Webquest Powerpoint

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[Teacher Page]

A WebQuest for 11‐12 grade history students 

Designed by

Erik Robert [email protected]

Based on a template from The WebQuest Page

Briefing Iwo Jima

Student Page

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Introduction

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[Teacher Page]

Good morning Marines! You are about to embark on the most thrilling, riskiest, and intense mission of your life. By the end of your mission you will be exhausted, hungry, thirsty, and ready to get the heck off of the battle-field. Your objective is to take the Island of Iwo Jima from the Japanese so that we can fly aircraft from the island. Your task will not be easy, and I cannot promise you safety. What I can promise is that your will be remembered in history as a hero for the work you do during the next few days. Following the battle, you will be expected to brief your fellow Marines on what happened, what went right, what went wrong, and why exactly they lost so many men to take the island. Be ready to take notes, because their ability to move on to the next objective successfully depends on you being able to clearly present to them what happened on that darn island. Get a few hours of sleep because your day starts at 0200. Oorah!

Semper Fidelis,Admiral Nimitz, US NAVY

Introduction

You will be expected to brief your Marines on the following:1.) When and where did the battle of Iwo Jima take place?2.) Why was the battle necessary for the U.S. in the conflict?3.) How did the Marines go about taking Iwo Jima from the Japanese?4.) How many men were lost on both sides during the conflict?5.) What is the significance of the photograph that immortalized the battle?6.) What was life like for Marines on the island?7.) What tactics could have been improved on the island?8.) Which tactics were especially helpful in taking the island?9.) What is your overall impression of the battle? (Open ended for a reason, expand!)

Student Page

Introduction

Task

Process

Evaluation

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[Teacher Page]

After any major conflict, the leaders within a military unit are expected to inform their men on what happened during the conflict.  You will be doing internet research on the battle of Iwo Jima, and be knowledgeable enough on the battle to present to me a battle‐brief answering the questions introduced in the introduction in conjunction with the following typical battle‐brief topics.  Make sure to weave the answers together so you aren’t repeating yourself!

CasualtiesReasons that the conflict was necessaryWhat went rightWhat could have been improved on.A summary of the battle from beginning to endCongratulations and ThanksWhat to expect from the public when returned to home (how will the general 

public see the battlePersonal insight into what you thought of the battleWhere you are going next, what you will be doing there, and when you will begin 

that mission.  (You may present these details for extra credit and end of battle‐brief presentation)

You may use any method that you wish to present.  If you are using power point, or other electronic media, make sure to let me know in advance so I can prepare accordingly.  A hard copy will be turned in along with the presentation.

Remember, you are the commander.  Speak accurately, speak enthusiastically, and most of all, speak with confidence!

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The Task

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[Teacher Page]

To obtain all of the intel, (relevant information regarding a conflict) you will be looking at a variety of research collected on the battle of Iwo Jima.  The intel you come across will answer the questions below, but will also answer all of the questions that you need to answer during your battle‐brief.

Congratulations on taking the island!  Your Marines are going to need a week or so to recover, rest up, and get ready for the next engagement.  Fortunately, that gives you a week to prepare you battle‐brief.  First, you need to examine exactly what happened?  And why did it need to happen?Any decent commander is an expert at understanding the land in which a battle is taking place.  I will expect no less from you. Not only will you need to know the island, you will need to know where your equipment, men, and structure is within the island.There is an old saying in the military, “your enemy has a say in the conflict, too.”  You need to be prepared to tell your marines the type of enemy leadership they will be facing.Also, you will need to know about the conflicts around the island that your Marines took, and why they needed to take Iwo Jima.Additionally, how should your Marines that survived expect to be treated at home?

While answering those questions, you should also be encountering enough intel to be able complete the brief entirely.  So pay attention by developing some kind of organizer for your notes.  If you don’t answer every question, you are failing your Marines!

If for some reason you feel that the intel provided to you isn’t satisfactory, you will need to find more sources on your own.   Remember, so are a Marine, so adapt and overcome!

The Process

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[Teacher Page] EvaluationHistorical Role Play : Iwo Jima Commander's Briefing

Teacher Name: Mr. Thomson

Student Name:  ________________________________________

CATEGORY 4 3 2 1Role Point‐of‐view, arguments, and solutions 

proposed were consistently in character.Point‐of‐view, arguments, and solutions proposed were often in character.

Point‐of‐view, arguments, and solutions proposed were sometimes in character.

Point‐of‐view, arguments, and solutions proposed were rarely in character.

Historical Accuracy All historical information appeared to be accurate and in chronological order.

Almost all historical information appeared to be accurate and in chronological order.

Most of the historical information was accurate and in chronological order.

Very little of the historical information was accurate and/or in chronological order.

