K-12 Blended and Online Learning

Overall Unit Information (Required for MOOC participants)

Unit or Course Goal(s)

This unit involves a blended learning model known as the “flipped” classroom. Students in this class will engage in self-paced learning inside and outside of the classroom through a series of online learning videos and resources. The flipped classroom model gives teachers the chance to help more students in the learning process than they could ever do for a large group of students.

Face-to-face meetings allow everyone to come together in the physical environment for teacher facilitation of student-centered learning projects that reinforce the module content. The central repository and online meeting place for the teacher and students is hosted through Edmodo , an educational social media site. VoiceThread discussions will be used each week as a part of student participation in learning.

Within Modules 1, students will explore various learning resources needed to explain how the Great Depression affected the lives of millions of Americans. In Module 2, students will examine how the New Deal helped Americans recover from the Great Depression. Within Module 3, students will explore the reasons for America’s involvement in World War II. Also, students will investigate opportunity costs and their relationship to decision-making, such as decisions to ration goods during WWII.

To demonstrate their understanding of these modules, they will be developing various individual and group evidences (as explained in the following modules) of their learning to be submitted either online, or shared with the whole class during face-to-face class time. Weekly online quizzes and module tests will be conducted during face-to-face class time and results provided within 24 hours. Rubrics, project guidelines, and exemplars are provided online for viewing on the Edmodo class website. Accommodations are provided for students in the ESOL or Special Education programs as determined by individual need.

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Standards Name of standards: Georgia Performance StandardsLink to standards: 5 th Grade Social Studies Standards Location information: Title I Elementary School in North Georgia, USAGrade/Year: 5th grade Subject: Social Studies Standard (as written):

SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.

Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.

Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, the Works Progress Administration, and the Tennessee Valley Authority.

Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.

SS5H6 The student will explain the reasons for America’s involvement in World War II. Describe Germany’s aggression in Europe and Japan’s aggression in Asia.

Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.

Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler. Describe the effects of rationing and the changing role of women and African- Americans; include

“Rosie the Riveter” and the Tuskegee Airmen. Explain the U.S. role in the formation of the United Nations.

SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

Describe opportunity costs and their relationship to decision-making across time (such as decisions to ration goods during WWII).

SS5G1 The student will locate important places in the United States. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

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Learner Characteristics

Students live in the Cherokee County School District located in the southeastern state of Georgia in the USA. The majority of the students are English Language Learners of Latino descent. A majority of the students come from lower SES households. The majority of the students have immigrated with their families from Mexico, Honduras, Columbia, and Guatemala. 25% of the students are in Special Education

and have an IEP. Students have completed the 4th grade History curriculum as required by our Georgia

state assessments. They are ready to begin learning more about American history and prepare to make a successful transition to middle school at the end of the year.

Technology requirements

Students should have the following tools available at home for study: 1. Internet connected computer (Dial up is too slow for the videos)2. Edmodo Student account to access the class’s social learning site 3. Nearpod Student Username that is unique for assessment purposes4. Keyboard and mouse to communicate and navigate the computer 5. Headphones to plug into the computer to listen to videos 6. VoiceThread account for weekly discussions on learning modules

Students that are bringing their own Wi-Fi capable learning devices from home must review the BYLD policy and guidelines with their parents as well as the Internet Usage & Acceptable Usage Guidelines mentioned in the sections above. Technology support is provided by the school district only for the school- owned technology equipment. Therefore, the school is unable to provide technology support to students that bring their own learning devices to school. Any students without reliable computer access in their homes will have the opportunity to use the computers in the classroom to review the learning content for half of the class time every day. No one is left out!

Prerequisite Skills

6th grade reading proficiency (differentiation provided) Edmodo for group project collaborations & VoiceThread usageSafe and effective Internet research and navigation (information literacy skill) PC computer use and/or mobile device usage (for BYLD purposes, if applicable) Social media usage skills (for using Edmodo)NearPod navigational skills for online learning modules & online assessmentsPrezi navigational and basic designing skills using templates provided on the websiteRecording podcasts and narrating presentations on Prezi or PowerPoint.

