SED 464 Signature Assignment

The Project to Start All Projects Grant Proposal

Based off of the
Arizona Technology in Education Association (AzTEA) and CenturyLink
Innovation in Classroom Technology Integration (ICTI) Grant
2014-2015 Project Proposal Template

How did World War 2 affect a generation and their

descendants?

Authored by:
Ashlee Britting - English
Anna Rojas - US History
Jordan Scott - US History
Shawn Glass - US. History
Laura Abate - Biology

School Environment Narrative

Sonoran Schools district is a college prep K-12 scattered throughout Maricopa County.
Approximately 3,000 students attend the academies throughout the valley. 88.4% of the student
population is non-Caucasian. Where 72% are eligible for reduced or no price lunches and
before/after school care. Majority of the students speak two to three languages, with English as
their last language. About 65% of the student population are ELL students.
We are the 9th grade English, history and biology teachers that represent the freshmen core
learning group. Sonoran Science Academy is a K-12 school with 840 students. This school is a
very intimate community with few teachers and administrators. The school has been a C
school since it opened in 2004. Test scores have been slowly decreasing even with the small
class sizes and individual teach time. 51% of 9th graders passed the math portion of the AIMS
test. Only 8% fell far below. The school is very pleased with how little FFB students were
present on the math scores. Sonoran Science Academy is the only C school out of all 9 schools
in the district. 43% of the students fell far below reading on the AIMS. 33% passed the 9th
grade reading portion of AIMS at Sonoran Science Academy, which is below the district average
for 9th grade reading. 41% of the 9th graders passed the writing portion of the AIMS and 8%
fell far below. 26% of the students were in the approaches category.
Sonoran Science Academys reading scores have been the lowest of all scores. To enhance these
reading scores, the school has implemented a Read at Home program where all students must
read for twenty minutes at home and get a reading log signed by their parents. In addition to the
reading program, the students must be able to write summaries about what they read. This
reading comprehensively has shown to improve their reading and writing skills over the AIMS
scores. After two years of implementing this reading program, scores have gone up by 6%.
Writing hasnt shown to improve in the scores yet, and that may be because the lack of typing
essays.
All of the 9th grade classrooms range from 15-20 students each. Class periods are 110 minutes
long and we teach three blocks with a homeroom period at the end of the day. The English,
history and biology teachers collaborate to create a themed curriculum throughout the year. Since
we have had a huge focus on reading, vocabulary and writing, enforcing creative and new
material is important. There is a lack of technology in the classroom for me to assign media
based projects. Similarly, not many of the students have access to technology at home, so much
of our reading and writing is paper based.
A struggle we face is the high amount of Middle Eastern students who are English language
learners. There are approximately 5 students per period who are from other countries such as
Uzbekistan, Turkistan, Turkey, Romania, Bosnia, Russia and Barbados. There is a wide variety

of languages throughout the classroom so group work and activities are more difficult to separate
the students. The students have first languages before English, which creates a strong accent and
multiple challenges in reading. It creates a curiosity for me if they even understand what they are
reading.
Our school has the following technology available for teachers and students:
There are three MAC computers in the front office available for before and after
school use for the students. This is limited to school research and learning
purposes.
There are overhead projectors in each classroom.
Every teacher is provided an older DELL laptop computer
Our school has wireless Internet access. However, since there isnt a projector, smartboard or
computers for the students to use in class, this is solely for the teachers to be on the internet in
their down time.
The teachers utilize the overhead projector as much as possible, as it is our only way of
technology for the students. A lot of teachers will have the students do write-along-with-me
notes. There isnt too much that can be done with an overhead projector though.
The students are very tech savvy with their cell phones and are constantly talking about the new
technology in the media. They get excited and inspired by technology, which is why our school
needs more computers for the students. They need to learn how to use it and create with it.

