University of West Alabama

COE
5E Lesson Plan
Teacher: Mr. Gautney

Date: 5 day mini-unit

Subject area/course/grade level:

WWII – Tracing the Path of a World War II Vet:
 9TH Grade World History 1500 to the Present
 11TH Grade United States History II: Industrial Revolution to the Present

Materials: Computer, Internet, Projector screen, Skype, Google Earth, Storyboard, Bubbl.us

Standards:
CONTENT STANDARD (Alabama):

9TH Grade World History 1500 to the Present:

Students will:
14. Describe causes and consequences of World War II.
Examples: causes—unanswered aggression, Axis goal of
world conquest; consequences—changes in political boundaries;
Allied goals; lasting issues such as the
Holocaust, Atomic Age, and Nuremberg Trials
 Explaining the rise of militarist and totalitarian states in Italy, Germany, the Soviet Union, and Japan
 Identifying turning points of World War II in the European and Pacific Theaters
 Depicting geographic locations of world events between 1939 and 1945

11TH Grade United States History II: Industrial Revolution to the Present
Students will:
9. Describe the significance of major battles, events, and consequences of World War II campaigns, including North Africa,
Midway, Normandy, Okinawa, the Battle of the Bulge, Iwo Jima, and Yalta and Potsdam Conferences.
 Locating on a map or globe the major battles of World War II and the extent of the Allied and Axis territorial expansion
 Describing military strategies of World War II, including blitzkrieg, island-hopping, and amphibious landings
 Explaining reasons for and results of dropping atomic bombs on Japan
 Explaining events and consequences of war crimes committed during World War II, including the Holocaust, the
Bataan Death March, the Nuremberg Trials, the post-war Universal Declaration of Human Rights, and the Genocide
Convention
10. Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population
shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the
African American community, racial and ethnic tensions, the G. I. Bill of Rights of 1944, and desegregation of the military.
 Describing Alabama’s participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of
War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military
bases.

Approved January, 2013

TECHNOLOGY STANDARDS (9th-12th Grade Alabama):
Students will:
6. Utilize advanced features of multimedia software, including image, video, and audio editing.
10. Analyze capabilities and limitations of current and emerging technologies.
13. Demonstrate collaborative skills using curriculum-related content in digital environments.

ISTE STANDARDS
Students will:
 Empowered Learner 1b - Students build networks and customize their learning environments in ways that support the
learning process.
 Empowered Learner 1c - Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
 Digital Citizen 2a - Students cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
 Knowledge Constructor 3a - Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
 Knowledge Constructor 3c - Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
 Innovative Designer 4b - Students select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.
 Creative Communicator 6d - Students publish or present content that customizes the message and medium for their
intended audiences.

Objectives:
Students will be able to:
 Depict geographic locations via Google Earth.
 Create a guided tour through Google Earth.
 Learn how to create a Skype account to use on a professional basis.
 Apply information learned from Skype Interview to describe the impact of World War II on the lives of American
citizens.
 Evaluate the significance of major aerial battles that took place on the Western Front during World War II.
 Compose a Storyboard to effectively demonstrate understanding accumulative assignments.

Differentiation Strategies:
There will be several variable strategies to address various learning styles of multiple students and those with special needs.
Those strategies include:
 Formative Assessment – Rubric, Interview Questions (Bubbl.us), Google Earth Tour
 Summative Assessment – Essay, Storyboard
 Oral and Visual Activities – Storyboard, Google Earth, Skype
 Additional time for projects/assessments if needed

Approved January, 2013

ENGAGEMENT:

Overview:
 Intro Google Earth
 Via Google Earth, find home address and any points of interest nearby
 Find the “Seven Wonders of the New World” Via Google Earth
 Intro to Skype
 Student will be briefed on upcoming Google Earth assignment regarding “Tracing the Path of a World War II Vet”
 Hand out rubrics and checklists at the end of class

Day 1 of the mini-unit will consist of each student using Google Earth to become familiar with the software. Initially, the
student will be assigned to locate their home address on Google Earth while the instructor goes over various functions and
tools found within Google Earth. Under instructor guidance, student will then be assigned to locate any Google Map
Photos/places of interest near their home address. This will allow the student to be able to use Google Earth effectively
throughout the mini-unit. Once the student has successfully navigated Google Earth within the parameters of its functions, the
students will be assigned to locate the “Seven Wonders of the New World:” 1. Chichen Itza, Mexico - Mayan City 2. Christ
Redeemer, Brazil - Large Statue 3. The Great Wall, China 4. Machu Picchu, Peru 5. Petra, Jordan - Ancient City 6. The Roman
Colosseum, Italy 7. The Taj Mahal, India.