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Introductory Communication Plans

Complete self-paced learning module & online quiz on NearPod every week. (Monitored online) Participate in the VoiceThread discussion on module content weekly. (By Wednesday at 8pm) Respond to at least one of their peers’ reflection postings each week. (By Wednesday at 8pm) Work with the assigned group to complete the module projects. (Monitored in & out of class) Come prepared for weekly class meetings with all required materials. Participate in study groups for online Unit Review Tests & CRCT reviews. (Monitored in class) Complete the module weekly quiz in a timely manner and submit for grading on Fridays. Note: Assessment results are provided to students within 24 hours of completion. Provide peer feedback using the required forms on Fridays during Project Sharing time. All online and in-person communication must adhere to the guidelines outlined in the syllabus for

the class. Teacher communication policy is also included within the syllabus.

Universal Design Principles Considered

Multiple forms of representation: websites, videos, visual presentation, textbook, audioMultiple forms of expression: quizzes, forums, reflections, creative writing, drama Multiple forms of engagement: forums, reflections, class dramatic presentation, oral presentation, visual presentation, peer & teacher feedback

Number of Modules or Weeks

This unit comprises three learning modules that are each two weeks in length for a total of six weeks. New modules are accessible at the end of each two-week module. Each week’s VoiceThread discussion participation, reflection posts, and peer responses are due on Wednesday evening by 8pm. Module quizzes and student projects are due on Fridays according to the schedule available for online review on the Edmodo class website.

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Module 1 Week 1 Plan (Note: “module” and “lesson” used interchangeably) (Required for MOOC participants)

Module Objective(s)

SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.

Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.

The students will be able to identify the reasons why the United States fell into an economic depression now known as The Great Depression. The students will demonstrate their understanding of the events of Black Tuesday and how this stock market crash crippled the nation by creating a radio broadcast outlining the details of the day and its aftermath.

Essential Questions: Why did the stock market crash on Black Tuesday in 1929? How did lives change in America during the Great Depression? How did Americans survive during the Great Depression? How does the Great Depression affect our lives today?

Module Assessment(s)

1. Nearpod Quiz about causes of the Stock Market Crash of 1929, identifying Herbert Hoover, and the purpose of the soup kitchens during this time.

2. VoiceThread Discussion forum:

Why did the stock market crash on Black Tuesday in 1929? How did lives change in America during the Great Depression? Why did many Americans dislike President Hoover?

3. Reflection on Edmodo How did families and communities help each other during the Great Depression?

(See rubric on reflection postings & peer responses posted on Edmodo)

4. Project designs and schedules Radio Announcement Broadcast (created by assigned students groups)

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Description of Learning Activities

Explore websites about Black Tuesday & the Great Depression, and watch the assigned videos in Learning Module.

Review the review broadcasting project guidelines with the teacher in class. Compose a reflection based on their learning answering the essential questions asked by the teacher &

provide feedback for at least one peer on Edmodo. Read the Great Depression overview in their textbook and participate in VoiceThread discussion moderated

by the teacher and write their weekly reflection post. Collaborate with the student groups to develop and record their radio broadcasts. Complete the weekly quiz on Friday during class & share their broadcasts. Provide feedback to the student groups using the required form.

Formative Evaluation & Feedback

Mid-week check-in with each student on Wednesday & mid-week check on group projects.Reflection posting & peer feedback monitored by teacher and assessed on Wednesday.VoiceThread participation assessed using rubric to determine understanding of reading.Module weekly quiz completed Friday during class with feedback provided within 24 hours online.

Physical Learning Materials

District-provided textbook for study & reading, and peer feedback forms for Project Sharing

Digital Learning Objects

The-Great-Depression

The Stock Market Crash of 1929

Hiawatha Elementary School: The Great Depression Resources

The Great Depression: A Woman's Voice (Georgia Oral History)

Interviews with Survivors of the Great Depression

Soup Kitchen & Great Depression Video Clips

NearPod Module Presentation with embedded media & resources NearPod Quiz for the Module Edmodo Modules with Rubrics, Guidelines, and Exemplars as needed Edmodo Module Reflection Forum for Students VoiceThread Discussion facilitated by the teacher

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Plans for Differentiation

Students with limited English proficiency or a reading level below 5hth grade will be supported using a modified reflection rubrics. An outline of notes for the module if needed according to each student’s IEP. Class meeting times will be used for facilitation purposes to ensure all students are progressing in their learning. Study buddies will be used for ELL students, and student groups will be assigned in a way that maximizes the opportunities for success of all students.