Introduction
Majority of the students at this school were either born outside of the United States or traveled
here as immigrants or are the first generation in their family to be born in the United States.
However, students can feel a sense of pride in America upon learning how this nation and its
allies helped to stop the horrible atrocities during the war and also putting an end to World War
II. Another factor ELL students have in common is the lack of technology knowledge and social
skills. This unit on World War II focuses on group work and digital research, projects and
presentations. This isnt only an advantage to ELL students. English speaking students alike will
gain the knowledge of their country while creating projects that are a wealth of knowledge for
the future. Students will gain planning, researching, brainstorming, collaboration, technology and
presentation skills from this unit, considered our 9th grade is provided this grant

Applicant Bio
Mrs. Anna Rojas has been teaching History at Sonoran Science Academy for four years. She
earned her Secondary Education Degree from Arizona State University and an Associates in Arts

Degree from Estrella Mountain Community College. Currently Mrs. Rojas is enrolled in the
Masters Program at Arizona State University working on her Masters Degree in School
Administration. Mrs. Rojas is enjoys teaching American History and believes that all students
need to have a clear understanding of their country's history in order to move forward in a
positive direction.
Jordan Scott has been teaching for 4 years at Sonoran Science Academy. Also has experience
interning at another Charter School (North Pointe Preparatory). He has earned a Bachelors
degree in Secondary Education from Arizona State University and an Associates Degree in
Communications from Glendale Community College. Jordan places an emphasis on student
based learning and students actively communicating within the classroom to enhance the
learning experience.
Ashlee Britting has been teaching for 4 years at Sonoran Science Academy. She earned her
Bachelors degree from Arizona State University in Secondary Education. She plans to pursue a
Doctorate to eventually become a principal. Ashlee has a passion to have creative projects so the
students are learning more than just writing and reading. Every project has a purpose with so
much more than just assessment.
Mrs. Laura Abate has been teaching Biology at Sonoran Science Academy for 3 years. She
earned an Associates Degree in Science at Glendale Community College. Abate, also, graduated
from Arizona State University with a Bachelors Degree in Secondary Education. Abate likes to
use hands on instruction to help students learn about biology in the classroom.
Shawn Glass has been teaching History for 3 years at Sonoran Science Academy. He earned his
Associates Degree in Arts at Phoenix College, Bachelors degree in Secondary Education from
Arizona State University and am certified in teaching History and Political Science. Shawn is
currently working on his Masters in Educational Leadership with Arizona State University.
Shawn tries to adapt all required lessons into a project based learning format that integrates
technology.

Anna Rojas
SED 464
U.S History

Need for the project

Sonoran Science Academy students will be learning an overall lesson of World War II and the
understanding of how a war of such magnitude began. This project will consist of a six week unit

and will be taught within our 9th grade block of teachers. In Social Studies class students will be
given a project to create a timeline of World War II events. Students will use their creativity and
critical thinking skills in order to complete this project. Students will also work in their English
class reading literature of that era and learn in their Biology class the effects of burns and what it
does to the skin.

Project Impacts
This ninth grade project here at Sonoran Science Academy will help the students understand the
effects of war. Students will learn the reasons behind the start of World War II and will be able
to connect the historical events to present day issues. In my History class students will be placed
in teams consisting of four students and will be given a specific date and event. Groups will then
research their given topic via the internet and books. Once their research is completed, the
students will be making a short presentation about their topic in front of their class. After they
have completed their presentation they will be placing their information on a WWII class time
line that will be located along the class room wall. Once all topics and events have been
completed, each group will be able to see their collective work along the class room wall. This
activity will help students grow in their ability to work as a team and improve their knowledge of
History.

Learning Goals and Outcomes

This lesson will focus World War II involvement in Europe, the Pacific and in America. Students
will develop awareness to the causes and military actions of WWII by understanding the key
issues and events from the conflict. Students will understand the cause and effect nature of
politics and war. Students will understand the impact war can have on decisions made during a
life and death conflict. Students will understand the significance and impact of the atomic bomb.
In this unit students will research in depth the key events of World War II and will engage
students in assignments involving reading, writing, research, discussions, and projects.

Arizona Department of Education Social Studies Standards:

SSHS-S1C8-02.d: Describe the impact of American involvement in World War II: Japanese,
German, and Italian internments and POW camps
SSHS-S1C8-02.e: Describe the impact of American involvement in World War II: war
mobilization ( e.g., Native American Code-Talkers, minority participation in military units,
media portrayal)
SSHS-S1C8-02.f: Describe the impact of American involvement in World War II: turning points
such as Pearl Harbor, D-Day, Hiroshima/Nagasaki
SSHS-S2C8-05.b: Analyze aspects of World War II: military strategies (e.g., air warfare, atomic
bomb, Russian front, concentration camps)
SSHS-S2C8-05.c: Analyze aspects of World War II: treatment of civilian populations

SSHS-S2C8-05.d: Analyze aspects of World War II: Holocaust

Reading Standards for Literacy in History/Social Studies (RH)

68.RH.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.

