Wwi Soldier Lesson Plans

Experience of a WWI Soldier By: Kathy Guerra, Amanda Hefner, and Carrie Gillespie Europe Unit: Students will explore Europe’s culture, history, economic system, and government. Grade Level: 6th grade Objective: The students will be able to investigate life as a soldier in WWI through analyzing primary sources and communicating with veterans, descendants of a WWI soldier, and professional historians with a variety of communication tools, including the Internet. They will demonstrate problem-based learning, constructivism, and critical thinking skills through a variety of activities. Materials:  Personal letters of Joseph McNamara, Capt. 111th Field Signal Battalion, 36th Division  Historical photos of Joseph McNamara (Archival – Loaned by A. Hefner)  History and Timeline of the 36th Division  Historical Items Trunk – Loaned by the Texas Military Forces Museum, Austin, TX  Pamphlet (archival) given to soldiers after return from WWI  Oral Histories of Joseph McNamara, by living descending  Texas Military Forces Museum archives concerning WWI and 36th Division.  Miltary.com WWI pages Technology Applications:  Email Curator & Archivist of TMFM with questions  Post and Reply to WWI or Veterans forums on Military.com  Research online for 36th Division history for timeline  Create web pages on topic.  Miltary.com WWI pages Internet Research Sites: Texas Military Forces Museum - http://www.kwanah.com/txmilmus/tnghist20.htm The Story of the American Expeditionary Forces http://www.worldwar1.com/dbc/history.htm Texas National Guard History http://ranger95.crosswinds.net/divisions/divisions_35_thru_39.html WWI Aircraft Fighters - http://www.ww1fighters.com/ WWI Glossary of Terminology - http://horace.ls.net/~newriver/ww1/ww1gloss.htm Army Awards and Decorations - http://www.usarotc.com/awards.htm WWI Web Sites List - http://www.worldwar1.com/links.htm Internet Discussion Groups: Trenches on the Web Forum http://groups.msn.com/TrenchesontheWebWWIDiscussionForum Texas Military History Forum http://groups.yahoo.com/group/Texas_Military_History/

The World At War I Forum - http://pub65.ezboard.com/ftheworldatwar70879frm2

ACTIVITIES 1. Timeline & Map-2 Days Students will examine history of the 36th Division in WWI through the Internet, develop a timeline (using Inspiration Software) of the Division’s experiences, and route their movement throughout the war on a map.

CURRICULUM CONNECTION Social Studies: 6.4A; 6.1B; 6.2A&B; 6.21A,B,&C Technology: 6.A,B,&C; Flow Chart10.D

2. Train Porter Conflict-1 Day Students will examine a letter to Capt. Joseph McNamara from the International and Great Northern Railway explaining the events of his troops assaulting two black train porters. Considering the time period after the Civil War and before Civil Rights movement, students will discuss in a group the actions they would have taken if they were in the situation. Also, discuss how society would have perceived the incident in 1918 and compare it to social perceptions in 1864 and 2002.

Social Studies: 6.21 A,D&E; 6.15D; 619.A; 6.23A,B

3. Research and Communication-3-4 Days Students will connect the timeline they developed to personal letters which contain the experiences of Joseph McNamara, Capt. 111th Field Signal Battalion, 36th Division. In groups, students will be responsible for their own learning through the research of Joseph McNamara’s letters and the communication with his family descendents and 36th Division historians. To accompany their research, they will post informed questions to the Military.com WWI forum and check for updates in order to collect all necessary information to create a product.

Social Studies: 6.13A,B;614A&B 6.21A,B,C,D&E 6.22B,C,D,&E

4. Historical Artifact Enrichment- 1 Day Students will participate in an enrichment activity, exploring the contents and artifacts of a WWI footlocker. They will associate these items with the events and people they have learned about. This includes a thoughtful discussion, which compares equipment and uniforms from the early 1900’s to the new technology & equipment and uniforms soldiers use today.

Social Studies: 6.1B; 6.20A&C;

5. Exploring Past and Present- 2 Days Using the events, artifacts, letters, equipment, and military assignments of Capt. Joseph McNamara, students will correlate the daily life of a soldier serving our country today. Through Internet research, they may collect images, stories and personal accounts of soldiers from each time period.

Social Studies: 6.1B; 6.20A&C;

Technology: 3.A&C; 8.D;10A&D; 6.A,B,&C;

Technology: 6.A,B,C; 8.D

6. Homecoming & Flanders Fields – 2 days From various media resources, students will learn about the epic poem, “Flanders Fields,” and consider the homecoming letters of McNamara, then develop their own vision of a “homecoming” from service to their homeland.

Evaluation: Multimedia Presentation-5 Days (1 Day to present) Students will be evaluated on the completion of a multimedia presentation with proper documentation including the following;  





Timeline and map specific to the 36th Division’s travels and events during WWI. Applying research from letters and online communication with historians or through the military.com forum to their multimedia presentation about the life as a soldier in WWI. Demonstration of problem solving skills by analyzing the Train Porter conflict, considering the time period, social norm, and military status of Capt. McNamara, developing their own resolution with supportive reasoning. Comparison and contrast of life and experiences as a WWI soldier with that of a present day soldier. This includes family, relationships, technological advancements, and hardships of fighting a war.