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Module 1 Week 2 Plan (Optional for MOOC participants) Self-Check

Module Objective(s)

SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.

Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.

The students will examine the affects of the Dust Bowl on the lives of many Americans, explore the shantytowns dubbed “Hoovervilles,” and determine why they had been named after President Hoover. Students will identify at least 4 ways that individuals survived during the Great Depression. The students will write a letter outlining how they are surviving to President Hoover in order to demonstrate their understanding of what life was like for these individuals. (They will write their letter from the viewpoint of their created character).

See A1 & A2

Module Assessment(s)

1. Nearpod Quiz about causes of the Dust Bowl, its effects on Americans & the American response to President Hoover & the lives of many Americans living in Hoovervilles

2. VoiceThread Discussion forum:

How did the Dust Bowl affect the lives of many Americans? Why did many Americans dislike President Hoover?

(See rubric on participation posted on Edmodo)

3. Reflection on Edmodo How did the Great Depression affect the lives of your family members? Alternative question: How would you survive during the Great Depression?

4. Project designs and schedules

Great Depression Character Profile & Letter to President Hoover (individual project) (See specific project plan guidelines & rubrics posted on Edmodo)

See A2 A3 C1 C2 & C5

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Description of Learning Activities

Explore websites about the Dust Bowl, President Hoover, Hoovervilles and watch the assigned videos in Learning Module.

Review the character project & letter guidelines with the teacher in class. Compose a reflection based on their learning answering the essential questions asked by

the teacher & provide feedback for at least one peer on Edmodo. Read the Dust Bowl & Hooverville section in their textbook and participate in VoiceThread

discussion moderated by the teacher and write their weekly reflection post. Participate in the Soup Kitchen experience & research information to use for their Great

Depression Character Profile and Letter to President Hoover. Complete the weekly quiz on Friday during class & post their profiles/letters online. Provide peer feedback for their peer’s letters using the rubric online.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

Mid-week check-in with each student on Wednesday & mid-week check on group projects.Reflection posting & peer feedback monitored by teacher and assessed on Wednesday.VoiceThread participation assessed using rubric to determine understanding of reading.Module weekly quiz completed Friday during class with feedback provided within 24 hours online.

See A3 C1 C3 & C5

Physical Learning Materials

District-provided textbook for study & reading, and peer feedback forms for Project SharingSoup kitchen items & food: Broth-based soup that can be “stretched” vegetable soup works well, cheap white bread, plastic spoons, bowls, napkins, Crock-Pot for heating the soup, big ladle

See A3, A9, B1, B4, & B6

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Digital Learning Objects

Hobos of the Great Depression - Big Rock Candy Mountain

Hobos of the Great Depression - Big Rock Candy Mountain

The Dust Bowl Interactive Website (from film by Ken Burns)

Farming in the 1930s Oral Histories from Dust Bowl Era

Welcome to Hooverville

President Herbert Hoover and the Great Depression

Soup Kitchen & Great Depression Video Clips

NearPod Module Presentation with embedded media & resources NearPod Quiz for the Module Edmodo Modules with Rubrics, Guidelines, and Exemplars as needed Edmodo Module Reflection Forum for Students VoiceThread Discussion facilitated by the teacher

See A3, A9, B1, B4, & B6

Plans for Differentiation

Students with limited English proficiency or a reading level below 5hth grade will be supported using a modified reflection rubrics. An outline of notes for the module if needed according to each student’s IEP. Class meeting times will be used for facilitation purposes to ensure all students are progressing in their learning. Study buddies will be used for ELL students, and student groups will be assigned in a way that maximizes the opportunities for success of all students.

