Commemorative Historical Magazine
By Debbie Babin, November 20, 2007
- High School
- Graphic Design
- Language Arts
- Social Studies
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes1:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening
- summarize events that brought the United States into armed conflict with Germany and characterize America's response to the Japanese's attack on Pearl Harbor
- explain how the United States expanded its armed forces in response to America's entry into WWII
- describe wartime mobilization of industry, labor, scientists, and media prior and during WWII
- summarize the Allies' plans for winning WWII
- identify events in the two theaters of WWII: Europe & the Pacific
- make connections between WWII and other wars
- use the Internet and library to research
- write eight articles about World War II for their magazine
- design a magazine’s layout and color
- analyze how graphic design is employed in propaganda posters
- Graphite Drafting Pencils
- Colored Ink
- dictatorship: autocratic rule, control, or leadership
- totalitarianism: centralized control by an autocratic authority; the political concept that the citizen should be totally subject to an absolute state authority
- fascism: a political philosophy that exalts nation and often race above the individual
- Nazism: the political and economic doctrines put into effect by the Nazis in Germany, 1933 to 1945, including the totalitarian principle of government, and the predominance of Germanic groups assumed to be racially superior
- appeasement: a state of peace
- blitzkrieg: war conducted with great speed and force
- genocide: the deliberate and systematic destruction of a racial, political, or cultural group
- kamikaze: a member of a Japanese air attack corps in World War II assigned to make a suicidal crash on a target; having or showing reckless disregard for safety or personal welfare
- United Nations: an international organization formed after World War II to preserve peace; nearly 200 nations are members
- Manhattan Project: the code name for the secret American effort to build an atomic bomb in collaboration with Great Britain; the project was spearheaded by physicist J. Robert Oppenheimer
- Design for the magazine and the magazine cover: 20 points
- Content and writing of the eight articles: 30 points
- Political Cartoon reflecting United States Isolationism: 10 points
- Propaganda Illustrations: 10 points
- Vocabulary Puzzle (i.e. Word Scramble, Crossword, etc.): 10 points
- Bibliography: 10 points
- Overall design of the magazine: 10 points
Enrichment Extension Activities
- "Pair and Share" teaching technique where students will read, collaborate, and critique their peers' work.
- Invite a guest speaker come to speak to students about their experiences in more current wars or skirmishes (i.e. Vietnam, Panama, Desert Storm, etc.).
- Invite a guest speaker that works for a magazine, or is a magazine layout designer, to speak to the class. Cooperative learning groups will collaborate and discuss their findings from their commemorative magazine editions and information learned from the guest speaker.