Patriotism Project Conflict Study

Patriotism Project Conflict Study
Foster 1
Step 1: Select a conflict that involved U.S. Military force since WWII:
WWII 1941-1945
Korean War 1950-1953
Vietnam 1960-1975
Gulf War 1990-1991
Afghanistan 2001Iraq War 2003There are other conflicts you may choose from as well, please let Mrs. Foster know if you
select a conflict not on this list.
Step 2: Select a project format:
Presentation board
Video (Compilation of slides and on-line sources)
Presi or powerpoint presentation
Interactive lesson plan to share with class
You choose option! Please let Mrs. Foster know if you select a different option for your
project.
Step 3: Your presentation will be assessed on three distinct parts:

1. What was going happening in the United States at the time?
a. Dates of Conflict:
b. Popular culture at the time:
i. In the news (headlines) include 2
ii. Politics (headlines) include 2
iii. Clothing
iv. Music
v. T.V. show and stars
2. Where the conflict or war was primarily fought?
a. Name the primary country and or city
b. Popular culture at the time:
i. Clothing
ii. Music
iii. Education
iv. Religion
v. Exports
vi. Poverty levels of population
vii. Weather or climate
3. The conflict:
a. Primary reason for the onset of the conflict
b. Compare it to our doctrines of why the U.S. should go to war.
Foster 2
c. Death toll for all countries involved

d. P.O.W. information
e. Role of U.S. Military branches:
Air Force
Army
Marines
Navy
f. Exit plan or ending story
Assessment Rubric
Presentation includes
the name of conflict,
lists the countries that
were involved and the
dates on the conflict.
Step 1: What was
going happening in
the United States at
the time?
Step 2: Where the
conflict or war was
primarily fought?
Step 3: The Conflict
0
Missing all three parts
10
Includes 2 out of the
three parts
20
Includes all 3 parts
Includes less than 3

criteria from this step.
Includes between 4
and 6 of the criteria
for this step.
Includes all 7 criteria

for this step.


for this step.
Presentation Criteria:
~Neat
~Well organized
~Includes pictures
and/or graphs
~Provides viewers a
good understanding of
the conflict.
~ Presented to class as
a teaching tool.
~Presentation includes
sources (works cited).
Totals:
Presentation is messy.
Did not use class time
provided to do quality
work.
Does not demonstrate
a clear understanding
of the conflict.
Not presented to class.
Presentation does not
include research
sources (works cited).
Includes between 4
for this step.
Includes between 3
for this step.
Presentation Only
meets 2-5 of the
presentation criteria
listed to the left.


for this step.
Presentation meets all
6 of the criteria listed
to the left.
Final:
/100
Good News! You may work in teams of 2 or 3, or you may work on this independently. Select
your teams wisely if you chose to work in a team. You will all receive the same grade. It is your
responsibility to split the work evenly, not Mrs. Fosters.
Due December 10th, 2014.
Foster 3
Common Core State Standards Goals:
Key Ideas and Details:

CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a
whole.
Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
Integration of Knowledge and Ideas:
Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or
solve a problem.
Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Text Types and Purposes:
CCSS.ELA-LITERACY.WHST.11-12.1
Write arguments focused on discipline-specific content.

CCSS.ELA-LITERACY.WHST.11-12.2.A
Introduce a topic and organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
CCSS.ELA-LITERACY.WHST.11-12.2.B
Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
Foster 4
Research to Build and Present Knowledge:

Conduct short as well as more sustained research projects to answer a 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.
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms
of the specific task, purpose, and audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source
and following a standard format for citation.
Draw evidence from informational texts to support analysis, reflection, and research.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., quantitative data, video, multimedia) in order to address a question or solve a
problem.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear
goals and deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.SL.11-12.5
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.

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