Running head: HOW DOES WAR AFFECT SOCIETY?

How Does War Affect Society?

Tyson DeWitt

TEL 311 Signature Assignment

Classroom Project Proposal

28 April 2019
HOW DOES WAR AFFECT SOCIETY? 2

Applicant Narrative

This paper will include information about the school and the specifics including

population, ethnicity break down, and socio-economics of the community and students. This

will also include my philosophy of education, ideas of public based learning and technology used

in the school and what may be available in the future.

My name is Tyson DeWitt and I am a first year Social Studies teacher at Westpark

Elementary School in Buckeye, AZ. I received by bachelor’s degree in Secondary Education-

History from Arizona State University. I retired from the Maricopa County Sheriff’s Office just

over five years ago, after serving twenty years in the County as a Detention Officer Sergeant. I

have worked with all types of individuals, adult and children alike and I know how important

their involvement in the community and their neighborhood is and how it can impact their lives.

Knowing the history their new-found surroundings, community and what activities the new

students can be involved in can be impactful. My teaching philosophy involves helping the

students achieve their education goals and help them with their dreams. As a teacher I feel it is

important to show compassion and kindness to the students, because some may be in more need

of those than others. I also feel parents should be an integral part of education of their children

and should be involved in this process as much as the students. The community at large will be

important because they are the ones who provide not only the financial support but provide the

means to properly educate their children. As Abraham Lincoln once said, “Teach the children so

it won't be necessary to teach the adult.” (Lincoln, n.d.). Project Based Learning is important in

the educational lives of the students. It allows for that engagement that you want from students

and can increase their learning by helping each other. In Social Studies, project based learning

can help the students in key areas and questions such as “Economics, civic responsibility,
HOW DOES WAR AFFECT SOCIETY? 3

history, and community…project-based learning can help them see the real life application of

social studies learning” (Hughes, n.d.).

Technological innovation is important in the classrooms. Currently the students have

access to Chromebooks while in the school and it since they were assigned late in the year, it will

be important to integrate more technology in the coming school year. Outside of the classroom,

students have access to Google classroom where they can turn in assignments and homework and

have access to extra credit assignments. As the new school year approaches, I plan on

introducing ThingLink which is an interactive website that allows students to create

presentations using images, videos, website links. This will allow students the opportunity to use

their own creativity in making a presentation on any subject. They can be as creative as they

want. The website is free so students will not feel pressured into having to purchase it. It is also

available on IOS and Android Apps. I will also try and introduce technology during the year that

will aid in student note taking with the website Evernote.com. As students progress, technology

will become a bigger tool in their education experience.

School Environment

Westpark Elementary School is one of eight schools in the Buckeye Elementary School

District located in Buckeye, Arizona. The median household income for the zip code of the

school district, 85326, is $55,980 compared to the city of Buckeye’s median household income

of $61,469 (IncomebyZipcode, 2017). The median listing home price in the school’s zip code is

$221.9K (Realtor.com, 2019). In the school district, it is mainly Hispanic with 58% out of the

5,030 students enrolled. There are 28% white, 9% black, 1% of both Asian and American

Indian, and 3% of the students being two or more races. Of the students, there are 51% male and

49% female. The student to teacher ratio is 20:1 which is the state average. (Azed.gov, n.d.).
HOW DOES WAR AFFECT SOCIETY? 4

Westpark Elementary School breaks down averages almost the same as the district according to

ethnicity. The school has currently received a “C” grade according to the Arizona Department of

Education report cards. It earned a total of 70.07% of the K-8 model cut scores. The letter

grades or designated by Arizona State statutes. In English Language Arts scored 44% minimally

proficient, 21% partially proficient, 28% proficient and 7% highly proficient. In math 35%

scored minimally proficient, 24% partially proficient, 23% proficient and 17% highly proficient.

In Science students scored 19% fell far below standards, 25% approached standards, 28% met

standards, and 27% exceeded standards, (Azed.gov, n.d.). The grade given to the school does

not include Social Studies grades that the students have received. The project will allow students

to improve their abilities in social studies as they explore and research the topic that will be

given to them.

Project Impact

During this project-based learning (PBL) event, the students will explore the driving

question “How does war affect society?” This PBL will be conducted in the three eighth grade

classes at Westpark Elementary school. This PBL will give students the opportunity to

understand the impacts of war and how it affects everyone in society. In our school

environment, we have student who are children of combat veterans, related to a combat veteran

in a different way, some may know those that have fought for our country, and some currently

have a parent(s) currently serving active duty in the military, either full time or in the reserves or

National Guard. Our school is also within driving distance of Luke Airforce Base, so there could

be students who has a parent stationed at the base.

