World+War+I+-+Projects

World War I Projects Students will work in small groups, or individually on projects to learn more about World War I. The learning goals for this project are: 1. To gain a better understanding the impact World War I had on America, and the World. 2. To learn how fighting in World War I used new technology to try to break the stalemate of trench warfare. 3. To build cooperative learning skills, and learn how to be part of a team. 4. To practice proper research techniques when developing a presentation

Students may choose to work on their own on this activity, but I recommend you work in groups. If students work on their own, they will have to choose one of the last two projects, the Sgt York activity or the Doughboy activity. The project itself will be an information poster, coupled with an artifact created about World War I. The exception to this is individual projects will not have the artifact. Students will form cooperative groups and will research, create, and present. The final presentation will be a gallery walk, where everyone will present to a small number of people. Here is the breakdown of responsibility

**Leader –** Your task is to ensure everyone can do the following: Meet the due date (four days, including one day of research), present the information **__accurately__**, and everyone stays on task. If any of these items are not met, you will have to help the student to meet them. A leader should lead by example, so help if necessary, but do not do all of the work.

**Artist -** Your task is the creation of the artifact. Some artifacts are very difficult, and you may need the help of your group, so don’t be afraid to ask. You will need to meet the deadline, and be able to present the information to a small group.

**Recorder –** Your job is the creation of the information poster. The poster needs to answer the questions put forth by me. The answers need to be the headings on your poster. You are in charge of the research phase of the project. This poster needs to also have 3-5 pictures. You may print these off of the internet, or draw them.

Students working on their own will not present to the class, but will turn in the poster to me. They will only be graded on the quality of work portion of the rubric. If you have more than 3 people in your group (no more than 5) then there will be extra artists or recorders. You must work as a team, and team work will be part of your grade. Students choosing to work on their own will work under a different rubric.

Students will work in a group to create a battery powered tank, in the style of a WWI tank.  1. What was the purpose of the tank?  2. How successful were tanks?  3. Which countries used tanks, and when were they first used? 4. Give specific details of which tank you are creating || #2 Airplanes of World War I
 * #1 Tanks of World War I

Students will work in a group to create a rubber band powered WWI biplane.  1. What was the purpose of airplanes in WWI?  2. What was an “ace” in WWI?  3. Who were the top scoring aces for each of the major countries (Germany, Austria-Hungary, France, Great Britain, Russia, and the U.S) 4. Give specific details of which airplane you are creating || #3 Propaganda of World War I

Students will work together to create 2 propaganda posters for World War I. <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 1. What is propaganda? <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 2. What was the purpose of propaganda in WWI? <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 3. Print examples of propaganda from countries in WWI and explain their meaning <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 4. What is the “message” of your two posters? ||
 * <span style="display: block; font-family: "Britannic Bold","sans-serif"; font-size: 12pt; text-align: center;">#4 Zeppelins of the Great War

<span style="font-family: "Cambria","serif"; font-size: 9pt;">Students will work together to create a model of a Zeppelin. <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 1. What is a Zeppelin, and which country used them? <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 2. What was the purpose of Zeppelins? <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 3. How successful were Zeppelins? <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 4. How did countries defend against a Zeppelin? || <span style="font-family: "Britannic Bold","sans-serif"; font-size: 12pt;">#5 Trench Warfare of World War I

<span style="font-family: "Cambria","serif"; font-size: 9pt;">Students will work together to create a model of a World War I battlefield. <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 1. Explain the purpose for the following, and its effect on trench warfare- flamethrowers, grenades, machine guns, poison gas, barbed wire, <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 2. What was no man’s land? <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 3. What does the term shell shocked mean? <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 4. Briefly describe life in the trenches of WWI. || <span style="display: block; font-family: "Britannic Bold","sans-serif"; font-size: 12pt; text-align: center;">#6 Submarine Warfare of W W I <span style="font-family: "Cambria","serif"; font-size: 9pt;">As a group, students will work together to make a diorama of a U-Boat sinking a freighter, or being attacked by a convoy. <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 1. What was the purpose of Submarines in WWI? <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 2. Which nations had submarines in WWI? <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 3. What was the German strategy on how subs would help end the war? <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 4. How did you defend against submarines? ||
 * <span style="font-family: "Britannic Bold","sans-serif";">#7 Over There! Music from WWI

<span style="font-family: "Cambria","serif"; font-size: 9pt;">Students will create a music video for the American song Over There! The video will need to be “from the time period”. <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 1. Interpret 3 songs from WWI by telling the nation of origin, the message, and what elements apply to WWI. || <span style="font-family: "Britannic Bold","sans-serif"; font-size: 12pt;">(IND) Biography of Sergeant York

<span style="font-family: "Cambria","serif"; font-size: 9pt;">You will research the life of Sgt. Alvin York, one of America’s heroes. They will create a collection of three journals from different parts of his life. <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 1. Explain what heroic actions he performed? <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 2. Name 6 events in his life before and after the war (3 before 3 after) || <span style="display: block; font-family: "Britannic Bold","sans-serif"; font-size: 12pt; text-align: center;">(IND) Doughboys: The A.E.F. <span style="font-family: "Cambria","serif"; font-size: 9pt;">You will research the life of an American soldier in WWI, or “doughboy”. <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 1. Create a personal narrative describing their role in World War I. <span style="font-family: "Cambria","serif"; font-size: 9pt;"> 2. Have pictures detailing the events of the soldiers life in WWI ||

Rubric for the Cooperative Groups Distinguished || - The Information is accurate and the group shows complete understanding of the topic
 * || Quality of Work || Productivity || Presentation ||
 * 4

- The artifact is completed and is done very well

- The information poster has all questions answered, and contains 5 pictures || - Students work cooperatively and help each other

- Students get along well and do not fight

- Peer evaluations 1-5 1 being poor, 5 being excellent || - Each student presents the information accurately

- All of the questions and pictures on the poster are explained with complete understanding

- The artifact is explained with complete understanding || Proficient || - The Information is accurate and the group shows adequate understanding of the topic
 * 3

- The artifact is completed

- The information poster has all questions answered, and contains 3 pictures || - Students work cooperatively

- Students do not fight

- Peer evaluations 1-5 1 being poor, 5 being excellent || - Each student presents the information accurately

- All of the questions and pictures on the poster are explained with adequate understanding

- The artifact is explained with adequate understanding || Apprentice || - The Information is accurate and the group shows limited understanding of the topic
 * 2

- The artifact is completed

- The information poster has all questions answered, and contains a picture || - Students work, but do not cooperative with each other

- Students do not fight, too much

- Peer evaluations 1-5 1 being poor, 5 being excellent || - Each student presents the information accurately

- All of the questions and pictures on the poster are explained with limited understanding

- The artifact is explained with limited understanding || Novice || - The Information is not accurate and the group shows little understanding of the topic
 * 1

- The artifact is not completed

- The information poster does not have all questions answered, and/or there are no pictures || - Students do not work on the task

- Students fight too much

- Peer evaluations 1-5 1 being poor, 5 being excellent || - Each student does not present the information accurately

- All of the questions and pictures on the poster are explained with little understanding

- The artifact is explained with little understanding ||