See B1 B4 & B6

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Module 2 Plan Week 1 (Optional for MOOC participants) Self-Check

Module Objective(s)

SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.

Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, the Works Progress Administration, and the Tennessee Valley Authority.

Students will explore the main features of Roosevelt’s New Deal programs that helped America regain her footing by collaborating in small groups to create a Prezi about the CCC, WPA, or TVA to share with the other 5th grade classrooms.

Essential Questions:How did Roosevelt’s New Deal help America get back on its feet?

See A1 & A2

Module Assessment(s)

1. Nearpod Quiz about FDR’s New Deal Programs, the effectiveness of these programs in improving the lives of Americans

2. VoiceThread Discussion forum:

How did Roosevelt’s New Deal program help rebuild the lives of Americans? (See rubric on participation posted on Edmodo)

3. Reflection on Edmodo Please locate online & share a place nearby that was built by New Deal workers.

4. Project designs and schedules

New Deal Prezi (small group project, program assigned by the teacher) (See specific project plan guidelines & rubrics posted on Edmodo)

See A2 A3 C1 C2 & C5

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Description of Learning Activities

Explore websites about the President FDR’s New Deal programs and watch the assigned videos in Learning Module.

Review the New Deal project guidelines with the teacher in class. Compose a reflection based on their learning answering the essential questions asked by

the teacher & provide feedback for at least one peer on Edmodo. Read the New Deal section in their textbook and participate in VoiceThread discussion

moderated by the teacher and write their weekly reflection post. Participate in their small groups to complete the New Deal Prezis. Complete the weekly quiz on Friday during class & review each group’s Prezi online. Provide peer feedback for each group’s Prezis using the rubric online.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

Mid-week check-in with each student on Wednesday & mid-week check on group projects.Reflection posting & peer feedback monitored by teacher and assessed on Wednesday.VoiceThread participation assessed using rubric to determine understanding of reading.Module weekly quiz completed Friday during class with feedback provided within 24 hours online.

See A3 C1 C3 & C5

Physical Learning Materials

District-provided textbook for study & reading, and peer feedback forms for Project Sharing See A3, A9, B1, B4, & B6

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Digital Learning Objects

The New Deal Weebly Information Page

New Deal: We Work Again - 1930's

New Deal - 1930's Government Promotional Video

History Channel: The New Deal Videos

History Channel Tennessee Valley Authority

My History Class New Deal Powerpoint

NearPod Module Presentation with embedded media & resources NearPod Quiz for the Module Edmodo Modules with Rubrics, Guidelines, and Exemplars as needed Edmodo Module Reflection Forum for Students VoiceThread Discussion facilitated by the teacher

See A3, A9, B1, B4, & B6

Plans for Differentiation

Students with limited English proficiency or a reading level below 5hth grade will be supported using a modified reflection rubrics. An outline of notes for the module if needed according to each student’s IEP. Class meeting times will be used for facilitation purposes to ensure all students are progressing in their learning. Study buddies will be used for ELL students, and student groups will be assigned in a way that maximizes the opportunities for success of all students.

See B1 B4 & B6

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Module 2 Week 2 Plan (Optional for MOOC participants) Self-Check

Module Objective(s)

SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.

Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.

Students will explore the cultural elements from the 1930s, including Duke Ellington, Margaret Mitchell, and Jesse Owens. Students will collaborate on a video overview of various celebrities from the 1930s that will be uploaded to SchoolTube for public use under the Creative Commons license.

See A1 & A2

Module Assessment(s)

1. Nearpod Quiz about 1930s cultural elements, such as Duke Ellington, Margaret Mitchell, and Jesse Owens.

2. VoiceThread Discussion forum:

How did the 1930s culture icons live on today? (See rubric on participation posted on Edmodo)

3. Reflection on Edmodo Please locate online & share a brief summary about another iconic figure from the

1930s American culture with resources that your peers can also explore online.4. Project designs and schedules

1930s Icon Video (small group project, person must be approved by teacher) (See specific project plan guidelines & rubrics posted on Edmodo)

See A2 A3 C1 C2 & C5

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Description of Learning Activities