Writing Standards for Literacy in History/Social Studies (WHST)

68.WHST.6. Use technology, including the Internet, to produce and publish writing and present
the relationships between information and ideas clearly and efficiently.
68.WHST.8. Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.

Activity

Students will be placed in groups of four

Each group will be given a WWII worksheet
Each group will be given a specific event during WWII and will need to research
their event
Students will decide on five events for their given topic to include in their
research
Students will be given one week to research their events.
Each group will list their top five major facts on a their given worksheet
Students will color and decorate their worksheet
Once the students have completed their research and worksheets, students will
give a short 5 minute presentation of their choice (i.e., poster, video or Power
Point) to the class.
Once completed with their presentations, students will place their worksheets on
the classroom timeline on the wall in chronological order

AssessmentDuring the time the students are working in groups, I will be walking around the class listening
for the students understanding. I will also be able to answer any questions the students may have.
For closure, I will briefly go over any new information from the days lesson and for the last 8
minutes of the period I will instructing the students to write a brief two sentence statement on
what they learned for the day. I will be collecting these statements as their tickets out the door.

TechnologyFor this World War II Unit, I am asking for tablets for all students. Many students do not have
access to a computer once away from school, this way if students have tablets with internet
access they will be able to research their given topics for the class timeline project. I am also in
need of a classroom Smart Board with Projector and teacher computer. I will use the projector
and Smart Board daily to teach new information of the WWII unit and show maps of the world
during WWII and use it as an interactive activity to show past and present country boundaries. A
teacher computer will also help during every day grading and lesson planning. All technology
will continue to be used every day by students and teachers in other classrooms far after this unit
is completed.

Jordan Scott
SED 464
U.S. History

Need for the Project

In a school as diverse as the Sonoran Science Academy, this project which culminates in an oral
report will have many positive benefits for the students. Primarily, by expanding their knowledge
on the topic of World War IIs European theater, the students will be able to better understand
how the different political ideologies and how they impacted cultures during this era. The
number of student group projects planned for this section of the unit will allow the students to
learn by being more involved in the teaching and interacting with their peers. This unit is
designed to get the students communicating with each other in order to facilitate learning as
opposed to the standard lecture.

Project Impact
The impact I would like the students to get from this unit, would be a larger understanding of the
impacts that the European theater had on the overall scope of World War II and the world. The
students will also gain knowledge on how to properly construct presentations in programs such
as PowerPoint and Prezi. This will also teach the students the positive aspects of collaboration
since this project will require the students to work together. This student based learning activity
will benefit the students as it will allow them to not only learn more about the important events
and people of this area, but also to learn to work together and expand on small group
communication skills which the students of this school will benefit from based upon their diverse
backgrounds.

Learning Objective
The students, using the previously mentioned technology, are going to be learning about
important figures, events and political ideologies that shaped the countries involved in the

European theater of World War II. These items are needed to allow the students to research
more information on the required materials.
The Students will analyze aspects of World War II by appraising an important person, event or
political ideology of World War II via an oral report.

Standards
Strand 2: World History
Concept 8: World At War: Global events, economic issues and political ideologies ignited tensions
leading to worldwide military conflagrations and diplomatic confrontations in a context of
development and change.
PO 5. Analyze aspects of World War II:
A- political ideologies (e.g., Totalitarianism, Democracy)
B- military strategies (e.g., air warfare, atomic bomb, Russian front, concentration camps)
C- treatment of civilian populations
D- Holocaust

Student Activities

Power Point Presentations

Movie
Video Clips
Around the World
Football in the Trenches

Assessment

Daily Assessments will consist of one of the following options:

o Matching Worksheets
o Short Answer Questions
o Fill in the Blank Worksheets
At the end of my section the students will complete an oral presentation with a PowerPoint.

Ashlee Britting
SED 464
English

Need for Project:

Doing a 9th grade-wide World War Two curriculum will not only give the students an
abundance of information, it allows for more research, understanding and extensive work into a
project. The students need to learn how to show propaganda per the standards. Using WWII as a
comparison for propaganda is a good way to show how powerful it can be. Using technology to
create models of digital propaganda is a combination of three standards. It is crucial that students
are able to navigate their way through technology, especially since it is the future. Giving the

students a project like such will enable their critical thinking and creativity skills. They will learn
how to use PowerPoint for their presentations and basic website building skills. This will
enhance their knowledge for future projects so the students can excel and impress.

