• 21C.O.5-8.1.LS2 - Student interprets abstract visuals and creates products (e.g. digital storytelling) that reflect a growing understanding of visual language and require the effective use of tools (e.g. cropped photos, original charts and graphs, well-chosen images from databases, video clips).
• 21C.O.5-8.1.TT2 - Student increases keyboarding facility and uses mouse and keyboard shortcut techniques and identified assistive technology to improve speed and accuracy.
• 21C.O.5-8.1.TT8 - Student enters data relevant to class assignments into a database and performs simple queries.
• 21C.O.5-8.1.TT10 - Student uses Internet browsers, various search engines, book marking features, and advanced search techniques to gather information; student evaluates the information for validity, bias, appropriateness, content and usefulness.

• 21C.O.5-8.2.LS4 - Student creates thoughtful ideas and solutions and takes risks as he/she works toward goal despite mistakes. Student begins to consistently think of all the possibilities and diverges to become more expansive with his/her thoughts/ideas that lead to the creation of original products.
• 21C.O.5-8.2.TT1 - Student solves problems related to hardware, software and networks by applying problem solving techniques (e.g., Task Manager to close tasks, Ctrl-Alt-delete, restarting the systems, accessing help menus, performing online searches, checking cable connections).
• 21C.O.5-8.2.TT2 - Student collaborates with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
• 21C.O.5-8.2.TT3 - Student uses multiple technology tools for gathering information in order to solve problems, make informed decisions, and present and justify the solutions.
• 21C.O.5-8.2.TT4 - Student formulates a plan and uses technology tools and multiple media sources to compare and analyze information in order to solve real-world problems.

• 21C.O.5-8.3.LS1 - Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures.
• 21C.O.5-8.3.LS4 - Student demonstrates ethical behavior and works responsibly and collaboratively with others, in academic and social contexts, to accomplish both individual and team goals related to improved academic, extracurricular and co-curricular performances.
• 21C.O.5-8.3.LS6 - Student maintains focus on larger project goal, frames appropriate questions, reflects on possible courses of action and their likely consequences, develops and initiates a plan of action with appropriate smaller objectives and benchmarks, and submits the completed project when due.
• 21C.O.5-8.3.TT2 - Student conducts online research and evaluates the accuracy, relevance, and appropriateness of electronic information sources.
• 21C.O.5-8.3.TT5 - Student models ethical behavior relating to security, privacy, computer etiquette, passwords and personal information.  Student demonstrates an understanding of copyright by citing sources of copyrighted materials in papers, projects and multi-media presentations.
• 21C.O.5-8.3.TT8 - Student recognizes personal limits in his/her knowledge and develops strategies and skills for using technology to seek information.

How did necessity dictate changing roles for women in the work force?

What happened to the Japanese American population as a result of Pearl Harbor?

How were the lives of American children affected by World War II?

What role did propaganda play in influencing home front support?

How does reading historical fiction influence our understanding of the events and time period?

• vocabulary words associated with WW II
• women assumed the traditional roles of men in the workforce 
• the civilian population was willing to assist in many ways with the war effort
• war slogans, songs, and posters were a type of propaganda
• freedom was taken away from many Japanese American civilians
• the characteristics of historical fiction writing

• necessity dictated many changes for American families
• propaganda can have a positive influence
• the negative consequences of making generalizations about entire populations
• figurative language
• reading historical fiction can make one feel they are a part of the time period

• Creating and using graphic organizers
• Cooperative learning
• Analyzing literature genres
• Response to primary sources
• Compare/contrast literal and figurative language
• Respond to literature
• Respond to teacher modeling
• Use a concept map
• Jigsaw to report knowledge

Griffin, Claire, Editor.  Being an American:  Exploring the Ideals that Unite Us.  Arlington, VA:  The Bill of Rights Institute, 2004-2005.   ISBN 1-932785-20-5.

Osborne, Mary Pope.  My Secret War: The World War II Diary of Madeline Beck.  New York:  Scholastic Inc.  ISBN 0-590-68715-8

Vest, Kathleen.  Using Primary Sources in the Classroom.  Huntington Beach, CA:  Shell Education, 2005.  ISBN 978-1-4258-0367-9

Zike, Dinah.  Big Book of Social Studies.  San Antonio, TX:  Dina-Might Adventures

http://www.americanrhetoric.com/speeches/fdrpearlharbor.htm

http://library.thinkquest.org/15511/families/index.htm

http://hippocampus.org/?course=18

http://americanhistory.si.edu/perfectunion/experience/index.html

http://www.archives.gov/exhibits/powers_of_persuasion/use_it_up/use_it_up.html

http://www.mcneilmusic.com/musicsamples.html

DVD:  VALIANT  by Walt Disney Pictures, 2005.

Formative Assessments

• Text Scavenger Hunt
• Spirit Read
• Class Discussion
• Question of the Day
• Cooperative Learning
• Jigsaw
• Concept map
• Constructed response
• Pair/Share
• Successful use of Internet
• Acrostic Poem
• "I Am an American" poem
• RAFT rubric
• Reflection Strips
• "I Have/Who Has" game
• Rubric for constructed response to Question of the Day
• Recognizing movie parodies
• Propaganda poster rubric

Summative Assessments

• Movie parody chart
• ABC chart
• Context defintion chart
• T-Chart responses