic factors in warfare, will model the use of the programs satellite imagery in instruction. Students will have the freedom to choose how to go about using the program in their presentation and research, and must, as a group, apply what they learn. While the groups will present their findings together, each individual will also write a personal reflection on their own impressions of the topic and of their part in the project. This internal process will balance the collaborative aspects of the lesson, and provide an opportunity for more introverted students to process the data for themselves and synthesize their ideas. Metacognition, another higher order thinking skill, is in part addressed in the presentation rubric under group participation. Students will be required to present their findings in an organized fashion as a group. The skills needed to appropriately distribute responsibility in such a scenario fall under this category, since students will have to structure their data, establish a procedure for presentation, and plan each members role in research, compilation, and execution. Opportunities for scaffolding are extended through the handout. The template will outline the procedure for efficiently compiling a log of sources gathered in research while also giving space for notes and citation information. The study of external natural influences in World War II will allow the opportunity for students to grow their understanding of the complex relationships

3 between people and the environment within the context of one of the most crucial wars in modern history. Through the activities associated with the research and group presentations outlined below, students will practice and hone their higher order thinking and so-called 21st century skills, while also building up literacy skills in information, media, and technology (see Collier, 2007, The Shift to 21st Century Literacies). II. Lesson Plan 1. Grade level/content area: 9th Grade Social Studies, World History 2. Standards and Indicators: This lesson meets the following standards for Common Core Literacy in History/Social Studies, grades 9th-12th: Key Ideas and Details 1, 2, 3 Craft and Structure 6 Integration of Knowledge and Ideas 7, 9

This lesson meets the following standards for the National Technology Standards (NET.S) and Performance Indicators for Students: Creativity and Innovation a., c. Communication and Collaboration a., d. Research and Information Fluency a., b., c., d. Critical Thinking, Problem Solving, and Decision Making a., b., c. Technology Operations and Concepts a., b.

3. Objectives and Purpose(s): Students will learn how climate and geography influenced major battles in World War II based on group research. This investigation will build students understanding of the influences natural forces have upon people engaged in war. Students will use this research to prepare presentations (as small groups) showing specific climatic and geographical features influential in specific major battles in each theater of World War II, including the Pacific, European, and African theaters. 4. Prior Knowledge: A. Of Student (Student Background Knowledge): Students will already know basic information regarding World War II, including the locations of major battles and theaters of war, rationale of the Allied and Axis powers, and general historical context. B. Of Self (Teacher Background Knowledge): Teacher should exceed students in the knowledge and understanding of World War IIs socio-historical contexts; specifically, teachers should fully understand the geographic, climatic, and geopolitical dynamics present in the

4 events of World War II. While the teacher may not know everything that the students eventually present, he/she should be able to guide and evaluate the content of students work from concept knowledge. 5. Materials: Required Materials: Computers with internet access Research Log (provided as template) Google Earth Plugin (for browser support) Smartboard (for presentations) o If not available, projector and screen may be used as backup. Research Log Students will be provided with an outline template to use for a research log. This form will track citation information and notes for each source used in research. Each group will compile their sources into one log document to submit as a hard copy at the time of presentation. Websites Google Earth Plugin - http://www.google.com/earth/explore/products/plugin.html Print Resources/Handouts Climate and Geography of World War II Introductory Packet Supplementary Reference Packet

6. Method or Procedure: A. Introduction: As an introduction to the topic of climate and geography, the students will watch an excerpt from the History Channel documentary film entitled Art of War (2009), which discusses the Chinese strategist Sun Tzus famous work of the same name. After watching it, have the students discuss the following questions: Why does Sun Tzu include heaven (climate, weather) and earth (geography) as two of five fundamental influences on any given battle? In what ways do you think climate and geography impact warfare? How do they impact the world we live in now? (consider trade, manufacturing, agriculture, society, etc.) How have they impacted history? B. Instruction: Since the lesson strives for a constructivist ideal, instruction content concerning the topic of climatic/geographic influences in World War II will be kept to a minimum. Primarily, instruction will consist of:

5 Google Earth tutorial Review of research method, including how to utilize the research log and cite sources in MLA format Overview of provided websites for research (see Introductory Packet)

