Tara Peach

Title

Canada and the Second World War

Grade Level

Eight

Subject Area

Social Studies

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

Overview:

This lesson is designed to introduce students to Canada’s role in World War II and the impact it had on Canadian society. It allows students the opportunity to improve their research skills by selecting various pieces of information from a variety of sources. Students will use this information that they have researched on their topic, and develop a PowerPoint presentation to demonstrate the knowledge they have gained from doing this research. The various topics assigned can be fairly large, so it is important that the teacher ensure that students keep their number of points to a minimum. The PowerPoint presentation should be no longer than ten slides, ensuring that students do not get caught up in information overload and overwhelm the rest of the student audience. It is also encouraged that students use visuals in their presentation, such as maps, charts, graphs, photos, etc. to help demonstrate the knowledge that they have gained. As well, each group of three students is required to provide their classmates with a summary sheet of their presentation, highlighting all the keys pieces of information from their presentation. It is suggested that the summary sheet is no longer than one page and is typed word document. Visuals may also be copied into the summary sheet.

Assumptions of Prior Knowledge / Learning:

By the time students have reached grade eight, many have been exposed to creating PowerPoint’s. A great resource for instruction on creating PowerPoint’s can be found by clicking on the following link: http://lrt.ednet.ns.ca/PD/pdf/powerpt_qs.pdf

A great resource on tutorials for creating graphs using Excel:

http://www.myhrsb.ca/Functions/Curriculum/techint/pd/tutorials/excel.html

Correlations to ICT and curriculum outcomes

Grade 8 Social Studies Outcomes:

8.3.2   Demonstrate an understanding of Canada’s participation in WWII

8.3.3   Analyze the effect of the impact of WWII on Canada and her people

ICT Outcomes:

BOC 9.1 Operate a wide variety of school media, computer, and other educationally appropriate equipment for learning, communication, and the representation of their learning, independently and safely with teacher supervision.

SEHI 9.3 Understand, model, and assume personal responsibility for the acceptable use of copyrighted and other information resources.

PTS 9.3 Explore the curriculum through a wide range of print and electronic forms; accessing and processing information by means of the specialized techniques associated with the technology they select.

PTS 9.5 Develop multimedia presentations, based on sound principles of design, with increasing confidence, efficiency and independence.

RPSD 9.2 Create and use electronic charts, maps, tables, graphs, spreadsheets, and databases to collect, analyze and display

data independently.

RPSD 9.9 Accurately and independently cite information sources.

Projected timeline for preparation and for carrying out activities

Three class periods: (estimated based upon periods of approximately 60 minutes each)

Period One: Introduce students to the project. Assign students (groups of three) to one of the nine project themes. Discuss with students the expectations of their presentation. Have students start to conduct research on their assigned topic. If a computer lab is available, have students explore the recommended websites. The information provided in these websites may also be printed off and arranged in packages if no computer lab is available. Students should work on their presentation planner, before moving on to designing their PowerPoint presentation.

Period Two: Students will continue to work through the various resources and put the finishing touches on the presentation planner. By this time, students should also have completed a good portion of their presentation.

Period Three: Students will put the finishing touches on their PowerPoint presentation and now complete a student summary sheet, highlighting all the important pieces of information provided in their presentation.

Equipment Requirements: (computers, software, etc)

Computers with internet access, as well as word processing, presentation, and spreadsheet software, e.g., Microsoft Word, Microsoft Excel, and Microsoft PowerPoint.

Teaching materials provided (Backlines, worksheets, templates, teacher materials)

See Grade Eight Social Studies Text: Canadian Identity – pages 104 – 118.

See World War II Project Resources in instruction.

Resources available for teacher/student use (websites, references, etc)

This document (instructions.rtf) or (instructions.pdf) contains the following:

• Introduction with instructions and expectation
• List of Nine Project Themes with sign up sheet
• World War II Project Resources.
• Student Presentation Planner
• Evaluation Rubric

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

Period One: Introduce students to the project. Assign students (groups of three) to one of the nine project themes. Discuss with students the expectations of their presentation. Have students start to conduct research on their assigned topic. If a computer lab is available, have students explore the recommended websites. The information provided in these websites may also be printed off and arranged in packages if no computer lab is available. Students should work on their presentation planner, before moving on to designing their PowerPoint presentation. If students need to review how to use PowerPoint, a great link is: http://lrt.ednet.ns.ca/PD/pdf/powerpt_qs.pdf Also, if a information session on using excel is needed for making graphs, the following link is excellent: http://www.myhrsb.ca/Functions/Curriculum/techint/pd/tutorials/excel.html

Period Two: Students will continue to work through the various resources and put the finishing touches on the presentation planner. By the end of this period, students should also have completed a good portion of their presentation. Provide students with assistance when they are trying to use their information and rephrase it into their own words.

Period Three: Students will put the finishing touches on their PowerPoint presentation and now complete a student summary sheet, highlighting all the important pieces of information provided in their presentation. The summary sheet should be typed, and include any visuals that are important to this topic. The teacher can photocopy these summary sheets for the students in the class.

Period Four: Groups present their projects, starting with theme number one and ending with theme number nine. After each group has presented, a summary sheet is required for each student in the audience. This not only helps to keep students focused during the presentation, it gives them something to help remember details after the presentation.

Student products expected

A PowerPoint presentation containing tables, charts, and text, with options for the inclusion of graphics and sounds .

A Word Document summarizing the ideas presented in the PowerPoint presentation.

Samples (include teacher notes, assessment information, student work if available)

see Instructions.rtf for assessment information

Logistics (organization, grouping, management issues, access to technology)

This type of project works well as a group project. Groups should be no larger than three people so that all students are actively participating in the assigned task. It is recommended that teachers assign groups to ensure that each topic will be covered effectively and that various groups contain members that have a variety of skills and knowledge. Ideally, each group should have a student who is (a) comfortable with technology, (b) demonstrates excellent organizational and research skills, and (c) demonstrates the ability to use creativity with presentations.

Managing a classroom where students are working independently can be challenging. Be sure that if computer research is going to be used, than a pod or computer lab is available so that all students can be supervised and assisted during this time. A computer lab may not always be available so it is worthwhile to have print resources when students are outlining how they would like to create their presentation.

Students need to be aware of Canadian copyright laws. Here are some suggestions for ensuring that materials used in the presentations comply with copyright:

1. Access “copyright-cleared” materials, e.g., images available through the Images Project (http://imagesproject.ednet.ns.ca/) for use in the project
2. Create your own images and/or sounds for use in the project
3. Ask permission of the copyright holder of a piece of media. This should be done in writing (such as an e-mail) and the permission should be saved and kept with the project. Any restrictions on the permission granted must be followed.

Assessment information (e.g., rubrics for products and/or process)

see Rubric in Instructions document (rtf) or (pdf)

Possible extensions

For Other Conflicts: Select another major conflict and identity Canada’s role in this. How does Canada’s role in this conflict compare to Canada’s role in conflicts which may have occurred prior to World War II or after World War II?

Adaptations for students requiring additional support

One suggested student adaptation would be in decrease the length of the presentation required. Also, teachers may want to be more specific with some students as to what should be included on each slide. To limit confusion for some, teachers may also want to help some students to choose important pieces of information for their presentation.