There are currently 90 eighth grade students in the three classes. They will all be

involved in the PBL. If this project continues over the next three years, there will be an
HOW DOES WAR AFFECT SOCIETY? 5

estimation of 270 more students that will participate in this project. The impact this project will

have will directly impact those students who participate. Learning the effects of war will allow

the students to cultivate empathy to those directly involved, either by being in combat, losing a

loved one in combat, or being a civilian living within a war zone and how that affected that

person. Students will research and learn about different wars the United States has been

involved in and learn that sometimes war may be necessary in some instances. Students will also

hear live speeches from combat veterans, spouses of veterans or currently deployed, and hearing

from people that have lived in a warzone will be experiences that will help students understand

the effects on society. Students will have the opportunity to participate in a Q & A with a guest

speaker(s). They will ask their own questions after researching the driving question.

Currently I am the only Social Studies teacher at my school, so I have all eighth-grade

students during the school day in one of the three periods of class. My involvement in the PBL

will help continue to understand the seriousness of war and I will be able to relay my knowledge

to classes in the future. With this PBL I am hoping to inspire other teachers in the school and

those in other schools that are in the same subject area. The research that the students will

engage in will allow them to expand their knowledge and they will all gain their own opinions

and perspectives. This can help me expand my own knowledge by hearing and watching

students work and how they are able to embrace the driving question.

The community impact will be that of how the students react and share with others. As I

discussed before, many students are affected by those who are currently in the military, have

served, or may have known someone that has been in war. Showing the community that our

school and students have compassion to those in society affected by war, can only be beneficial

