New York State Academy for Teaching and Learning
Title: "Where Were You?"
Author: Margery
Foreman
School: Dolgeville Central School
As part of an interdisciplinary unit about the World War II time period, students in Grade 8 ELA will interview anyone who has memories of World War II. New York State Standards 1,2,3,4 will be assessed, as well as, MST Standard 2. Standard 1 will be met as students take notes during the interview and write accurate and complete responses to questions including relevant information and excluding irrelevant information. Students will incorporate Standard 2 as they recognize the meaning of the responses based on volume, tone, rate and pitch. They will listen to others as they present to comprehend, interpret, and critique others’ interviews. Standard 3 is assessed as students recognize the effect of one’s own point of view in evaluating ideas, information, opinions, and issues. They will also discriminate between apparent message and hidden agenda. They will form an opinion or judgment about the validity and accuracy of information, ideas, opinions, issues, themes and experiences. They will evaluate the quality of speaker’s presentation style by using criteria such as voice quality, enunciation, and delivery. As students listen for more than one level of meaning and participate as a listener, Standard 4 will be assessed. MST Standard 2 will be incorporated as students transfer information from their interview to the Powerpoint program. These Powerpoint slide shows will be presented later at our reception.
Background information for this project will be presented by the teacher. All students are to select one person who was alive during World War II. Anyone sixty-five or older will have memories of the early 1940’s. This person could have been a student, factory worker, nurse, housewife, farmer, soldier, shopkeeper, etc. — anyone who has memories of that time period. Students will brainstorm a variety of general questions to ask that person. Such questions might be: name, age during the 1940’s, occupation, or what they were doing, where they were, where did they receive information about the war, how they were affected, etc.? Each person will have a different story to tell about their recollection of that time and the War. The remainder of the questions will be based on information received from the beginning of the interview. The teacher will model the interviewing process after first asking the person’s permission to interview them.
For students who are unable to find someone to interview, we provide four speakers who give presentations to our classes then will meet with students on an individual basis. We provide a room and time which is convenient to both student and adult.
The initial presentations and instructions can be done in one 40 minute class period. Students then have two or three weeks to conduct their interview and establish a Power Point Program. This Program will include a cover slide, an introduction which includes general information about the person to include name, age, occupation, and location. Then the student selects pertinent information form their interview to create at least two more slides. Students will then add appropriate pictures, animation, and sound. They may also add backgrounds and vary the way information is presented.
Students will periodically be asked about the progress of their interviews and will discuss their interviews with another who is interviewing someone with a similar background. This way they can help each other stay focused with appropriate questions.
Since not all students have been trained in PowerPoint, those students who have experience with the Program will instruct others. This can be done during activity period, study hall, enrichment, or after school.
Students will then present their Power Point Programs on their interviews to the entire class. When the interdisciplinary unit is completed, the students will present their programs to those they interviewed who will be invited to a reception given by the students for them. This is held in the cafeteria during 9th period traditionally the last day before Memorial Day. This reception has always been a very rewarding experience to culminate our World War II interdisciplinary program. Our guests, students, and staff have a chance to share informally and an enjoyable time is had by all who attend.
This project is evaluated as one element of a rubric for their entire World War II project which also includes several readings and a writings.
Rubric: 4: All 5 component parts are included; students gives presentation; all information is relevant.
3: 4 of 5 component parts are included; student gives presentation; information is relevant.
2: 3 of 5 component parts are included; student gives presentation.
1: 2 or less component parts are included