C. Reinforcement: As an activity, the teacher will model the operation of Google Earth to find a specific location in the world. Following this, students will be given individual targets to find using Google Earth: a) a major city, b) a climatic feature/region (i.e. temperate, tropical, etc.), and c) two geographic features (i.e. mountain range, canyon, forest, lagoon, reef, etc.). The teacher is encouraged to expand upon this activity. Make it into a game! D. Closure: The lesson will conclude with student presentations. Teacher should define the time length for presentations depending on the size of the class and the number of groups presenting. This information should be given to the students in advance. E. Adaptations: The reinforcement activity can be conducted individually, as in a computer lab, or in groups if not enough computers are present. For students who have difficulty focusing or paying attention, the use of sounddampening or audio headphones may be helpful during this activity. Furthermore, the websites given as a research base in the introductory packet could be bookmarked in advance so that students can gain easy access to them. For students with speech disabilities, an alternative to oral presentation would be to write up their findings and conclusion in an essay format, not to exceed two pages in length, to submit with the outline and research log. 7. Evaluation/Assessment Each small group will be assigned a specific battle from a pool of two or three in each theater of war for research and presentation: Possible choices for assignment: European/Russian Theater o Invasion of Normandy o Battle of the Bulge o Battle of Stalingrad North African/Italian Theater o Battle of Gazala o Battle of Sicily

6 o Siege of Tobruk Pacific Theater o Battle of Bataan o Battle of Iwo Jima o Battle for Kododa

Each group will conduct research using the provided website resources as starting points. Using the research logs, groups will compile information into an organized outline for presentation. The presentation will be in I-B-C format (Introduction-Body-Conclusion). The group should include at least 3 main points of discussion, covering a) a brief summary of the assigned battle, b) climate/weather effects, and c) geographical features. The last part of the presentation should summarize the students findings into a conclusion that considers the combination of these effects for all sides involved in the battle. The preferred format of the presentation will include use of a Smartboard to navigate the Google Earth Plugin as well as any other Powerpoint or Web images and text. Students may use the whiteboard/blackboard to construct outlines, illustrations, or demonstrations of their topic. At the time of presentation, each group will submit the completed research log as a citation page as well as an outline of main points. Furthermore, each individual will also submit a personal reflection 1-2 pages long describing a) their personal contribution to the group project and b) their own conclusions based upon the research gathered. See attached rubric for assessment of the presentation (p. 9).

III. Research Log Template Names: Class: Date: RESEARCH LOG FIELD OF RESEARCH, SEARCH TERMS, COMBINATIONS: Field of Research: Issues: Search Terms: Combinations:

DATABASES/SEARCH ENGINES USED:

ANNOTATED BIBLIOGRAPHY: SOURCE TITLE: SOURCE CITATION SOURCE NOTES

IV. Back Up Plan If the number of computers available does not suit the number of individuals/groups for the reinforcement activity, set up the computers and the Google Earth game as stations, along with one or two other stations that could include identifying the major climatic/geographic features of the Allied and Axis countries using an atlas. If the classroom does not have a Smartboard or if the Smartboard is inoperable, students may use a computer in conjunction with an overhead projector and screen to manually navigate the items and programs in their presentation.

If the Google Plugin fails to download or install properly, students should use an alternative method of map display. Other web resources include: Google Maps - https://maps.google.com/ National Geographic Maps - http://maps.nationalgeographic.com/maps

These resources provide satellite imagery in the same way that Google Earth provides, but in a less smooth format and with more complexity. However, the ability to show a detailed map will be important to presenting properly.

V. Assessment Rubric
Teacher Name: ________________________________________

Student Names:

________________________________________

CATEGORY Group Participation

Unacceptable 0 Unsatisfactory 1 Good 2

Only 1 or 2 members participate. 1 or 2 members do not All members participate. participate. Members do not help each other prepare. Members play specific roles in preparation.

Exemplary 3
All members participate equally. Members help each other and play specific roles in preparation and presentation At least 3 main points are discussed in the body of the presentation, covering specific climatic AND geographic factors. All content is clear and accurate, backed up with references.

Content Presented

Only 1 main point discussed in body of presentation

Only 2 main points discussed in body of presentation.

At least 3 main points are discussed in the body of the presentation, covering only climate OR geography.

Content Accuracy

Most content is inaccurate, with no references.

Some content is clear All content is clear and accurate, with a and accurate, with few references. most facts backed up with references.

Organization

Presentation is missing BOTH a Thesis and Conclusion. No hard copy outline.

Presentation is missing either Thesis or Conclusion. No hard copy outline.

Presentation consists of at least a Thesis, Body, and Conclusion. Group hands in a hard copy outline.

Presentation consists of a clear Introduction, Body, and Conclusion. Group hands in a hard copy outline. All sources are cited in proper format and alphabetized. Each source has comments/notes. Group hands in a hard copy.

Research Log

Missing citations, inconsistent format. No comments/notes. No hard copy log.

All sources are cited, but not in consistent format and not alphabetized. Only a few sources have comments/notes. No hard copy log.

All sources are cited in proper format, but not alphabetized. Most sources have comments/notes. Group hands in a hard copy.

Your Score:_____/15