Project Impact:
This project will have a larger effect on the students than just show and tell. They need to
collaborate and create something persuasive. A lot of thought and effort must be included to
receive a good grade. They will be learning communication skills, technology skills, critical
thinking, morale, time management and lastly, about WWII and the literature and propaganda
present during that time. They will learn PowerPoint, word, windows movie maker, weebly and
audacity. These are all programs that the students can carry knowledge from and create projects
for in the future.

Learning Goals and Outcomes:

How much of an effect does propaganda have on thinking of others through media? This is the
question that will drive the students to create meaningful projects. They need to create a visual or
audible product through media and persuasive present their project. After I present different
methods used in language, they will research different methods of propaganda together and at
home settling on one or two methods that they enjoy. Each student will play a part in group work
and must contribute something special.
Students will utilize time in class and if needed at home to work on these projects. They may
need extra time in order to learn these new software that they havent worked with. They will be
learning how to research old media and how to recreate it.

Standards:
ELA-RI-9-10-3 (English Language Arts, Reading Informational Text, Grades 9-10)
Analyze how the author unfolds an analysis or series of ideas or events, including the order in
which the points are made, how they are introduced and developed, and the connections that are
drawn between them. (910.RI.3)
ELA-SL-9-10-5 (English Language Arts, Speaking and Listening, Grades 9-10)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest. (ELA-SL-9-10-5)

Activities:
-

Take notes on propaganda

View different methods of propaganda

Make groups for a project
Research within groups for their project on tablets
Brainstorm their project and outline
Create a song, newscast, podcast, Powerpoint, video, commercial, etc.
Present this project in front of the class
Take notes during each group presentation
Grade each group member on participation
Take a quiz on the different types of propaganda

Assessment: The students will have to present their projects to the class and their group
members will evaluate them on their participation and performance. In addition, the students will
have to take notes on each group presentation and there will be a quiz over the different types of
propaganda. The students will be allowed to use the notes they took during presentations.

Technology: The technology necessary for this unit includes a Smartboard for my
propaganda presentation and note taking, a projector and lastly, 5 Canon cameras for any video
and commercial projects. Microsoft software for video editing and Powerpoint are available for
free online for teachers to access.

Laura Abate
SED 464
Biology

Need for project:

My group is doing our grant on World War II. I am the only biology major in the class so for my
project based learning assignment I am going to teach the students about skin and burns. I will tie
it into the World War II theme by explaining how many soldiers suffered from burns during the
war. I will first teach the students about the different layers of skin and what happens when they
are burned. To do this I will need a projector so I can show the students pictures of burns. The
students will be separated into groups and given a kind of burn (Eg 1st, 2nd, or 3rd.) Each group
will construct a model of human skin with their burn type and have to present it to the class.

Project Impact:
This ninth grade project here at Sonoran Science Academy will help the students understand the
effects of war through biology. Students will discover how to use reading, writing, and
technology in a biology project. This project will help students create their version of skin burns
using facts about skin that they learn during class and their own research. Making a skin model
will require a level of creativity that they sometimes do not have to do in school. Students will be
required to work in groups to help their sharing and listening skills.

Learning Goals and Outcomes:

Due to the amount of people injured during WWII in biology, we are going to learn about one
type of injury. The students will be able to construct a model of the skin: describe the different
parts and what role those parts take in the epidermis. The students will each be able to show on
their model which layer or layers of the skin can be damaged on their model do being burnt
(water loss to the skin cells.)

Standards:
AZ Standards
Strand 4: Life Science
Life Science expands students biological understanding of life by focusing on the
characteristics of living things, the diversity of life, and how organisms and
populations change over time in terms of biological adaptation and genetics. This
understanding includes the relationship of structures to their functions and life
cycles, interrelationships of matter and energy in living organisms, and the
interactions of living organisms with their environment.
Concept 1: The Cell
Understand the role of the cell and cellular processes.
PO 3. Explain the importance of water to cells.

Reading Standards for Literacy in Science and Technical

Subjects (RST)
910.RST.7. Integrate quantitative or technical information expressed in words in a text
into visual form (e.g., a table or chart) and translate information expressed visually or
mathematically (e.g., in an equation) into words.

Writing Standards for Literacy in Science and Technical

Subjects (WHST)
910.WHST.10. Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of
disciplinespecific tasks, purposes, and audiences.

