Teacher Name: Mary Ann Wilson Grade level(s) 10th Course: Global Studies cpii & H



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1948 Lesson Plan


Teacher Name: Mary Ann Wilson Grade level(s) 10th Course: Global Studies CPII & H

Describe the classroom or homework activity to be performed (individual assignment, cooperative learning, cross curricular, technology based, using artifacts and/or primary sources, etc.)


The student will complete a project creating a PhotoStory describing an event of the Berlin Airlift. They may concentrate on the personalities of the airlift, the German people, The Soviet response to the post-war world, etc. _______________________________________________________________________________
Rationale (why are you doing this?)
The students gain a personal attachment to the story of the Airlift when they are given an assignment that allows them to delve into the various dramas of this cat and mouse game. I firmly believe that students should be accountable for some part of their educational experience and by delving into some type of this story themselves, they gain a sense of ownership.

_____________________________________________________________


Required time frame: 2-3 weeks.

From where in this conference did you get the idea for this activity or assignment (speaker, document, photograph, activity, audio recording, other)?

I was very interested in this topic before I heard the speakers and now that I have heard personal stories, this topic that has come alive. I think my students will also find this to be as interesting as I do.

_____________________________________________________________________________


Lesson objectives – the student will…


  • Gain an understanding of the significance of the Berlin Airlift in the scope of world politics and the Cold War.

  • Create an interesting technological experience revolving around the Berlin Airlift.

  • Present a well composed oral presentation describing the contribution and significance of the topic of their assignment.

  • Conduct research using appropriate historical sources, analyzing the documents for validity and accuracy of information. ____________________________________________________________________________

District, state, or national performance and knowledge standards/goals/skills met (be specific when referencing):


South Carolina State Standards for Global Studies:


  • infer the difference between the ideologies of Communism, Democracy, Fascism, Nazism and describe the impact of the particular leaders who represented each of these particular styles of government during the 20th century.




  • analyze the long-lasting effect of the World War II, including the Holocaust, the moral implications of modern military technology (atomic bomb), the human costs of war, and the establishment of democratic and communist governments throughout Europe and Asia; propose solutions to these problems.



  • demonstrate an understanding of the effects of economic, geographic, and political interactions that have taken place throughout the world from the period of the Cold War to the present day




  • summarize the effects of the Cold War, including the competition for power between the U. S. and the USSR.

Secondary materials (book, article, video documentary, etc.) needed – cite title and other detailed information:



  • Book: Prentiss Hall: World History Patterns of Interaction

  • Book: Gordan’s World History

  • Various internet sources (documented) for the visuals of the Airlift. (The Truman Library would be a great source! )

  • Depending topic choice, research materials will vary….information on the Airlift, the people of the Airlift (American leaders in Berlin and America, Soviet leadership, pilots..)

Primary sources (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed – cite detailed information:



  • Primary sources will vary from topic to topic. Photos and documents from sites such as the Truman Library will be integral to the completion of this assignment.

Documents from the Truman: (http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/index.php?action=docs)

Photos from the Truman: (http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/index.php?action=photographs)




  • Photographs: http://members.tripod.com/~Michael_Coleman/page2.html

  • Newsreel footage of the Berlin Airlift on Teacher Tube:

http://www.teachertube.com/search_result.php?search_id=berlin+airlift&search_typ=search_videos
Technology required:
Laptop or other computer resource,

Computer program PhotoStory 3,

LCD to project presentations for class discussions

Fully describe the activity or assignment in detail. What will both you and the students do?


After there has been a complete discussion of the Berlin Airlift, describing the events of the Airlift, looking at the people of the Airlift, etc, divide the students into groups of three and assign the groups one of the following topics: Harry Truman and the Presidential response to the Airlift, Joseph Stalin and the Soviet justification of the blockade, Lucius Clay, Curtis Lemay, William Tunner, Berlin Airlift Pilots: ex. Gail Halverson…….The students will be given approximately 2 weeks to complete the research and create a visual display of their project through PhotoStory 3. They will present this visual in class with an oral presentation explaining the significance of the topic.


Assessment: fully explain your assessment method in detail or create and attach your scoring guide:

Please see attached rubric.




