The Journalist. Your job is to anchor the newscast. To do this you must take notes on what you find, documenting your sources. You will then write and present the anchor script, introducing the other members of the team as you go along.
The Photographer. Your job is to find and print photos and other graphics that illustrate the war. For each graphic you need to write a caption that explains who, what, where, and when. You will be presenting the graphics throughout the newscast. You need to write a script for your presentation.
The Historian. Your job is to present a timeline for each of the major events studied, and an overall timeline linking all of these events. you also need to write a commentary on the events, telling the audience why they are significant. You need to write a script for your presentation.
All Members. All of you will be keeping a daily journal on each event, in which you record your feelings, ideas, thoughts, questions, and comments, and share them with the other members of the team.
Your team should choose one of the four areas below to cover:
1. the internment of Japanese-Americans
during the war
2. the Holocaust
3. the role of U.S. women during the
war
4. the bombing of Hiroshima and
Nagasaki
Here are some books and websites that will be useful to your research for each area:
| Encyclopedias |
| World Book Encyclopedia (print) and others | Ref 031 Wor |
| World War II Biographies | Ref 940.53 Slo |
| World War II Almanac | Ref 940.53 Slo |
| World war II Primary Sources | Ref 940.53 Slo |
| Children of the Camps | Confinement and Ethnicity: An Overview of Japanese-American Relocation Sites |
| Family Album Project | Internment of San Francisco Japanese |
| Japanese American Internment in American History | 940.53 Fre |
| Life in a Japanese American Internment camp | 940.53 Yan |
| Desert Exile | 921 Uch |
| Issei ad Nisei: The Internment Years | 301.45 Kit |
| I Am an American: A True Story of the Japanese Internment | 940.53 Sta |
| Korematsu v. United States | 323.1 Alo |
| A Child in Prison Camp | 940.54 Tak |
| What Did You Do in the War, Grandma? | Women Come to the Front |
| WASP-WWII | Women in the Military and Nurses |
| We Band of Angels | 940.54 Nor |
| American Women and World War II | 940.53 Wea |
| Doing Our Part: American Women on the Home Front during World War II | 940.53 Sin |
| Mother Was a Gunner's Mate | 921 Win |
| Those Incredible Women of World War II | 940.54 Zei |
| Rosie the Riveter | 331.4 Col |
| Holocaust Timeline | U. S. Holocaust Memorial Museum |
| Holocaust History Project | Auschwitz Alphabet |
| The Holocaust Heroes | 940.53 Fre |
| I Have Lived a Thousand Years: Growing Up in the Holocaust | 921 Jac |
| We Are Witnesses: Five Diaries of Teenagers Who Died in the Holocaust | 920 We |
| Voices of the Holocaust | Ref 940.53 McE |
| Oskar Schindlar | 921 Sch |
| The Death Camps | 940.53 Lac |
| In My Hands: Memories of a Holocaust Rescuer | 921 Opd |
| Auschwitz | 921 Nyi |
| The Hidden Children of the Holocaust | 940.53 Kus |
| The Holocaust Camps | 940.53 Bye |
| Rescue | 940.53 Mel |
| The Holocaust: Understanding and Remembering | 940.53 Str |
IV. The Bombing of Hiroshima
and Nagasaki
| The Hiroshima Tapes | Remembering Nagasaki |
| Atomic Bomb: Decision | Hiroshima Archive |
| Hiroshima: Was It Necessary? |
| Hiroshima | 940.54 Far |
| Day One: Before Hiroshima and After | 940.53 Wyd |
| Hiroshima | 940.54 Her |
| Hiroshima and Nagasaki | 940.54 Fei |
| Hiroshima and Nagasaki | 940.54 Gra |
| President Truman and the Atomic Bomb | 973.918 Ones |
Your journal entries will be worth 30% of your
total score.
Your group presentation will also be worth 30%.
Your notes, documentation of sources, and script-writing will be
worth 20%.
Your ability to be on task and work cooperatively with the other
team members will be worth 20%.
| Task | A | B | C | D | F |
| Journal Entry | Thorough and thoughtful, includes commentary and questions on the research and on the research process. Writes daily and shares with team members. | Only slightly less thorough and thoughtful than an A. | Does an adequate job of covering the material and shows some commentary on both the resssearch and the research process.. | Includes summary of what was found but does not include much original commentary. | Missing or incomplete or didn't follow directions. |
| Group Presentation | Clear, original, confident, easily audible, creative, and thorough coverage. | Same as an A paper except to a slightly lesser extent. | Does an adequate job of covering and presenting the material. May lack some of the clarity, originality or creativity of an A or B. | Has some major weaknesses. | Missing, incomplete, or didn't follow directions. |
| Notes, documentation of sources, and script-writing | Ample notes follow the format taught in class, ditto for documentation of sources. Rough draft of script is written with sufficient elaboration referring to notes only. | Same as an A except for slightly lesser quality. | Minimal notes, generally follows the format for notes and documentation, rough draft is written from notes but the notes may not be elaborated upon sufficiently. | Notes are less than the number required, and there is little elaboration. Documentation of sources may be incorrect. | Few notes, little documentation or incorrect, and is unable to write the script from notes. |
| Team Work: on task and cooperative behavior | Frequently consults with other members of team about the project, and is on task all the time. | Same as A but with a few minor lapses. | Sometimes consults with other members of team, and is usually on task. | Rarely consults with other members of team, and is only on task between 60% and 70% of the time. | Works as an individual or is off task more than 40% of the time. |
Additional notes to help students: Visuals should be clear and attractively presented. The presentation should be appropriate to a TV broadcast, not a school report. Creativity will be rewarded. Props may be used, as well as music, commercials, costumes, etc. Tip: Watch some broadcasts beforehand to get some ideas. Students are to use their time in the library media center wisely - no goofing off. Books as well as internet formats should be used. Tip: Underline the key words in this paragraph and in the rubric and check back frequently to see if you are fulfilling all the requirements.
A Note to Teachers This lesson can be used to cover the following standards:
California State Standards:
Grade 11: U. S. History and
Geography: #11.7: "Students analyze the American
participation in World War II, in terms of: (5) "...the
internment of Japanese Americans"; "the role of
women in military production"; ..."the response of the
administration to Hitler's atrocities against Jews and other
groups,"
(7) "the decision to drop
atomic bombs and the consequences (Hiroshima and Nagasaki)."
Grade 10: World History, Culture, and Geography: #10.8: Students analyze the causes and consequences of the Second World War, in terms of: (5) "the Nazi policy of pursuing racial purity, especially against the European Jews, its transformation into the Final Solution and the Holocaust resulting in the murder of six million Jewish civilians"; (6) "the human costs of the war, with particular attention to the civilian...losses in ...Germany...and Japan."
Information Literacy Standards/ Information Power II:
Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
National Educational Technology Standards (NETS):
Standard 2-1: Students practice responsible use of technology systems, information, and software.
Standard 5-1: Students use technology to locate, evaluate and collect information from a variety of sources.
Copyright Kitty Kroger in April 2000. Last updated February 2002.
About the author: Kitty Kroger is a library media teacher at San Fernando High School in Los Angeles Unified School District.