Activities:
The students will take notes on the powerpoint presentation about the different layers of
the skin.
The students to use their tablets to lookup different models of the skin and burns on the
internet.
Students in groups will make a model of skin with their assigned burn types.
Students in groups will present their model to the class.

Assessment:
Students will present their model of skin to the class. Each student will be able to answer any
question the teacher has about the model. (Eg. What is that, What does that do, etc.)

Technology:
Students will use their tablets to research skin and pictures of burns. The teacher will use a
Smartboard and projector during the project to teach the different levels of the skin.

Shawn Glass
SED 464
U.S. History
Project Narrative

Need for the project

As teachers in the 21st century we need to be able to expose our students to new technology
though our instruction and student projects. As a social studies teacher it is critical that we teach
our students how to properly conduct research and how to present their project in new and
creative ways. At Sonoran Science Academy the students do not have access to computers while
at school, additionally our lessons are limited in the how much technology we can use. For this
reason this project is critical for the students growth and understanding of technology.

Project Impact
The implementation of this project here at Sonoran Science Academy will have an impact on the
students that will benefit them throughout their education. By requiring each group to conduct
their own research the students will refine their skills in proper searching and citing their
resources. Additionally they will benefit from the experience of learning how to use new
technology for their project. Each group will pick a topic that is related to the United States
participation in World War II, specifically in the Pacific Ocean. Furthermore, each group will
have a checklist of primary objectives that they must accomplish within their project and
presentation. The goal of this project is that not only will the students improve their ability to
work in groups, but it will also help them to relate their lives with that they are learning in Social
Studies.

Learning Goals and Outcomes

In this project the students will learn about the conflict between the United States, their allies,
and Japan during WW2. To connect this to their current life the students will be asked how the

events of this war still effect their lives today. This will be accomplished by student group lead
research on their selected topic. Optional interviews with Family, friends, or Veterans. The unit
will end with each group presenting their project in either; PowerPoint, Powtoon, video,
reenactment.
How does the events of WW2 still affect our lives today? Each of the students groups will be
using this to focus their project, and use their topic to answer the question. The goal for this
project is for the students to learn about the conflict between the United States and Japan, and the
United States involvement in the Pacific during WW2.
Additionally the students will learn how to efficiently conduct research by answering the
question, How does the events of WW2 affect your life today? As well as how to use technology
to present their project (video, PowerPoint, Powtoon, etc.)

AZ College and Career Ready Standards

Literacy
9-10.WHST.7. Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
9-10.RH.3. Analyze in detail a series of events described in a text; determine
whether earlier events caused later ones or simply preceded them

Content
SSHS-S1C8-02.d: Describe the impact of American involvement in World War
II: Japanese, German, and Italian internments and POW camps
SSHS-S1C8-02.f: Describe the impact of American involvement in World War II:
turning points such as Pearl Harbor, D-Day, Hiroshima/Nagasaki
SSHS-S2C8-04.d: Examine the period between World War I and World War II:
growth of the Japanese empire
SSHS-S2C8-05.b: Analyze aspects of World War II: military strategies (e.g., air
warfare, atomic bomb, Russian front, concentration camps)

International Society for Technology in Education

4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources. a. Identify and define authentic problems and significant questions for

investigation b. Plan and manage activities to develop a solution or complete a

project c. Collect and analyze data to identify solutions and/or make informed
decisions d. Use multiple processes and diverse perspectives to explore alternative
solutions.

Activities
Students will engage in the following activities during this unit:
Researching WW2 military strategies
Make determinations on cause and effect of events during WW2 in the Pacific
Determine the impact of Americas involvement in WW2, specifically Japan
Make connections on how these event have influenced our lives today
Plan in their group how they will conduct research for their project
As well as determining in what media they will be presenting their project to answer the
question: How do the events of the United States and Japan during WW2 effect your life
today?

Assessment
Throughout the lesson students will be evaluated on their knowledge by means of formative
assessments conducted via Exit Ticked, which will be loaded onto their tablets. These results are
instantaneous and allow for the teacher to reteach certain material and review future lesson plans
for possible corrections. The final assessment for this unit will be the presentation project that the
students have been working on in groups. Each group will have chosen and previously submitted
their topic, which is required to be related to the United States participation in WW2 in the
Pacific Theater. Each group will have to decide on what form or media they will use for their
presentation (video, PowerPoint, Powtoon, debate, etc.) to answer the central question of the
unit. To aid the students in creating their presentation they will be handed a check list of primary
objectives they must include in their presentation.

