A WebQuest on

World War II


Your Task / Roles / Resources / Internment of Japanese-Americans / Role of U.S. Women / Holocaust / Bombing of Hiroshima and Nagasaki / Evaluation / Note to Teachers on Standards / About the Author



Now that you have studied World War II, your culminating assignment will be to explore one major aspect of the war in more depth.

Your Task

  You are a team of news reporters for a local TV station.  Your town has decided to commemorate World War II this year.  Your task is to present a 10 to 25-minute special broadcast on the war.  Each member of the team has a different job, but you will be working together to produce the final project.

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    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.

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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:

All Areas:

Electronic Resources:
Print Resources:
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

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I.  The Internment of Japanese-Americans          

  during World War II.

Electronic Resources:
Children of the Camps Confinement and Ethnicity: An Overview of Japanese-American Relocation Sites
Family Album Project Internment of San Francisco Japanese
Print Resources:
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

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II. The Role of  U.S. Women during the War

Electronic Resources:
What Did You Do in the War, Grandma? Women Come to the Front
WASP-WWII Women in the Military and Nurses
Print Resources:
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

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III. The Holocaust

Electronic Resources:
Holocaust Timeline U. S. Holocaust Memorial Museum
Holocaust History Project Auschwitz Alphabet
Print Resources:
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

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IV.  The Bombing of Hiroshima and Nagasaki

Electronic Resources:
The Hiroshima Tapes Remembering Nagasaki
Atomic Bomb: Decision Hiroshima Archive
Hiroshima: Was It Necessary?  
Print Resources:
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

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Evaluation Percentages

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%.

Evaluation Rubric

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.

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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.

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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.