Knowledge Gained Can clearly explain several ways in whichhis character "saw" things differently than other characters and can clearly explain why.

 Can clearly explain several ways in whichhis character "saw" things differently than other characters.

 Can clearly explain one way in which his character "saw" things differently than other characters.

Cannot explain one way in which his character "saw" things differently than other characters.

Required Elements Student included more information than was required.

Student included all information that wasrequired.

 Student included most information that was required.

Student included less information than was required.

Props/Costume Student uses several props (could includecostume) that accurately fit the period, show considerable work/creativity and make the presentation better.

 Student uses 1‐2 props that accurately fitthe period, and make the presentation better.

 Student uses 1‐2 props which make the presentation better.

The student uses no props OR the props chosen detract from the presentation.

Date Created: Mar 24, 2008 12:44 pm (CDT)

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[Teacher Page]

Through preparing and delivering this battle‐brief, you have accomplished quite a bit of learning.  You should feel comfortable with your knowledge of Iwo Jima.  But more importantly, you should be able to take this battle as representative of other battles in U.S. History.  There was sacrifice. There were heroes. There was glory.  And  there was sadness.  As you learn about wars in your future education, keep what you learned here in mind, and apply it to your future learning.

Conclusion 

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Sources for internet research.http://www.iwojima.com/http://en.wikipedia.org/wiki/Battle_of_Iwo_Jimahttp://www.youtube.com/watch?v=pH9VLn6gCrAhttp://www.nps.gov/archive/wapa/indepth/extContent/usmc/pcn-190-003131-00/sec2.htmhttp://www.u-s-history.com/pages/h1671.htmlhttp://encarta.msn.com/encyclopedia_761565836/iwo_to.htmlhttp://www.historyofwar.org/Maps/IwoJima3m.jpghttp://www.history.navy.mil/photos/events/wwii-pac/iwojima/iwo-0.htmhttp://www.nps.gov/archive/gwmp/usmc.htm

Credit for photosRaising the Flag on Iwo Jima by Joe Rosenthalwww.sligocameraclub.org/?p=91Eagle Globe and anchorwww.eaglecrosskennel.netThank you to all of the previous sites, and the following sites for developing the webquest project.The WebQuest Page and The WebQuest Slideshare Group Additional thanks to Rubistar for providing me with a rubric.

Credits & References

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Teacher Page

A WebQuest for 11th and 12th Grade History Students 

Designed by

Erik Robert [email protected]

Based on a template from The WebQuest Page

Evaluation

Teacher Script

Conclusion

Briefing Iwo Jima

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Teacher Page

This lesson was developed as part of an Education Technology class at Colorado State University in March of 2008.

This lesson provides students with a better historical knowledge by focusing on one particular battle. The benefit of this is that students understand the most base element of battle history, the individual battle, and can then build on that base with a better rounded understanding of war.

The students research and brief the class or teacher on the battle of Iwo Jima after developing a well-rounded understanding of the battle of Iwo Jima.

The students will answer the following important questions during their brief:

You will be expected to brief your Marines on the following:1.) When and where did the battle of Iwo Jima take place?2.) Why was the battle necessary for the U.S. in the conflict?3.) How did the Marines go about taking Iwo Jima from the Japanese?4.) How many men were lost on both sides during the conflict?5.) What is the significance of the photograph that immortalized the battle?6.) What was life like for Marines on the island?7.) What tactics could have been improved on the island?8.) Which tactics were especially helpful in taking the island?9.) What is your overall impression of the battle? (Open ended for a reason, expand!)

Evaluation

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Introduction (Teacher)

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Teacher Page

This project was developed for AP students in U.S. History. Specifically, 11-12 graders would be most appropriate for this assignment because they have the confidence, and responsibility to handle an assignment as in-depth as this.

Students will need the following to complete knowledge to complete this assignment effectively.

Public speaking skillsA base knowledge of U.S. History classes.An understanding of how to use internet sources.Organizational/note-taking skills

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Learners (Teacher)

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Teacher Page

The students will fulfill the following standard in this project:2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.

In addition, students will build upon the following skills that they already posses to some extent:Public speaking skillsOrganizational and note taking skillsResearch skillsSmall scope historical knowledgeWWII fundamental knowledge

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Curriculum Standards (Teacher)

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Teacher Page

The students will be provided with this prompt:

After any major conflict, the leaders within a military unit are expected to inform their men on what happened during the conflict.  You will be doing internet research on the battle of Iwo Jima, and be knowledgeable enough on the battle to present to me a battle‐brief answering the questions introduced in the introduction in conjunction with the following typical battle‐brief topics.  Make sure to weave the answers together so you aren’t repeating yourself!