Technology
The students will be required to use their tablets to conduct research in class and to work on their
unit presentations. To optimize the success of the lessons within the units the teacher will use the
Smart Board for interactive worksheets. Additionally the teacher will use the projector to
presenting PowToon presentations and films on WW2s Pacific Theater.

Unit Summative Assessment

There is no full comprehensive Summative Assessment of the project due to the different
content areas. Each content area will have a Summative Assessment for their unit.

Sustaining the Project after the Proposal Period

WW2 is a topic that is taught every year in the 9th grade classes, therefore this unit will be
completed every year when the students return from winter break. The investment of technology
for this project will carry over from this project into every unit that these students have
throughout the year in History, Science, and English.

Innovation
In years past the freshman core learning group has not collaborated their lessons to create a
cohesive unit allowing the students to apply their new knowledge across their classes.
Additionally the central question the students are working on throughout the project has them
thinking about their family, community and how these events have affected them. And what the
biggest reward this project will give to the students is the practical use of technology and skills
they will continue to use.
It is critical for students to be able to work efficiently in groups, and the units in this project help
the students work on these skills.

Budget Table and Narrative

For Sonoran Science Academy's 9th grade teachers to successfully complete this new unit, we will need
an infusion of technology. This will bring our school up to date, or at least enough to disperse into this
World War Two digital project. With our students coming from such diverse backgrounds, the lack of
technology makes it difficult to immerse our students into the unit. This can detract from the lesson itself
and leave students left behind or lead to them shutting down. This grant will allow us to purchase Smart
Boards and Projectors which will allow our students to more easily grasp the lesson by using visual aids
(movie, pictures, etc.) and Power Point presentations. Our inclusion of the Surface tablets will allow for
our students to become more hands on in their education and allow them to research more on the topics
that are relevant and an interest to them. In addition, students will be learning lifelong skills with cameras
and video editing software. While the overall grant request is a large one, this will be a one time
investment to bring our school into the 21st Century and allow our current and future students the best
chance of success.

Item

Description

Cost per
Item

# of
Units

Total Cost

Surface Pro
(Tablet +
Keyboard cover)

Tablets for Student use during

class and for Projects, tablet for
each teacher

$799.00
+(10%
discount)

130

$93,483

Surface Charging
Cart

Charging/ Storage cart for each

classroom

$2,199.00

$10,995.00

Smart Board X880

For teacher and student use for

daily lessons and presentations

$3,099.00

$15,495

Professional
Development

Professional Development for

teachers to learn applications
with the Tablets and Smart
Boards

$1,500

$1,500

Saturday Teacher
Workshop

Workshop for teachers to work

with tablets and smartboards

$1,000

$1,000

Projector

Vivitek D519 with mount

$499.00

$2,495

Cameras

Canon PowerShot A1400

Refurbished

$90.00

$450.00

Project Total
Appendix 1

$125,418.00

Teachers: Mr. Scott

Subject: History

SED 464 Student Name: Anna Rojas

Group Project Title: World War II
Individual Project Title: History Class Timeline- Day one of a two week lesson
Individual Project Objective(s):
Students will work in groups of 4 and will discuss and apply the knowledge of the Europe
& Asian Theaters of World War II and arrange historical events in chronological order to
create a timeline of the events.
Individual Project Standards:
Arizona Department of Education Social Studies Standards:
SSHS-S1C8-02.d: Describe the impact of American involvement in World War II:
Japanese, German, and Italian internments and POW camps
SSHS-S1C8-02.e: Describe the impact of American involvement in World War II: war
mobilization ( e.g., Native American Code-Talkers, minority participation in military
units, media portrayal)
SSHS-S1C8-02.f: Describe the impact of American involvement in World War II:
turning points such as Pearl Harbor, D-Day, Hiroshima/Nagasaki
SSHS-S2C8-05.b: Analyze aspects of World War II: military strategies (e.g., air warfare,
atomic bomb, Russian front, concentration camps)
SSHS-S2C8-05.c: Analyze aspects of World War II: treatment of civilian populations
SSHS-S2C8-05.d: Analyze aspects of World War II: Holocaust

Reading Standards for Literacy in History/Social Studies (RH)

68.RH.7. Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts.
Writing Standards for Literacy in History/Social Studies (WHST)
68.WHST.6. Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas clearly and
efficiently.
68.WHST.8. Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.

