World War Two Unit NFHS Nov-Dec

Transcription

1 World War Two Unit NFHS Nov-Dec 16-17

2 World War Two Unit Week 1 Due Nov. 30th Part One Literature The Hiding Place by Corrie Ten Boom 1. Read chapters Think about the numerous people in this book: Corrie, Betsie, Willem, Father, Pickwick, Rolf, etc. As you think through each one s unique personality and reactions to adversity, with who do you find that you identify most? Explain your answer, using specific examples from the book, comparing them to specific examples from your life. 3. Do a word study from the Bible on wisdom. Using a Bible concordance, look up the word wisdom. See where and how this word is used in the Bible. Read Proverbs 4. What is your definition of wisdom? Give at least three specific references from the Bible to support your definition. 4. Based on your definition, who in the book would you consider to be a wise person? Give at least 3 specific examples from the book illustrating the wisdom of the person you chose. 5. Who do you know that you consider to be a wise person? What about this person causes you to think of him or her as wise? Give at least two examples. 6. What did Betsie mean when she said, There are no ifs in God s world? 7. The members of the Ten Boom family and others in their underground operation had strong convictions. A conviction is a strong belief upon which life decisions may be based. How do your convictions influence your choice of movies, music, friends, television shows, etc? Be specific. If you base your decisions about the above choices on who you are with at the time, or what the consequences might be, are you basing your decisions on your convictions? Explain your answer.

3 Part Two History The Rise of Totalitarianism 1. Watch video online. 2. Read pages and in World History. 3. Read pages in Streams. 4. What is the definition of totalitarianism? 5. Below are listed countries that developed totalitarian governments in the years preceding World War Two. Fill out the chart below by describing what went on in each country before the break out of WW2. Nation Ex: Russia Description of important events, people and ideas in this nation before WW2. After WW1 Stalin set up a totalitarian state he ruled the nation with an iron hand through the system of communism. He initiated the Great Purge in the 1930 s and executed or exiled all those he felt were a threat to his rule 8 million were deported to Siberia and 800,000 were executed. He was the first to set up labor camps. Stalin had total control of all media, the arts and education. He used propaganda to control the Russian people. Spain Japan Italy Germany

4 6. What was happening in the United States, Great Britain and France during this same period? While these countries below did not have totalitarianism, they were having trouble between 1918 and the break-out of WW2. Again, fill out the chart for your answer. (see pages in WH) Nation Events, people and ideas in this nation pre-ww2. Great Britain France United States

5 Part Three World War Two Essay and PowerPoint Presentation The project for our WWII unit will be two-fold. First, you will write a fiveparagraph essay on a certain aspect of World War II. Then you will produce a PowerPoint presentation that explains and elaborates on the information in your essay or topic, which you will present to the class. Date December 7th January 4th January 11th Item Due Thesis statement and graphic organizer sent to me by for those writing the essay; outline for the power point for those just doing the power point Rough draft of essay and/or power point if you are not writing an essay sent to me by final draft of essay and make presentations in class Possible Essay Topics: 1. Explain why Operation Barbarossa was one of Hitler s greatest mistakes. 2. Explain why the Asians at first welcomed Japanese invaders and then later turned against them. 3. Explain the impact of the Bataan Death March. 4. Explain the impact of Japanese human biological warfare experimentation. 5. Explain the role of the RAF in the defense of Britain during the Battle of Britain. My topic:

6 Project - Due this week: Gather sources for essay/power point Write thesis statement in class Fill out graphic organizer (Do by to me on the 14 th ) Outline for essay and PowerPoint Start gathering pictures/data for PowerPoint. Movie reviews PICK SIX OF THESE MOVIES FOR WORLD WAR TWO TO WATCH To End All Wars**, Anne Frank Remembered, The Hiding Place, Empire of the Sun, The Desert Fox, A Bridge Too Far, Mrs. Miniver**, Midway, The Longest Day, The Pianist, Tora, Tora, Tora (or others if approved). (** movies are required. If you watched To End All Wars two years ago, you do not need to rewatch it unless you want to.) Please be aware that some of these movies contain bad language and swearing. If there is a historical commentary offered watch the version with that that will help you learn more. You are responsible for ing me the names of the movies watched. If you do not, you will not receive credit. NFHS or Sarah has the movies and you can check them out from us. You will need to watch the movies and answer the following questions over the movies. These are due January 4 th, when you get back from Christmas Break. For four out of the six movies, you watch (** are required), explain in writing of these bullet points: Title of the movie and release date (note the release date might be important to the purpose of the movie.) Historical connection - Describe how the movie expanded your understanding of the period we are studying. Give specific examples. Relate the historical accuracy or inaccuracy using specific examples from the movie Universal theme(s) discuss the theme(s) of the movie what was the writer trying to convey? (see list of themes at end of lesson) What was the worldview portrayed in the movie? Use specific examples.

