Name: Riley Bogema Tennessee Standard



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Name: Riley Bogema
Tennessee Standard

US.59 Identify and locate on a map the Allied and Axis countries and the major theatres of the war.

US.60 Explain United States and Allied wartime strategy and major events of the war, including the Bataan Death March, Midway, “island hopping,” Iwo Jima, and Okinawa.
Class Time Required:

90-minute class block


Objectives:

  1. Student will understand how geography impacted the Pacific War.

  2. Students will understand the goals of the United States “island hopping” strategy.

  3. Students will understand the geography of the Japanese Empire and of the Pacific region.


Procedures
Bell Work

Students will analyze the following map of the Japanese empire and answer the following questions.






  1. List two unique features of Japan’s empire

  2. Consider mainland Japan, why do you think Japan felt the need to build an empire?

After the students analyze the map and answer the two questions. Have a brief discussion on their answers.


Class Work
Break the class into groups of 2-4 students.
Students will be given the reading:
Source: Kowner, R. (2014). Passing the Baton: World War II's Asian Theater and the Coming Age of the Aircraft Carrier. Education About Asia, 19(2), 68-73.
As a group students will read the article and then create an info graphic poster describing the importance of aircraft carriers in the Pacific Theater of World War II.
Their posters must include the following:

  1. Title

  2. Two illustrations

  3. A five to ten sentence summary of the importance of aircraft carriers in the Pacific.

  4. Three key facts on the role aircraft carriers played

  5. Two reasons the geography of the region led to the use of aircraft carriers

Students will work for 45 – 60 minutes on their posters. Encourage them to divide up the project requirements or to establish roles in the group so that they can complete the assignment on time.


Closing
Students will present their projects to the class. Encourage the class to ask questions or as the instructor ask questions geared toward the learning objectives for the lesson.
Evaluation
The student’s projects will be scored using the following rubric.



CATEGORY

50

40

30

20

Content - Accuracy

All the facts on the poster are accurate.

5-6 accurate facts are displayed on the poster.

3-4 accurate facts are displayed on the poster.

Less than 3 accurate facts are displayed on the poster.

Required Elements

The poster includes all required elements

All required elements are included on the poster, except one.

All but two of the required elements are included on the poster.

Several required elements were missing.



Student Handouts:
Students will be given the bell work handout:

Source: [United States.] Army Service Forces. Army Information Branch. Newsmap for the Armed Forces : Japan's empire, its advance and retreat. New York, N.Y.. UNT Digital Library.http://digital.library.unt.edu/ark:/67531/metadc858/. Accessed February 17, 2015.


Students will be given the class work handout:

Source: Kowner, R. (2014). Passing the Baton: World War II's Asian Theater and the Coming Age of the Aircraft Carrier. Education About Asia, 19(2), 68-73.



https://www.asian-studies.org/EAA/EAA-Archives/19/2/1297.pdf
Resources:
[United States.] Army Service Forces. Army Information Branch. Newsmap for the Armed Forces : Japan's empire, its advance and retreat. New York, N.Y.. UNT Digital Library.http://digital.library.unt.edu/ark:/67531/metadc858/. Accessed February 17, 2015.
Kowner, R. (2014). Passing the Baton: World War II's Asian Theater and the Coming Age of the Aircraft Carrier. Education About Asia, 19(2), 68-73.

https://www.asian-studies.org/EAA/EAA-Archives/19/2/1297.pdf


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