Standards: SSHS-S2C8-PO5
Concept 8: World at War - Global events, economic issues and political ideologies ignited tensions
leading to worldwide military conflagrations and diplomatic confrontations in a context of development
and change.
PO 5. Analyze aspects of World War II:
a. political ideologies (e.g., Totalitarianism, Democracy)
b. military strategies (e.g., air warfare, atomic bomb, Russian front, concentration camps)
c. treatment of civilian populations
d. Holocaust
Objectives (Explicit): Day #3 of Individual Unit Plan
The students will comprehend political ideologies of World War II by reviewing the major countries involved in
World War II and their leaders.
Evidence of Mastery (Measurable): At the end of the lesson, the students should be able to describe the different
political ideologies associated with countries involved in World War II.
Sub-objectives, SWBAT (Sequenced from basic to complex): Throughout the entirety of this unit, the students
will be gathering information on an important person, event or political ideology of World War II for an oral
report.
The Students will analyze aspects of World War II by appraising an important person, event or political ideology
of World War II via an oral report.
Materials:
Note cards with Country Flags printed on
Back (6)
Projector to display Notes (1)
Surface tablets for student research (30)
Timer with stop watch (1)
Opening (state objectives, connect to previous learning, and make relevant to real life): I will ask for the class
who is a fan of a local sports team. I will then declare that I am a huge fan of the Rival Team, which makes them
all inferior to me. As a result of their inferiority, they will be unable to earn an A on their assignments for the
remainder of the year unless they fully convert to fans of my favorite team. I will tie this back into a key word for
the unit which is Fascism and into the lesson of the day, Political Ideologies.

Guided
Practice

Instructional
Input

Key vocabulary (Entire Unit): Nazi, Communist, Blitzkrieg,

Holocaust, Isolationism, Axis Powers, Allied Powers,
Genocide, Dictator, Fascism, Kristallnacht, Concentration
Camps

Teacher Will: Review political ideologies of the major

countries involved in World War II.

The Students will copy these notes down and

expand upon them during the Student Group
Activity.

Co-Teaching Strategy/Differentiation: Check for understanding

Teacher Will: Lead an Around the world activity in

which the students move around the room in order to
learn more about different countries involved in the
War and their Political Ideologies.

The Students Will move from station to station

within the classroom reviewing a different
country, their political ideology and leaders from
the WWII Era.

Independent
Practice

Co-Teaching Strategy/Differentiation: Check for Understanding of the Around the World Activity.

Teacher Will: Provide students with a matching

handout (1 per group) which will review information
discovered during group activity.

The Students will work in groups of 4/5 in order

to answer the short answer question and
complete the matching assignment.

Co-Teaching Strategy/Differentiation: Students will work in small groups to complete. Students will
alternate answering questions in order to ensure that all students are on task during assignment.

Closing/Student Reflection/Real-life connections:

Have the students answer (in paragraph format) the following question:
Pick a foreign political strategy. Why do you feel like this strategy was effective for this Nation? Why?

SED 464 Student Name: Ashlee Britting

Group Project Title: The Project to End all Projects
Individual Project Title: Digital Propaganda
Individual Project Objective(s):
1. The students will comprehend propaganda by locating figures of speech in WWII
media.
Individual Project Standards:
ELA-RI-9-10-3 (English Language Arts, Reading Informational Text, Grades 9-10)
Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them. (910.RI.3)
ELA-SL-9-10-5 (English Language Arts, Speaking and Listening, Grades 9-10)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence
and to add interest. (ELA-SL-9-10-5)
Individual Project Instructional Activities: (What students will do to achieve the
project objective? This can be in bullet or narrative format.)
- Research online for their digital media production
- Brainstorm in groups
- Draft their model of propaganda
- learn technology such as computers, cameras, Windows Movie Maker
Individual Project Assessment: (What will be used to measure mastery of
objectives? (i.e., authentic assessment using student project products (rubrics),
group interaction, presentation performance, test, quiz,)
- Students must turn in an outline of their groups project
- Students must have their section filled out on what topic they are doing
- Students will be quizzed on the different types of propaganda presented in class
that day

Teachers: Laura Abate

Subject: Biology

Standard: Reading Standards for Literacy in Science and Technical Subjects (RST)
910.RST.7. Integrate quantitative or technical information expressed in words in a text into visual form
(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation)
into words.
Objective (Explicit):
Today the students will be able to comprehend the parts of the skin by identifying the parts on a skin model.
Evidence of Mastery (Measurable):
After the lesson, the students will individual be able to label a model of the skin with each vocab word provided.
Overall Objective:

The students will be able to construct a model of the skin: describe the different parts and what role those
parts take in the epidermis. The students will each be able to show on their model which layer or layers of
the skin can be damaged on their model do being burnt (water loss to the skin cells.)