7 Universal themes of literature: 1. immortality 2. the problem of suffering/pain 3. love & hate 4. anger 5. grief 6. jealousy 7. betrayal 8. power/hunger 9. sacrifice 10. fate 11. obedience 12. death/war 13. friendship 14. happiness 15. human failure 16. human vulnerability 17. forgiveness 18. hopelessness

8 Basic 5-Paragraph Essay Outline I. Paragraph I Introduce topic THESIS STATEMENT: {fact + opinion} II. III. IV. Paragraph II Introduce first supportive idea (A). A. Topic Sentence 1. Evidence 2. Evidence 3. Evidence B. Concluding Sentence Paragraph III Introduce second supportive idea (B). A. Topic Sentence 1. Evidence 2. Evidence 3. Evidence B. Concluding Sentence Paragraph IV Introduce third supportive idea (C). A. Topic Sentence 1. Evidence 2. Evidence 3. Evidence B. Concluding Sentence V. Paragraph V Restate Thesis Statement A. Recap three main supportive ideas B. Overall Concluding Statement

9 RUBRIC FOR ESSAY Name TOPIC GRADE Standard Points Score Ideas: Clearly, adequately and accurately explains an aspect of WW2 its cause, effects and significance contains specific facts, details and examples from history to support the opinion maintains a clear, consistent stand from start to finish explains specific events Organization: Two copies handed in one marked and one clean Graphic organizer is completed and used as a basis for the essay Form of the paper adheres to MLA standards Opening paragraph well-developed, ending in thesis statement (underlined in green on marked copy) Three supporting paragraphs contain a topic sentence (underlined in blue on marked copy) Each paragraph contains strong supporting sentences Concluding paragraph well-developed, beginning with restatement of thesis (underlined in green on marked copy) and final sentence leaves a lasting impact arranges ideas in an organized manner presents reasonable, logical arguments supporting paragraphs refer to the thesis Works Cited page adheres to MLS standards Voice: speaks in a convincing and knowledgeable way shows the writer clearly understands the text wording is appropriate for formal paper o no slang o no contractions o no first person Word Choice: shows that the writer feels strongly about his or her position explains or defines unfamiliar terms/events contains specific nouns and vivid verbs and colorful modifiers o 2 specific nouns marked in o 3 quality adjectives marked in purple o 6 strong verbs marked in yellow, o 2 ly words marked in brown Sentence Fluency: flows smoothly from one idea, transitions used underlined in red

10 no short, choppy sentences or run-ons variety of sentence openers o 1 prepositional opening marked with an A in the margin o 1 ing opener marked with a B in the margin o 1 ly word opener marked with a C in the margin o 1 clause (because, when, since, although, if, while, as, etc.) marked with a D in the margin o 1 VSS (very short sentence 5 words or less) marked E in the margin. o Extra credit: 1 ed word opener marked with F in the margin Conventions: no errors in spelling, grammar and punctuation Total History and Composition Grade 260

11 PowerPoint Presentation Rubric Name Topic Grade Standard Points Score POWERPOINT SLIDES Writing & format Material shows strong understanding of major ideas, is well-researched and is easy to comprehend; completely and adequately explains the subject s connection to WW2 and its significance Material is organized, pages are sequenced logically and relates to the 5- paragraph essay Not too many words on one page; pictures match information on the page and help build understanding of the material Conventions no errors in punctuation, capitalization, grammar, spelling 10 Presentation has a title page with title, author s name and date 10 The presentation has a professional look with an overall graphical theme that appeals to the audience, compliments the information, and each slide is visually neat incorporating a variety of layouts. The presentation has a minimum of 16 slides 10 Copy of PowerPoint has been ed to the teachers on time 10 History and Composition Total 110 POWERPOINT PRESENTATION Speech Was sincere, confident, and dynamic Clearly and effectively explained the pictures and information on each slide; significance of subject was presented Had an effective introduction 10 Did not simply read what was on the screen, but knew the material and maintained key contact with the class 10

12 No fidgeting, good posture throughout 10 Was prepared all materials were present at start of class; showed evidence of practice Used effective vocal delivery (appropriate rate and volume, clear articulation, varied inflection, and no vocal filters um, er, etc.) At the conclusion of presentation checked for understanding of importance of subject via questions or oral quiz, etc ` Speech Total 100