Explore websites about the 1930s icons and watch the assigned videos in Learning Module. Review the 1930s video project guidelines with the teacher in class. Compose a reflection based on their learning answering the essential questions asked by

the teacher & provide feedback for at least one peer on Edmodo. Read the 1930s section in their textbook and participate in VoiceThread discussion

moderated by the teacher and write their weekly reflection post. Participate in their small groups to complete their 1930s icon videos for SchoolTube. Complete the weekly quiz on Friday during class & review each group’s video online. Provide peer feedback for each group’s video using the rubric online.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

Mid-week check-in with each student on Wednesday & mid-week check on group projects.Reflection posting & peer feedback monitored by teacher and assessed on Wednesday.VoiceThread participation assessed using rubric to determine understanding of reading.Module weekly quiz completed Friday during class with feedback provided within 24 hours online.

See A3 C1 C3 & C5

Physical Learning Materials

District-provided textbook for study & reading, and peer feedback forms for Project Sharing See A3, A9, B1, B4, & B6

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Digital Learning Objects

Margaret Mitchell Atlanta Hall of Fame

Atlanta's Book - Gone With the Wind

I DONT KNOW WHY I LOVE YOU SO by Duke Ellington 1936

Duke Ellington / Rhapsody in Blue

1935-1936 Jesse Owens

Black History Month- Jesse Owens

Duke Ellington "...I'm Always Dreaming."

Hollywood Thirties List of Celebrity Icons

Hollywood Thirties List of Celebrity Icons #2

NearPod Module Presentation with embedded media & resources NearPod Quiz for the Module Edmodo Modules with Rubrics, Guidelines, and Exemplars as needed Edmodo Module Reflection Forum for Students VoiceThread Discussion facilitated by the teacher

See A3, A9, B1, B4, & B6

Plans for Differentiation

Students with limited English proficiency or a reading level below 5hth grade will be supported using a modified reflection rubrics. An outline of notes for the module if needed according to each student’s IEP. Class meeting times will be used for facilitation purposes to ensure all students are progressing in their learning. Study buddies will be used for ELL students, and student groups will be assigned in a way that maximizes the opportunities for success of all students.

See B1 B4 & B6

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Module 3 Plan Week 1 (Optional for MOOC participants)

Module Objective(s)

SS5H6 The student will explain the reasons for America’s involvement in World War II. Describe Germany’s aggression in Europe and Japan’s aggression in Asia.

Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.

Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.

SS5G1 The student will locate important places in the United States. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA;

Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

Essential Questions:How did the Great Depression in the USA affect Europe?How did WWII begin? Why did the U.S. become involved in WWII?

Module Assessment(s)

1. Nearpod Quiz about America’s involvement in WWII & Germany’s aggression in Europe & Japan’s aggression for Asia.

2. VoiceThread Discussion forum:

How did the Great Depression in the USA affect Europe? How did WWII begin?

(See rubric on participation posted on Edmodo)

3. Reflection on Edmodo Why did the U.S. become involved in WWII?4. Project designs and schedules

World War II Radio News Podcast (See specific project plan guidelines & rubrics posted on Edmodo)

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Description of Learning Activities

Explore websites about the America’s involvement in WWII & Germany’s aggression in Europe & Japan’s aggression. Review the project guidelines with the teacher in class. Compose a reflection based on their learning answering the essential questions asked by the teacher & provide

feedback for at least one peer on Edmodo. Read the WWII beginning sections in their textbook and participate in VoiceThread discussion moderated by the

teacher and write their weekly reflection post. Participate in their small groups to complete their radio podcasts. Complete the weekly quiz on Friday during class & review each group’s video online. Provide peer feedback for each group’s podcast using the rubric online.

Formative Evaluation & Feedback

Mid-week check-in with each student on Wednesday & mid-week check on group projects.Reflection posting & peer feedback monitored by teacher and assessed on Wednesday.VoiceThread participation assessed using rubric to determine understanding of reading.Module weekly quiz completed Friday during class with feedback provided within 24 hours online.