Elaborate

Explore

Explain

Key vocabulary:
Materials/Technology Resources to be used:
Smart Board, Projector, Computer
Epidermis, Dermis, Hypodermis, Hair Follicle, Sweat
Gland, Adipose Tissue, Connective Tissue, Artery, Vein,
Meissners Corpuscle, Sebaceous Gland, Hair Shaft,
Pacnian Corpuscle, Pore
Engage (Make content and learning relevant to real life and connect to student interest)
Have students think about how many things make up, are in, or on their skin.

Evaluate:

Teacher Will:
Give a power point presentation about the different
layers of the skin.

Student Will:
The students will take notes on the lesson.

Co-Teaching Strategy: If co-teaching, the other teacher will walk around the room making sure the students
are on task.
Differentiation: If needed the teacher will provide a copy of the presentation for some students.
Teacher Will:
Student Will:
Instruct the students to use their tablets to look up
Students will be looking up models of skin
different models of skin on the internet.
Co-Teaching Strategy: Both teachers will be wondering around the room helping different students find
good models.
Differentiation: Students that need help will be allowed to work in groups.
Teacher Will:
Student Will:
Using the Smart board the teacher will work with
Students will raise hands to tell teacher what
the students as a group to match definitions of the
definition matches the correct word.
vocab words.
Co-Teaching Strategy: One teacher can be manning the board while the other will call on the students
Differentiation: The students who have special needs will be called on first so they can answer the easier
matching questions.

After the lesson, the students will individual be able to label a model of the skin with each vocab word provided.
Teachers: Shawn Glass

Subject: U.S. History

Standard:
SSHS-S2C8-05.b:
World History
o World at War
Analyze

aspects of World War II: military strategies (e.g., air

warfare, atomic bomb, Russian front, concentration camps)

Objective (Explicit):
The students will analyze aspects of World War II by examining military strategies used in the Pacific theater

Evidence of Mastery (Measurable):

On their worksheets the students will fill in the letter from the provided map that corresponds with the location being
described in the worksheet. The teacher will call upon students to help fill in the blanks on the projected worksheet.
Sub-objectives, SWBAT (Sequenced from basic to complex):
The Students will be able to analyze aspects of World War II by examining the use of U.S. military tactic of
island hopping in the Pacific.
Key vocabulary:
Materials/Technology Resources to be used:
Japan
Projector
Pearl Harbor
PowerPoint
Iwo Jima
WWII in the Pacific worksheet
o www.nationalww2museum.org/learning/edu
Island Hopping
cation

Explain

Explore

Engage (Make content and learning relevant to real life and connect to student interest):
The teacher will ask the students to remember the notes that they took on the European Theater in WWII and what the
military strategy consisted of. Next the teacher will ask for student to think how the military strategy in the Pacific
Theater might be different. Students will be called upon to share their thoughts.
Teacher Will:
Student Will:
Go over a short PowerPoint presentation
Take notes on the information displayed on
giving introductory knowledge of the
the PowerPoint slides
conflict in the Pacific during WWII
Label on their map worksheets the twenty
Use the projector to display a map of the
location in the Pacific given as a class
Pacific and as a class label the twenty
different locations
Co-Teaching Strategy/Differentiation

Teacher Will:
Explain how the U.S. military had to adapt
and change their strategy due to the
landscape of the Pacific

Student Will:
Take notes on information provided by
teacher on military strategies used in the
Pacific

Explain how the students are to complete

the provided worksheet

Elaborate

Co-Teaching Strategy/Differentiation
Teacher Will:
Call upon students for answers to the
supplied worksheet

Student Will:
Help answer the questions to the worksheet
as a class.

Co-Teaching Strategy/Differentiation

Evaluate
The teacher will call on students and ask questions from the worksheet to check of understanding.