Timeline. Understanding Guam s WWII History. Understanding Timelines Lesson Plan. War in the Pacific National Historical Park

Transcription

1 Understanding Timelines Lesson Plan National Park Service U.S. Department of the Interior War in the Pacific National Historical Park Timeline Understanding Guam s WWII History Created By: Evelyn Topasna School: Harry S Truman Elementary School Grade Level: 3rd Content Area: Social Studies Timeline/Length: 1-2 weeks Number of Students: 25 Key Concepts: Students will explore events, pre and post WWII, that occurred on the island of Guam. They will reflect on these events and how it influenced changes on Guam. Vocabulary: World War II (WWII), Timeline, time period, Pre and post, influence, outcomes, origins, One of the many outcomes that came about due to World War II was that the people of Sumay were moved to Santa Rita, hence We are Santa Rita-Sumay. Another outcome is Guam s Annual Liberation Parade celebrated since Photo by fita sarmiento.roberto-guam-liberation Parade GPSS Content Standards/Performance Indicators: 3rd grade: Social Studies: Standard 1: Culture Students learn about the systems of beliefs, knowledge, values, and traditions of various cultures and how those aspects influence human behavior Explain the origins of traditions or customs from other countries that can be found on Guam and in the U.S. today Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. Social Studies: Standard 2: History Students learn how human beings view themselves in and over time Explain the meaning of time periods or dates in historical narratives and use them correctly in speaking and writing. EXAMPLE(S): decade, 19th century, 1600s, Create and interpret time lines. Reading - Standard 2: Reading Comprehension and Analysis of Nonfiction Texts EXPERIENCE YOUR AMERICA

2 Students read a wide range of nonfiction texts to acquire new information, to respond to the demands of society and the workplace, and to learn about themselves and the world Ask questions and support answers by connecting prior knowledge with literal information from the text. EXAMPLE(S): When reading informational materials about science topics or social science subjects, compare what is read to background knowledge about the subject. Language Arts: Standard 4: Writing Purposes, Processes, and Strategies Students use a wide range of strategies and resources to gather and synthesize information and use a variety of writing processes to create and communicate knowledge with a variety of audiences for different purposes Use multiple strategies to generate ideas for writing. EXAMPLE(S): Find ideas for writing stories and descriptions in conversations with others; in books, magazines, or school textbooks; or on the Internet. Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas Write descriptive pieces about people, places, things, or experiences that develop a unified main idea and use details to support the main idea. EXAMPLE(S): Write a description for how to make a galaide' (canoe). Include clear enough directions so that a classmate can make the model. Write a description of a favorite place using clear details so that the reader can picture the place and understand why it is a favorite place. Lesson Overview: Students will learn that when an event occurs it becomes part of history and there will be positive and/or negative outcomes (cause/effect) as a result of the event. The students will research various events that occurred on Guam through timelines and stories. (Students can do this by reading Guam history books, going on line, visiting the T. Stell Newman Visitor Center). Then, students will select a specific event to write a brief a descriptive piece on it s outcomes, influences and origins. Lesson Objectives: In this lesson, students will be able to: list events and its outcomes, influences and origins from various resources (notetaking) of Guam pre and post WWII. create and interpret timelines of Guam pre and post WWII from notes taken. reflect on events, then select one that they will write about. write a descriptive piece on a specific event of Guam pre or post WWII describing its outcomes, influences and origins.

3 Textbooks/Materials/Resources: T Stell Newman Visitor Center in Sumy, Guam Grade level text book (timeline) Guam History Books Kanttan Sumay sung by Helen DeGuzman Procedures: Session 1: 1. Have students take home the Timeline Family Project. This anticipatory activity can help get students excited about learning about timelines. (See attched parent letter and grading sheet.) 2. In a class discussion, the students will begin to study what timelines are and why are they important for learning. Refer to timeline in grade level social studies textbook. In teams, students will interpret timelines provided by the teacher. 3. Then in teams, they will create a simple timeline (teacher discretion - example: a timeline of themselves; a timeline of a school event etc). Session 2: 4. Visit the T. Stell Newman Visitor Center in Sumay, Guam. 5. Students are encouraged to go to the World War II Timeline Stations and pick one event that they think was very important in World War II. 6. Students are instructed to take notes on the important events they see in the exhibit because their notes will be used for the class time line. Session 3: 7. Upon returning to the classroom, students will discuss events that they have read about or heard through their elders manamko or other family members that occurred on Guam pre and post World War II. Teacher will create a timeline that is easily visiable and will write events discussed by students. This will begin the timeline for the students. Students will copy this timeline and add on to it as they work in their groups to research further for more events. 8. In teams, they will finalize a team timeline that will be presented in the closing of the lesson. Session 4: 9. Each student in the team will reflect and select an event that they will write about on their own. Teammates will support each other throughout the writing process. 10. Teacher should provide individual guidance as students are creating their final timeline and throughout the writing process as needed to check for understanding. 11. To wrap up the lesson, each team will present their timeline and share/read-a-loud their descriptive writing in class. Assessment/Evaluation Teacher will observe and guide students while they are taking notes, creating team timelines and during the writing process to check for understanding and progress. Rubric:

4 o Timeline: o Writing: o Presentation: Wrap-Up/Closing Activity Student teams can present their timelines and writing during a parent night, to their classmates or to other classes.

5 Anticipatory Family Project: Timeline Shared by: Elizabeth Chavez and Lucy 2007 IRA Convention in Toronto, Canada Home Project: Creating a Time Line Given out: Due: Creating a time line of your own life can help you organize your memories and come up with good writing ideas. It will help your writing flow from the beginning to end. Look at the following example time line. The numbers represent years. You begin with the year you were born and go up to this year. Above and below the time line you write phrases that tell about events, people, and things that were important to you at different times in your life. Finally, select one the events you remember most and write about it on another sheet of paper. The poster and favorite event will be presented so be sure to practice for your presentation On a poster board, make a time line of your life. Ask your family to help you remember big six events and to share stories about you. You may illustrate a few of your events or use photos to make it more decorative. Instructions: 1. Draw a timeline. You will begin with the year you were born. 2. You will label each year until you end on the right-hand side with this year. 3. Write words or phrases above and below the line that tell about the important events in your life. (You may want to first make a list to help organize your ideas.) 4. Draw a line from the words to the time line to show the year when the event happened. 5. Choose one of your events that you remember best and write about it on a sheet of paper. Make sure that you title your story and illustrate it. *Make sure that your work is neat and your best effort. You will be graded on your neatness and how complete your work is. Be able to explain your timeline for your presentation. Have fun with your memories. Sincerely, The Third Grade Teachers

6 Name: Date: Turned in on time (20 points) Timeline Grade Sheet: Detail- memories are written on the timeline (20 points) Creativity- colorful and detailed pictures or decorations (20 points) Complete Information- a memory from the timeline is written completely (20 points) Directions are followed (20 points) Total points Presentation Grade from the sharing of how the timeline was made and about the memory chosen from the timeline

7 Presentation - Grading Rubric Name(s) Presentation title Criteria Excellent Very Good Good Poor Preparation You clearly put exceptional effort into the preparation and design. You demonstrated very good preparation and design. Your work showed some evidence of preparation. Your work appeared to have been done at the last minute. Visual aids Your visual aids added greatly to the presentation. Your visual aids were clear and helpful. Visual aids were used, but were very wordy or could have been more helpful. Your visual aids were not particularly helpful or were not used. Organization Your presentation was exceptionally logical and superbly organized. Your work had a clear introduction, body and conclusion. Your presentation was generally organized, but lacked some clarity. The work was poorly organized or ideas were presented randomly Articulation Excellent and clear verbal articulation of major and minor points. Explained ideas well. Ideas were stated, but lacked some clarity. Ideas were difficult to understand. Use of examples Abstract ideas were fully supported with clear examples that others understood. Most abstract ideas were supported with examples. Some examples were used. Examples either were not used or were not helpful. Precision Your presentation was laser-focussed on the asisgned topic. Your presentation covered all the main points of the topic. Your presentation covered the topic, but occasionally took detours. Your presentation strayed from the main topic significantly. Time management Your showed exceptional time management skills. Finished within the allotted time. You went over the time limit a little. You seemed unaware of the time or how to manage it. Overall quality Outstanding overall quality. A powerful and memorable presentation. Covered all the main points and it was generally welldelivered. Could have put more effort in during the preparation and design stages to increase overall quality. Generally sloppy. Weak presentation skills. You have the ability to do much better. This grading rubric was developed by Dr. Sarah Elaine Eaton. This work is licensed under a Creative Commons license. You may use it or change it, but you may not sell it or use it for commercial purposes. Please credit the author for her work by mentioning her name as the original creator. For more resources check out the website or the blog