Once the introductory Google Earth Assignment has been completed, the student will follow along as the instructor sets up the
Skype account for the upcoming video conference interview. Once completed, the student will watch a quick YouTube video
on “What is Digital Citizenship?” (ISTE Standard 2a): https://www.youtube.com/watch?v=toK_BAYnjoU

At the end of instruction, student will be handed Rubric/Checklists/Graphic Organizer and briefed on the assignments/projects
to come.

Approved January, 2013

EXPLORATION:

Overview:
 Quick Storyboard overview of the Google Earth assignment ahead for the day
 (Individual) Via Google Earth, students will locate cities impacted during WWII
 (Individual) Student will use Google Earth to record their findings
 (Group) Student will use Google Earth findings to formulate a minimum of three questions

Day 2 of the mini-unit will begin with a quick Storyboard overview of the Google Earth assignment ahead for the day. The
students will then begin locating assigned cities impacted during World War II. Students, in accordance to the Google Earth
rubric, will be assigned 3 different cities to explore. The student, through the use of Google Earth “Record a Tour” feature, is to
identify and document the following items regarding the 3 cities: WWII related points of interest (museums, monuments,
buildings, cemeteries, etc.), pre and post war photos (if available), type of terrain/landscape, country in which the city is
located, historical border changes (if applicable). Student will show instructor completed tour/video upon completion. During
this assignment, the student is to formulate a minimum of three questions from their findings using Bubbl.us to be used in the
group assignment later.
***(Please note: the student will need to research items first and take notes before completing the Google Earth “Record a
Tour” feature as this assignment can take time to navigate)***

Once all students have completed the Google Earth assignment, the students will be spilt into collaborative groups to take
their findings from the Google Earth assignment and come up with three questions using Bubbl.us in which they will use to ask
Mr. Schmitt, my Grandfather-in-law and WWII Vet, in a live Skype session. The students will also be made aware that some of
the assigned cities were the same cities Mr. Schmitt flew over during his missions during WWII. Group interview questions will
be submitted at the end of class.

Approved January, 2013

EXPLANATION:

Overview:
 Co-teaching Skype Interview with Mr. Schmitt
 Students are to take notes during the Skype interview for Q & A after interview

Day 3 of the lesson will consist of a co-teaching Skype interview between instructor and Mr. Schmitt. Before the interview,
instructor will go over any questions the students may have. We will then contact Mr. Schmitt live via Skype so he can begin
introducing himself and his involvement in WWII. Mr. Schmitt will then proceed to answer the groups’ questions that were
previously assigned in day 2 using Bubbl.us. Once all questions have been addressed, Mr. Schmitt and instructor will continue
to further expand upon the consequences of World War II and the impact it had on the lives of American citizens. This will
produce higher order thinking questions as the remaining topics will be discussed collaboratively.

ELABORATION:

Overview:
 Brief overview of Storyboard
 (Group) Student will create a group Storyboard

Day 4 will consist of students working in the computer lab in a group setting. Students will be divided into groups of 3 (same
groups as day 2) and assigned to create a Storyboard visualizing their learning experiences of the first 3 days of the unit via
http://www.storyboardthat.com/.

In accordance to the provided Storyboard rubric, the students are to provide a minimum of 8 cells depicting their experience
and provide explanations of the slides throughout. This will provide instructor an idea of what key points the student learned
throughout the lesson.

The Storyboard must include from their findings specifically (best animated depiction possible): WWII related points of interest
(museums, monuments, buildings, cemeteries, etc.), pre and post war photos (if available), type of terrain/landscape, country
in which the city is located, historical border changes (if applicable), information obtained from the group interview questions,
and why technologies such as Skype and Google Earth are beneficial to the learning process.

Approved January, 2013

EVALUATION:

Overview:
 (Group) Present group Storyboards
 (Individual) One page essay reflecting on mini-unit experience
 Recap and understanding of materials covered and grading guidelines

Evaluative/Assessment steps have been given throughout the entire mini-unit. However, Day 5 will consist of deep individual
reflection requiring the student to write a one page essay reflecting his or her experience throughout the mini-unit. In this
essay, the student is to reflect on why technological tools such as Skype, Google Earth, and Storyboard are beneficial to the
learning process. They are also to describe how their own individual research on the Google Earth assignment paired with the
knowledge obtained from Mr. Schmitt in the Skype interview has impacted their understanding of World War II.

***Rubrics/Checklists below***

Approved January, 2013

Approved January, 2013
References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013