You are part of a crack team of military strategists that exists on the planet of Dubcee, in a parallel universe that runs roughly 75 years behind Earth. The leader of your nation, Chief Bolton, has granted your team, as well as a few select others, access to a secret government utility known as 'the internet'. Using this resource you will be able to research military strategies that were used in the second World War on the planet Earth, prior to undergoing the second war on Dubcee. What strategies proved to be most successful for the nations on earth that you would want your nation to utilize? Were any tactics that were used in World War I improved for the second war, and if so, what tactics? Finally, what technological advances were made that would prove to be important in World War II? Design a proposal which you will present to Chief Bolton and his cabinet with your findings.
You and your group are to research the different tactics and strategies used by belligerent nations in both World War I and World War II using a Webquest that has been assembled for you. Look into which tactics were successful, and which were not. Determine what technological and political advancements lead to changes in strategy between the two wars. Finally, choose 3 strategies from World War II that made the most significant contribution to the war effort with which to focus on. You will then design a poster summarizing these tactics that will be used as a visual aid when your group presents to the rest of the class. Your poster should be designed creatively, collaboratively, and feature a short description of each tactic. You will also need to determine why these strategies were successful, how they were made possible, and if possible which tactics from WWI were improved and made more successful during WWII.
- You will be assigned to a group of 3 students, whom you will work together with throughout this project.
2. You and your teammates will read through the information found in the Webquest and use it to pick the strategies that you will include on your poster. You can pick which strategies/tactics to summarize together as a group, or split the work up equally amongst yourselves. Remember the theme from the introduction when you are making your choices. You are looking to pick which strategies from World War II were successful, what technological and political advancements from World War I made them possible, and if possible compare them to the World War I tactics that they would replace.
The links that are available on the Webquest are designed for the student to still need to research, however will include all of the information that they will need. The links include the following:
- Inside World War II
- Britannica - German Strategy
- History Channel - WWII
3. Once you have chosen your strategies, you will design a poster to present to the class. Before actually designing the poster, you should create a table that has a column for the strategy name, a column for its benefits, and a column for which country or countries used this strategy. You will be using this information during the verbal part of your presentation. The poster should include a short summary of each strategy, and if at all possible include pictures or drawings that can visually describe the tactic.
4. When it comes time to present, all 3 members of the group will be expected to participate. The presentation does not have a set time, however each strategy on the poster should be discussed, and you should explain why you chose the tactic in the first place. You can do this by comparing them to earlier strategies and explaining why the strategy is beneficial. Remember, you are NOT to read directly off the poster! Show that you have an understanding of what you are discussing, so that the Chief is impressed by your proposal!
|Poster Content (Group)|
|The assignment is incomplete. There are less than three strategies included on the poster, and there are no illustrations. Chief Bolton would have you demoted!||The assignment is complete, but just barely. There are three strategies included on the poster, however there is very little information about them. There may be one illustration, however it does not add much to the content. Chief Bolton would be unimpressed.||The assignment is completed, and completed well. There are three strategies included and most of them have a short description. There is at least one illustration that adds to the content of the poster. Chief Bolton would be satisfied.||The assignment is simply awesome. Three strategies are included and they all contain a short description. There are multiple illustrations adding to the content of the poster. Chief Bolton would promote you to the A-team!|
|Poster Design (Group)|
|This poster simply is painful to look at. The writing is illegible, the pictures (if any) are scribbled. This poster looks as if it was thrown together before catching the bus, or possibly even while riding the bus.||This poster, at the least, does not hurt to look at. The writing on it is legible, however difficult to see from more than a foot away. The pictures are better, however they are also difficult to m #97;ke out.||This poster is easy on the eyes. The writing is legible and can be seen from more than a foot away. The pictures are also clear and can easily be made out.||The poster is exceptional. The style is intriguing, the writing is clearly legible, and the pictures relate well and are easily visible.|
|You do not play a role at all in the presentation. The farthest you go in your participation is standing up aside your teammates looking at your shoes, if that.||You play a minimal role in the presentation. You may read the title, or name one of the strategies, but you do not show a true knowledge of that strategy.||You carry your weight in the presentation. You name and describe one of the strategies and are able to demonstrate a knowledge of the tactic.||You play a strong role in the presentation. You demonstrate a thorough understanding of the information and are involved enthusiastically.|
|The presentation is merely the group reading off of the poster. The audience gains no further knowledge than what can be obtained from simply reading off of the poster.||The presentation features additional information on only one of the strategies, or most of the strategies are missing important details in the description.||The presentation features most of the details of the included strategies, however there are still more details of the strategy that are left unmentioned.||The presentation covers all of the information on the included strategies. They are explained completely and the audience is able to understand the information.|
|Research and Effort|
|You are not seen doing work in class, or you do not attend class in the first place. This can be determined by observing how the class time is spent on the project and by checking attendance.||You do minimal work in class, but it is obvious you do not contribute a large amount to the project. Your work is also lacking in quality.||The work you do is sufficient, and gets the job done. You contribute enough to satisfy the criteria and stop at that.||The work you do is great. You satisfy the criteria and also take the extra effort to show the enthusiasm in the project.|
This project provides an entertaining way for students to understand successful military strategies used during World War II. By learning about these strategies and how different countries utilized them will help students to furthur develop an understanding of the fighting in WWII as well as the war in general. For furthur information on the topic, the student can look at the History Channel website as well as the British Broadcasting Company website, Keep in mind which countries were responsible for the majority of successful strategies. How much of a difference did having superior tactics play in determing the strength of a nation's army?
Credits & References:
History.com, BBC.com, and Britannica.com were the main sources in the Webquest and will be the sources used by the students when they do their research.
STANDARD: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to
__Explain how the United States is affected by policies of nation- states, governmental and non- governmental organizations.
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STANDARD: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze the interaction of cultural, economic, geographic, political and social relations to
__Identify and evaluate the political and cultural contributions of individuals and groups to United States history from 1890 to Present; Political Leaders (e. g., Theodore Roosevelt, Woodrow Wilson, Franklin D. Roosevelt); Military Leaders (e. g., John Pershing, Douglas MacArthur, Dwight D. Eisenhower); Cultural and Commercial Leaders (e. g., Abby Aldrich Rockefeller, Langston Hughes, Alan Greenspan); Innovators and Reformers (e. g., Wilbur and Orville Wright, John L. Lewis, Reverend Dr. Martin Luther King)
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__Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to the Present; Domestic Instability (e. g., Great Depression, assassination of political and social leaders, terrorist threats); Ethnic and Racial Relations (e. g., internment camps for Japanese Americans, Montgomery Alabama Bus Boycott, land tensions with Native Americans); Labor Relations (e. g., rise and decline of industrial unions, free trade agreements, imports impact on domestic employment); Immigration and Migration (e. g., anti- immigrant attitudes, quota laws, westward and southward migration); Military Conflicts (e. g., World War I, World War II, Persian Gulf War)