Life in the Pacific after WWII
Description of the Activity:
Students will be grouped according to their ethnicity to create a skit to showcase the island life of the country they come from. In the skit students must act out the island lifestyle; customs, traditions, beliefs, clothing, and type of government that their people aimed for after WWII. Students will showcase their skit by presenting it in front of the whole class while the other groups observe and take notes of the unique lifestyles. After the presentation of the skits, each group will be instructed to compile a list of similarities and differences of the different lifestyles and present it in a PowerPoint presentation.
Technology Integration:
The students do a PowerPoint Presentation on the similarities and differences on each of the country's lifestyles.
Student Learning Outcomes:
1. The students will be able to create a skit to showcase the island lifestyle of their respective countries after WWII.
2. The students will be able to act out their skit depicting the lifestyles of the country they're from showcasing their customs, traditions,beliefs, clothing and type of government their country aimed for after the War following a rubric.
3. The students will be able to observe and take notes on each of the presentations to present to the whole class the similarities and differences of each country's lifestyles using a PowerPoint Presentation.
4. The students will be able to list and describe the similarities and differences of the island lifestyles of a typical Pacific islander after WWII.
Common Core Standards:
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
Source:
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
SUPPLEMENTARY READING MATERIALS AND INTERNET SOURCES TO EXTEND STUDENTS’ UNDERSTANDING OF THE CONTENT:
Pacific Neighbors by Betty Dunford and Reilly Ridgell
http://writingcenter.unc.edu/handouts/drama/ http://www.to-hawaii.com/history.php
http://www.everyculture.com/No-Sa/Palau.html
RUBRIC TO EVALUATE THE LEARNING OUTCOMES:
Rubric adopted and adapted from: http://hrsbstaff.ednet.ns.ca/smileymi/Canadian%20History%2011%20Revised/Craft%20of%20History/evaluation_rubric_for_bulletin_b.htm
Description of the Activity:
Students will be grouped according to their ethnicity to create a skit to showcase the island life of the country they come from. In the skit students must act out the island lifestyle; customs, traditions, beliefs, clothing, and type of government that their people aimed for after WWII. Students will showcase their skit by presenting it in front of the whole class while the other groups observe and take notes of the unique lifestyles. After the presentation of the skits, each group will be instructed to compile a list of similarities and differences of the different lifestyles and present it in a PowerPoint presentation.
Technology Integration:
The students do a PowerPoint Presentation on the similarities and differences on each of the country's lifestyles.
Student Learning Outcomes:
1. The students will be able to create a skit to showcase the island lifestyle of their respective countries after WWII.
2. The students will be able to act out their skit depicting the lifestyles of the country they're from showcasing their customs, traditions,beliefs, clothing and type of government their country aimed for after the War following a rubric.
3. The students will be able to observe and take notes on each of the presentations to present to the whole class the similarities and differences of each country's lifestyles using a PowerPoint Presentation.
4. The students will be able to list and describe the similarities and differences of the island lifestyles of a typical Pacific islander after WWII.
Common Core Standards:
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
Source:
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
SUPPLEMENTARY READING MATERIALS AND INTERNET SOURCES TO EXTEND STUDENTS’ UNDERSTANDING OF THE CONTENT:
Pacific Neighbors by Betty Dunford and Reilly Ridgell
http://writingcenter.unc.edu/handouts/drama/ http://www.to-hawaii.com/history.php
http://www.everyculture.com/No-Sa/Palau.html
RUBRIC TO EVALUATE THE LEARNING OUTCOMES:
Rubric adopted and adapted from: http://hrsbstaff.ednet.ns.ca/smileymi/Canadian%20History%2011%20Revised/Craft%20of%20History/evaluation_rubric_for_bulletin_b.htm
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