8 Timeline Rubric Student Name: Category Quality of content Included events are important and interesting. No major details are excluded. Most of the included events are important or interesting. One or two major events may be missing. Some events included are trivial, and major events are missing. Many major events are excluded, and too many trivial events are included. Quantity of facts The timeline contains at least 8 10 events related to the topic being studied. The timeline contains at least 6 7 events related to the topic being studied. The timeline contains at least 5 events related to the topic being studied. The timeline contains fewer than 5 events. Accuracy of content Facts are accurate for all events reported on the timeline. Facts are accurate for almost all events reported on the timeline. Facts are accurate for most (~75%) of the events reported on the timeline. Facts are often inaccurate for events reported on the timeline. Sequence of content Events are placed in proper order. Almost all events are placed in proper order. Most (~75%) of the events are placed in proper order. Most events are incorrectly placed on the timeline. Dates An accurate, complete date has been included for each event. An accurate, complete date has been included for almost every event. An accurate date has been included for almost every event. Dates are inaccurate or missing for several events. Sentence fluency Events are clearly described using accurate and vivid language. Events are described well, but language is sometimes vague or inaccurate. Events are not described well and language is often vague or inaccurate. Events are described using vague language or inaccurate information. Mechanics Punctuation, spelling and capitalization were checked by another student and are correct throughout. Punctuation, spelling and capitalization were checked by another student and are mostly correct. Punctuation, spelling, and capitalization are mostly correct, but were not checked by another student. There are many punctuation, spelling, and capitalization errors. Copyright 2004 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes.

9 ORADELL PUBLIC SCHOOL 3 rd and 4 th Grade Writing Rubric NOVICE APPRENTICE PRACTITIONER EXPERT CONTENT & ORGANIZATION! Focus and ideas are unclear! Writing lacks opening, closing and logical sequence! Details and transitions are minimal or lacking! Focus and ideas are somewhat clear! May include opening and/or closing! Attempts to use sequence, details, and logical transitions! Focus is clear and distinct! Evidence of opening and closing! Ideas are communicated through logical sequence, details, descriptive words and transitions! Focus is clear and distinct! Includes sound opening and closing! Ideas are creative and original, reflecting logical sequence! Writing reflects creative expression, exact details, and smooth transitions SENTENCE CONSTRUCTION GRAMMAR & USAGE MECHANICS! Sentences are often incomplete or confusing! Writing lacks structure and detail! Word choice is limited, simplistic and unvaried! Sentences reflect limited or no subject-verb agreement and verb tense, thus confusing the meaning! Capitalization and punctuation are used minimally if at all! Spelling reflects minimal application of phonemic awareness! Sentences are simply constructed! Writer attempts to use detail and vary word choice! Sentences reflect inconsistent subject-verb agreement and verb tense and often require clarification! Capitalization and punctuation are applied intermittently! Spelling reflects some application of phonemic awareness and phonetic principles, and standard spelling! Sentences are complete and detailed! Word choice is fairly varied and descriptive! Sentences generally reflect subject-verb agreement and verb tense! Writer frequently uses other parts of speech! Capitalization and punctuation are generally correct! Spelling reflects regular application of phonetic and standard spelling! Sentences are varied and welldeveloped! Sentences reflect many relevant details and rich word choice! Sentences reflect subjectverb agreement, complex structure, and proper verb tense! Writer uses varied parts of speech! Capitalization and punctuation are consistently correct! Punctuation reflects varied use! Strong command of phonetic and standard spelling UNDERSTANDING THE GRADE 3,4 WRITING RUBRIC *Content and Organization Voice, Focus, Opening and Closing, Sequence of Ideas, Supporting Details, Creative Expression *Sentence Construction Complete sentences, Varied Sentence Structure, Word Choice, Descriptive/Detailed Writing *Grammar and Usage Subject-Verb Agreement, Verb Tense, Clarity of Meaning, Varied Parts of Speech *Writing Mechanics Capitalization, Punctuation, Spelling Fall 2005