Physical Learning Materials

District-provided textbook for study & reading, and peer feedback forms for Project Sharing

Digital Learning Objects

Pearl Harbor Summary

Dictators Rise to Power

World War II The Road to War

World War II Education-Entertainment – European Theater Animated Presentation

NearPod Module Presentation with embedded media & resources NearPod Quiz for the Module Edmodo Modules with Rubrics, Guidelines, and Exemplars as needed Edmodo Module Reflection Forum for Students VoiceThread Discussion facilitated by the teacher

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Plans for Differentiation

Students with limited English proficiency or a reading level below 5hth grade will be supported using a modified reflection rubrics. An outline of notes for the module if needed according to each student’s IEP. Class meeting times will be used for facilitation purposes to ensure all students are progressing in their learning. Study buddies will be used for ELL students, and student groups will be assigned in a way that maximizes the opportunities for success of all students.

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Module 3 Week 2 Plan (Optional for MOOC participants)

Module Objective(s)

SS5H6 The student will explain the reasons for America’s involvement in World War II. Describe Germany’s aggression in Europe and Japan’s aggression in Asia.

Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.

Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.

SS5G1 The student will locate important places in the United States. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA;

Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL. SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

Describe opportunity costs and their relationship to decision-making across time (such as decisions to ration goods during WWII).

Essential QuestionsHow did the Axis powers show their military strength to the rest of the world?How did life change in America during WWII?How did the Allies gain the upper hand against the Axis powers?

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Module Assessment(s)

1. Nearpod Quiz about America’s involvement in WWII & the basic economic concepts of opportunity costs and rationing during efforts on the Home Front.

2. VoiceThread Discussion forum:

How did life change in America during WWII? (See rubric on participation posted on Edmodo)

3. Reflection on Edmodo How did the Axis powers show their military strength to the rest of the world?

How did the Allies gain the upper hand against the Axis powers?

4. Project designs and schedules

World War II Propaganda Poster (See specific project plan guidelines & rubrics posted on Edmodo)

Description of Learning Activities

Explore websites about the America’s involvement in WWII frontlines and on Home Front---including basic economic concepts of opportunity costs & rationing.

Review the project guidelines with the teacher in class. Compose a reflection based on their learning answering the essential questions asked by the teacher & provide

feedback for at least one peer on Edmodo. Read the WWII sections in their textbook and participate in VoiceThread discussion moderated by the teacher and

write their weekly reflection post. Participate in their small groups to complete their propaganda poster Complete the weekly quiz on Friday during class & review each group’s video online. Provide peer feedback for each group’s propaganda poster using the rubric online.

Formative Evaluation & Feedback

Mid-week check-in with each student on Wednesday & mid-week check on group projects.Reflection posting & peer feedback monitored by teacher and assessed on Wednesday.VoiceThread participation assessed using rubric to determine understanding of reading.Module weekly quiz completed Friday during class with feedback provided within 24 hours online.

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Physical Learning Materials

District-provided textbook for study & reading, and peer feedback forms for Project Sharing

Digital Learning Objects

Rosie the Riveter: Real Women Workers in World War II

Wartime Nutrition (1943)

Churchill - Their Finest Hour (audio slideshow)

$3.99 PowerPoint Product World-War-II-PowerPoint-Presentation-(Editable)

WWII Education/Entertainment Animated Presentation (by tdhoanh)

Victory Garden Radio Announcement WWII 1943

D-Day 6/6/44 - History Channel Footage

VE Day Celebrations (1945)

C-SPAN Japanese Surrender Signing on Missouri

History Channel Battle of Iwo Jima

NearPod Module Presentation with embedded media & resources NearPod Quiz for the Module Edmodo Modules with Rubrics, Guidelines, and Exemplars as needed Edmodo Module Reflection Forum for Students VoiceThread Discussion facilitated by the teacher

Plans for Differentiation

Students with limited English proficiency or a reading level below 5hth grade will be supported using a modified reflection rubrics. An outline of notes for the module if needed according to each student’s IEP. Class meeting times will be used for facilitation purposes to ensure all students are progressing in their learning. Study buddies will be used for ELL students, and student groups will be assigned in a way that maximizes the opportunities for success of all students.

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