GRADING RUBRIC: ACTIVITY PARTICIPATION Beginning 1 Timeline Organization

Not organized, events make sense.

Developing

Accomplished

Exemplary

2

3

4

Some organization, Organized, events Good organization, events jumps are somewhat events are logically around, start and jumpy. ordered, sharp end are unclear. sense of beginning and end.

Route Movements On Map Train Porter Conflict Communication s in Groups

No routes provided 1-2 routes mapped. 3-4 routes mapped. 5+ routes mapped. on the map.

Train Porter Conflict Perceptions

No interpretation of Conceives few Some interpretation Excellent conflict based on ideas through of the conflict Interpretation of the different time perspectives of the through the use of conflict by using periods time periods. insight into the various points of different time view and insight period, reflects on into the different some differences. time periods and applying some current events to reflect on differences. No primary Use of 1-2 primary Use of 3 primary Use of 4+ primary sources. and secondary and secondary and secondary sources. sources. sources.

Research

WWI Forum Questions Historical Artifacts Comparison

Exploring Past and Present

Cannot work well Works with others, Works well with Works well with with others in most but has difficulty others, takes part in others, assumes a situations. Cannot sharing decisions most decisions and clear role and share decisions or and responsibilities. contributes fair related responsibilities. share to group. responsibilities, motivates others to do their best.

One post with no 2-3 posts with clear 4-5 posts with clear 5+ posts with clear clear purpose. purpose. purpose. purpose. Unable to make comparison, no commentary, no connection.

Details for Some details are Supporting details comparison are non-supporting for for comparison, somewhat sketchy, comparison, some meets standard minimal commentary, some plus additional commentary, connection. insight. minimal Connections were connection. made regarding the artifacts.

No collection.

Collection of 1-2 Collection of 3-4 Collection of 4+ images stories, or images, stories, or images, stories, or personal accounts. personal accounts. personal accounts.

< 21 = Beginning

22-26 = Developing

27-29 = Accomplished

30-32 = Exemplary

(You could get a traditional score by multiplying by 3 and adding 4 points.)

Self Score Score

MULTIMEDIA PROJECT

Multimedia Presentation Technical

Multimedia Presentation Actual Content Multimedia Presentation Topic Coverage.

Beginning

Developing

1

2

Includes 5 cards or Includes 10 cards less, few graphics or less, fewer than from outside 3 graphics from sources, few outside sources, animations and fewer than 3 advanced features. animations and few advanced features, such as audio/video. None of the four areas addressed.

1 area addressed.

Includes little essential information.

Includes some essential information with few citations and few facts.

Accomplished

Exemplary

3

4

Includes at least 15 cards, at least 3 graphics from outside sources, at least 3 animations and some advanced features such as video.

Includes at least 15 cards, at least 5 more graphics from outside sources, 5 or more animations and several advanced features.

2-3 areas addressed.

All areas addressed.

Self Score

Score

Includes essential Covers topic information with completely and in most sources depth. Includes properly cited. properly cited Includes enough sources and elaboration to give complete audience an information. understanding of Encourages topic. audience to desire more information.

MULTIMEDIA PROJECT CONTENT DETAIL Beginning 1 Timeline - 36th No events specified Division events and Capt. Joseph McNamara letters Research Resolution Train Porter Conflict Compare/Contra st 1.) Equipment, uniforms, or other items, and the life of soldiers then and now 2.) Soldier life, relationships, hardships

No sources No evidence of considering resolution

Developing

Accomplished

Exemplary

2

3

4

5-10 events specified on timeline and corresponding to dates of letters

10-15 events on timeline and corresponding to dates of letters

15+ events on timeline and corresponding to dates of letters

1-2 sources, one primary source used 1-2 reasons, but not supporting resolution

No comparison or Topics mentioned, contrast but no comparison or contrast shown.

3-4 sources, a few 5+ sources, many primary sources primary sources used. 3 reasons, but 3 or more reasons, support is shaky with demonstrated support 1-2 Comparison and contrasts shown between WWI and Modern

3 or more Comparison and contrasts shown between WWI and Modern Day

Self Score Score

ORAL PRESENTATION

Oral Communication of Presentation

Beginning

Developing

1

2

Great difficulty Some difficulty communicating communicating ideas. Poor voice ideas due to voice projection, projection, annunciation, little annunciation, lack preparation or of preparation, or incomplete work. incomplete work.

Accomplished

Exemplary

3

4

Self Score

Communicates Communicates ideas with proper ideas with voice projection, enthusiasm, proper annunciation, voice projection, adequate annunciation, preparation and appropriate delivery. language, and clear delivery.

(The oral presentation may be a stand alone grade. If you would like a traditional grade, multiply by 25.)

Score