Introduction= Task Process&nbs= p; Evaluation<= /a> Conclusion Teacher Page

Introduction

The Allied soldiers have been living and fighting in the trenches across the war zones of Europe = during World War I. These surroundin= gs were vastly unlike the homes the soldiers left behind. How can friends and family at home= be expected to understand what a soldiers’ daily life was like? What can you do to help those at h= ome visualize the living conditions endured by these soldiers? How can you share their personal feelings and emotions about trench warfare?

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Task

The soldiers have received a letter from home that includes numerous questions about life in the trenches that need to be answered. They have asked your group to develop a package, to be delivered = to their families, which will reflect their state of mind and living condition= s.

Having completed the study of the factual information regarding World War I, you w= ill be working in groups of three to research, in depth, the livings conditions= for a soldier fighting in the trenches. You will have 1 week to complete your assignment. The (group) will produce a package that will enable friends and family at home (classmates/teacher) to visualize the soldier’s physic= al living conditions and emotions. The final package will consist of 1) trench model, 2) letter to family, and 3) diary/journal entry describing the soldier’s emotions after their arr= ival in the trenches, after an enemy attack or after receiving news from home. T= hese packages will be presented to the family (teacher/classmates).

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Process

1. You will be assigned to a group of three. Review the = rubric= for final project and determine who will be the model manager, letter home manager, a= nd journal manager. Managers lead the group for that project component. However each student is ultimately responsible for the finished product.=

2. All students in your group will re= view factual information about WWI by visiting the following site:

The Great War Exhibit (enter the Multimedia exhibit)

3. Complete the “life in the trenches” worksheet by visiting the sites and locating answers to the questions. This activity will assist in gaining information useful for final project components.

Life in the Trenches

Encyclopaedia of the First World War: Trench Warfare

4. Compose, edit, and prepare a final= draft of a soldier’s letter (20 sentences) home to the family including det= ails that will describe a day in the life of a trench soldier.

5. Compose, edit and prepare a final = draft of a journal entry (20 sentences) that will reflect the feelings and emotio= ns of the trench soldier when he arrived in the trenches, after an enemy attac= k, or after receiving news from home. <= /span>

6. Design and construct a 3-dimension= al model of trench warfare inside a shoebox. Model should include as many deta= ils of the trench and it’s components as necessary to enable the family at home (teacher/class) to visualize trench warfare. Materials used in the design are u= p to the group but model must use a shoebox with a lid.

7. Present package to family at home (teacher/class).

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Evaluation

“A Soldier’s Life in the Trenches Package” Ru= bric

Category	7 pts<= /o:p>	5 pts<= /o:p>	3 pts<= /o:p>	1 pt
The project’s content is exemplary and suggests the student has discovered the important facts of his/her topic.	The project content is good and suggests the student has discovered mo= st of the important facts of his/her topic.	The project content is fair/poor and suggests the student has not discovered most of the important facts.	The project content poor and suggests the student has not done suffici= ent research.
All images or models are effective and balanced with text use.	All images or models are effective, but there appear to be too few or = too many.	Some images or models are effective but their use is not balanced with text use.	Too few images or models are used to be an effective presentation.
Included 20 or more sentences. There are no spelling or grammar errors= .	Included 15-19 sentences. Fewer than 5 spelling or grammar errors.	Included 10-14 sentences. Between 5-9 spelling or grammar errors.	Included less than 10 sentences. 10 or more spelling or grammar errors= .
Included 20 or more sentences. There are no spelling or grammar errors= .	Included 15-19 sentences. Fewer than 5 spelling or grammar errors.	Included 10-14 sentences. Between 5-9 spelling or grammar errors.	Included less than 10 sentences. 10 or more spelling or grammar errors= .
Project is excellently presented reflecting creativity and a lot of thought.	Good creative effort. Project is neat and shows evidence of time spent= on it.	Some attempt made to add color and originality. Project is neat.	Little attempt to add color or originality. Project has sloppy appeara= nce.
Team members worked well together. Assignments were distributed fairly= and appropriately. Everyone did his or her "fair share."	Team members worked together well most of the time. Assignments distributed fairly and appropriately. Everyone did his or her "fair share." .	Team members had some difficulty working together. Assignments not alw= ays distributed fairly. .	Team members did not work well together. Unequal assignment distributi= on due to lack of cooperation and teamwork.

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Conclusion

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You have succeeded in helping families at home visualize and understand a World War I soldier’s life in the trenches by analyzing resources, synthesizing information, deducing the feeling and emotions of the soldier and construct= ing a completed package. You shou= ld be proud of yourself! The family= is very grateful.

Back to Student Page

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Teacher Page

This webquest was designed to be used to conclude a unit on World War I for sixth grade students. Teachers may choose group dynamics according to ability levels or allow students to form their own groups. Duration of project can be adjusted depending upon the number of computers available for research. <= /span>

Click he= re for a printable version of the rubric.<= o:p>

Subject Area: Social Studies

Grade Level: 6th=

Learner Information:<= span style=3D'mso-spacerun:yes'>

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This less= on can be adapted for all student levels of learning. Final product can be modified to i= nclude schematic drawing of trench, illustration of soldiers in trench, a complete journal, or students can use the weblinks to co= mplete a treasure hunt of definitions. Additional technology standards could be met by incorporating Powerpoint, Inspiration or other technology programs = to complete a final product.

Standards:

Curriculum: Alabama Course of Study

Social Studies

2. Read, interpret, and organize information using a variety of sources and tools.

3. Apply reference skills in independent investigations of selected topics.

8. Describe the impact at home and abroad of the United States' World War I involvement.

Technology

31. Use the Internet= as a resource for information.

32. Utilize informat= ion from a locally approved Internet web site.

37. Use appropriate = tools and technology resource to resolve information conflicts by validating information through research and comparison of data.*

Additional Resources World War I resources

http://www.snowcrest.net/jmike/ww1mil.html<= /p>

http://www.pitt.edu/~pugachev/greatwar/ww1.html