CasualtiesReasons that the conflict was necessaryWhat went rightWhat could have been improved on.A summary of the battle from beginning to endCongratulations and ThanksWhat to expect from the public when returned to home (how will the general public see the battlePersonal insight into what you thought of the battleWhere you are going next, what you will be doing there, and when you will begin that mission.  

(You may present these details for extra credit and end of battle‐brief presentation)

You may use any method that you wish to present.  If you are using power point, or other electronic media, make sure to let me know in advance so I can prepare accordingly.  A hard copy will be turned in along with the presentation.

Remember, you are the commander.  Speak accurately, speak enthusiastically, and most of all, speak with confidence!

This project should take about a week to prepare sufficiently. It could be tied into a speech class as well to provide adequate presentation time. (Students should fill 5-7 minutes, but are not told how long to present because they should be building that instinct by now.)

This is an individual, take home assignment. Other homework given should be light during this unit so that students can adequately prepare their brief.

Teachers must have basic internet source knowledge to give this assignment effectively. Also, a teacher must be prepared to improvise based on the interest level of the students involved.

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The Process (Teacher)

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Teacher Page

All that is needed to implement this lesson is access to a computer and the internet for each student. However, video camera equipment would be a nice supplement so that students could watch their speech, and correct deficiencies.

The following websites could be used as valuable resources:http://www.iwojima.com/http://en.wikipedia.org/wiki/Battle_of_Iwo_Jimahttp://www.youtube.com/watch?v=pH9VLn6gCrAhttp://history.sandiego.edu/gen/WW2Timeline/LUTZ/iwo.htmlhttp://www.nps.gov/archive/wapa/indepth/extContent/usmc/pcn-190-003131-00/sec2.htm

http://www.u-s-history.com/pages/h1671.htmlhttp://encarta.msn.com/encyclopedia_761565836/iwo_to.htmlhttp://www.historyofwar.org/Maps/IwoJima3m.jpghttp://www.history.navy.mil/photos/events/wwii-pac/iwojima/iwo-0.htmhttp://www.nps.gov/archive/gwmp/usmc.htm

One teacher should be enough to implement this lesson plan. It would, however, be helpful to contact the parents/guardians of the students to make sure that the work gets done. (After all, this is primarily a take-home assignment.)

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The project should be viewed as a success if the student:Demonstrates professionalism and confidenceDemonstrates knowledge of Iwo JimaMakes connections between Iwo Jima and other battlesUnderstands the significance of Iwo JimaRealizes the fact that the Japanese fought well (valuing other cultures)

See Student Page Evaluation for details on how to grade students.

Evaluation

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Evaluation (Teacher)

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Teacher Page

The teacher must follow the following process for the assignment to be effective:Introduce the mission to the students in a fun and exciting way.Then, while you have their attention, go over the details and requirements of the assignment.Expect the following questions:

Will we have class time to do this? noWhy are we doing this? Explain goals of assignment againHow long will the presentation be? Long enough to cover the

requirements without losing attention. (Important that they learn this skill!)Have students email you their parents emails that night, and make sure they know that they can email you along the way with any questions.

From there, it is merely a matter of keeping open lines of communications with students until presentation day. Time management will be an important skill that they will gain during this assignment.

This page is linked to the Process segment off of the Teacher Page

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Teacher Script (Teacher)

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Conclusion (Teacher)

Your students have gained many useful skills and learned important knowledge in this assignment. Hopefully, this assignment provided your students with, at the very least, a working knowledge of Iwo Jima, and how battle life was for soldiers during WWII. Additionally, your students should benefit in the following ways:Increased confidence and public speaking abilityIncreased professionalismCritical thinking skills developmentResource and time management developmentIndependence and self-reliance

[Student Page]

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Credits & References (Teacher)Sources for internet research.http://www.iwojima.com/http://en.wikipedia.org/wiki/Battle_of_Iwo_Jimahttp://www.youtube.com/watch?v=pH9VLn6gCrAhttp://www.nps.gov/archive/wapa/indepth/extContent/usmc/pcn-190-003131-00/sec2.htmhttp://www.u-s-history.com/pages/h1671.htmlhttp://encarta.msn.com/encyclopedia_761565836/iwo_to.htmlhttp://www.historyofwar.org/Maps/IwoJima3m.jpghttp://www.history.navy.mil/photos/events/wwii-pac/iwojima/iwo-0.htmhttp://www.nps.gov/archive/gwmp/usmc.htm

Credit for photosRaising the Flag on Iwo Jima by Joe Rosenthalwww.sligocameraclub.org/?p=91Eagle Globe and anchorwww.eaglecrosskennel.netThank you to all of the previous sites, and the following sites for developing the webquest project.The WebQuest Page and The WebQuest Slideshare Group Additional thanks to Rubistar for providing me with a rubric.