Digital Storytelling: Berlin Air Lift


Teacher Name: Ms. Wilson


Student Name:     ________________________________________



CATEGORY

 "A" Project

"B" Project

"C" Project

"D" Project

Images

Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.

Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.

An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.

Little or no attempt to use images to create an appropriate atmosphere/tone.

Point of View - Awareness of Audience

Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.

Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.

Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.

Limited awareness of the needs and interests of the target audience.

Soundtrack - Emotion

Music stirs a rich emotional response that matches the story line well.

Music stirs a rich emotional response that somewhat matches the story line.

Music is ok, and not distracting, but it does not add much to the story.

Music is distracting, inappropriate, OR was not used.

Historical Accuracy

Story is 100% historically accurate.

Story is 90% historically accurate

Story is 80% accurate.

Story is 70% historically accurate.

Technical

Story is free of technical issues and displays content with no problems.

Story is flawed with few technical problems that causes a less than ejoyable viewing experience.

Story is difficult to view because of technical issues.

Story will not view without technical overhaul.

Creativity

Story is pleasing to view because of effort to create a visual and auditory stimulating experience.

Story is somewhat creative and is not boring.

Story is created to fulfill expectations.

Story is less than the standard, does not make any effort to make the viewer wish to watch.

Sources for attached PhotoStory: All sites were accessed between 7/11/08 and 7/15
http://www.trumanlibrary.org/photographs/83-175.jpg photo 1-5
http://www.konnections.com/airlift/hstpot.htm Truman and Potsdam
http://www.konnections.com/airlift/clemay.htm Curtis LeMay
http://www.konnections.com/airlift/candy.htm Gail Halverson
http://www.konnections.com/airlift/jakintro.htm Political Cartoons
http://www.konnections.com/airlift/berlin.htm map of Airlift
http://www.konnections.com/airlift/lclay.htm Lucius Clay
http://www.konnections.com/airlift/wtunner.htm William Tunner
http://www.konnections.com/airlift/wtunner.htm Berlin Pics 6-10
http://www.konnections.com/airlift/clay1.jpg Clay and Truman
http://www.konnections.com/airlift/clay1.jpg Clay
http://www.konnections.com/airlift/clay3.jpg Clay and Truman
http://josephcparrish.com/berlin_airlift_02.jpg Berlin Airlift 11
http://cairsweb.llgc.org.uk/images/ilw1/ilw1094.gif PoliticalCartoon
http//images.google.com/imgres?imgurl=http://www.authentichistory.com Pictures 11
http://www.historywiz.com/images/coldwar/berlinairlift.jpg Picture 12
www.trumanlibrary.org picture 14
www.trumanlibrary.org Gail Halverson 2, 3
http://warandgame.files.wordpress.com/2008/05/tempc56c.jpg Berlin Airlift 15
http://faculty.umf.maine.edu/~walters/web%20104/cold%20war%20berlin%20airlift.jpeg Berlin Airlift 16

http://greyfalcon.us/restored/myPictures/dhm1196.jpg Painting
www.historicaldocuments.com germany surrenders
www.canadianheroes.org germany surrenders 2
www.ilnprints.co.uk berlin blockade
http://www.berlin-brigade.de/honor/honor2.html Berlin 1948
http://www.dhm.de/ENGLISH/sammlungen/bildarchiv/III/gronefeld.html Berlin 1948 2
http://www.transchool.eustis.army.mil/Museum/BerAirLift.htm Milk Poster
www.24hourmuseum.org.uk/.../images/2005_1053.JPG Churchill and the Iron Curtain
www.alternatehistory.com/discussion.com Map of communist Europe
http://www.white-history.com/hwr34i_files/praspr.jpeg Communist takeover of Czech
www.ladlass.com/intel/archives/images/berlin2.jpg Berlin is closed
www.afa.org/magazine/June1998/0698berlin4.gif Berlin is free
http://images.google.com/imgres?imgurl=http://cache.viewimages.com Plane crash
Music Downloads: http://www.best-otr.com/Best-OTRMusic.html songs Al Jolson’s “I’m Sitting on Top of the World”, Duke Ellington’s “The Mooche”, and Louie Armstrong and His Hot Five’s “Don’t Jive Me”


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