to the community at large. Support for our veterans is important too. This PBL will also help
HOW DOES WAR AFFECT SOCIETY?
the students learn about the possible effects of war that it has on veterans such as post-traumatic
stress disorder (PTSD). The impact that this PBL and driving question will have on the students
is limitless.
Goals and Outcome
Day The driving question for this
1 project is How does war
affect societies. Today’s
objective is Students will be
able to create open ended
questions concerning the
effects of war by writing
five questions to be asked of
a Military Combat Veteran.
Content standard is 8.H2.2
Anchor Standards are
Reading, writing, listening.
The ISTE-E standards are
Leader, Collaborator,
Facilitator and Analyst.
ISTE-S Learner,
Knowledge Constructor,
Innovative Designer and
Global Collaborator.
This project will allow for
the 21stcentury skills of
collaboration, research,
communication, creativity,
and innovation. The
students will begin the use
of these skills at the
beginning of this project.
Project Narrative
Activities
The entry event consists of
a power-point presentation,
with videos with statistics
and showing the tragedies
of war and the affects that
those war had on societies.
They will break into groups
and begin to formulate
questions to present to a
veteran interviewee that
will conduct a Q & A with
the students at a later date.
Differentiation will begin
after the entry event. The
students will be placed into
small groups that will allow
all students to be placed
with others that are
different learning levels or
language levels. Students
will have approximately 30
minutes to start their work
on the projects.
6
Assessment Technology and
Support
Students will break The technology
into groups and used for today will
discuss the entry come from the
event and have a Power-point
peer assessment. presentation that I
They will discuss will present at the
the questions that beginning to
they have written introduce the
and decide if they driving question and
are appropriate and the Project Based
will allow their Learning
interview to answer assignment. After
in detail. I will walk breaking into
around the room groups, students
and listen to the will access their
students as they Chromebook to
come up with research appropriate
questions to ask. questions for the
The five questions upcoming
compiled should be interview. The
open-ended. An Buckeye
example of a Elementary School
question could be District IT
What were some department will be
experiences you had contacted if any
with the civilian issues arise with the
population in Iraq? students
Since this is the first Chromebooks.
step in the PBL, a
point value will not
be assessed at this
time. A final grade
will be given at the
end and will include
all steps of the
lesson that each
student will
participate in and
present at the end to
the community in a
gallery walk.
HOW DOES WAR AFFECT SOCIETY?
Day Students will be able to
2 describe society during the
Korean war by researching
the war and how the Korean
civilians responded.
Content standards 8.H2.2
Anchor Standards
Reading, Writing, and
listening.
ISTE-E: Designer and
Facilitator
ISTE-S: Knowledge and
Global Collaborator.
The goal of this day is to
allow the student to review
the Korean War and learn
more about the impact on
the American and Korean
societies during the conflict.
The research conducted will
help with their
understanding.
Day Students will be able to
3 describe the life of a soldier
during the Koran War.
There will be Q&A with
Korean War veteran with all
the students in the 8th grade.
Content Standards 8.H2.2
Anchor Standards
Speaking, Listening and
Presenting.
ISTE-E: Analyst
ISTE-S: Creative
Communicator
The goal of today is to have
an interactive interview
involving a Korean War
veteran. I want the students
The students will get into
their assigned groups and
conduct research on society
during the Korean War.
They will take notes and
then they will be prompted
to research the Korean war
and society especially in
Seoul, South Korea which
had to be liberated from the
Communist forces two
different times. The
students will identify the
effect on those people that
had to live during that time
and how they survived both
mentally and physically.
Students will have access to
their Chromebooks and will
conduct the research on the
subject given. They will
answer the write down their
observations and share
them with their group.
They will also find video,
pictures and news articles
relating to the society
during the Korean War. For
differentiation teaching, the
instruction is student
standard and there will be
groups that will allow
students that not as adept to
get help from other
students. Students will have
the entire period of 55
minutes to view the
material, take the
assessment, and research.
Students will participate in
a Q&A with a veteran of
the Korean War. They will
ask the questions that they
made and had approved by
the teacher. Each student
will take notes that they can
use towards their project at
the end of the PBL. The
ELL students will have the
opportunity to ask
questions using another
student as a translator if
needed. More
differentiation will be that
the Q&A will be recorded
and transcribed. Students
7
Students will use The 21st technology
the 3x summary used in the class is
format to check for Nearpod for this
their mastery. day. Each group of
Students will write students will be able
one summary in 10- to access Nearpod
15 words, one in 30- via their
50 and one Chromebooks and
summary of 75-100 collaborate to gather
words. We will go the information that
over the summaries is presented in the
to check the mastery technology used.
of the students. The The students will
summaries will be conduct research on
about Society in the their Chromebooks
Korean War and the and answer the
battles in Seoul, question together
Korea. and describe what
society was during
the Korean War.
As an assessment, The students will
students will write use critical thinking
down what they and communication
learned during the skills when
Q&A and I will involved in the
read their responses Q&A with the
and write comments veteran. They will
for the students to need critical
use to help construct thinking skills to
their projects. transcribe the
answers that are
given and put them
in their
Chromebooks. The
answers will be
used in their final
project. The
HOW DOES WAR AFFECT SOCIETY?
to hear about the
experiences and be able to
understand how the Korean
War affected societies.
Day Students will be able to
4 describe society during the
Vietnam War.
Content Standards
8.H2.2
8.SP2.1
Anchor Standards
Reading, Writing, and
Listening.
ISTE-E: Designer and
Facilitator.
ISTE-S: Knowledge and
Global Collaborator
The goal of today is for
students to get more insight
to the war in Vietnam and
the way impact it had on the
American and Vietnamese
societies.
Day Students will be able to
5 describe the Counter
culture/Anti-war
movements of the 60’s.
Content Standards
8.H3.1
8.H3.2
Anchor Standards
Reading, writing, and
listening.
ISTE-E: Designer and
Facilitator.
ISTE-S: Knowledge and
Global Collaborator
The goal of today is for
students to learn about the
anti-war movement and
their impact on American
society and on the ending of
will be able to watch it
again on the classroom
website in Google
Classroom and have access
to the transcript to record
answers to the questions.
The students will have an
hour or more for the Q&A
and over an hour to put
together the responses to
the questions that were
asked.
Students will gather into
their small groups and view
a presentation that I have
produced on Educreations.
This assignment will give
them the ability to learn
about society in Vietnam
and the United States
during the war. It will give
them ideas on where to
conduct research about the
lesson given. This will all
be conducted in their small
groups and I will be there
to answer any questions
and to help facilitate if they
are having trouble with the
lesson or the research they
are conducting.
Students will have the
entire period of 55 minutes
to view the material, take
the assessment, and
research.
The students will be in their
small groups and access
their Chromebooks. Their
initial instruction will begin
with a video presentation
on the counter culture and
anti-war movements during
the Vietnam War. Students
will learn how this
movement helped facilitate
the end to the war as more
and more people protested,
and the war became less
popular in public opinion.
Students will learn about
the tragedy at Kent State
and the riots during the
Democratic National
Convention in Chicago. A
handout will be given to the
8
communication
skills will be needed
when asking
questions. The
questions will need
to be
understandable and
will allow for the
answer to be more
than a yes or no
answer.
For the assessment The learning on this
about the society day will use
during the Vietnam Educreations in the
War, students will initial instruction at
be handed a quiz the beginning of
that I have made up class. This 21st
about the century technology
presentation created allows the students
on Educreations. It to view their lesson
will assess what on their
they learned, and Chromebooks and
they will be able to has a voice over
grade their own presentation that
quiz. By doing that, can explain all the
the student will be material being show
able to get the right to the students. This
answer and it will will allow the
help in the gathering students to hear the
of the information explanation without
they need for their a lecture being
project. involved.
After the video, The technology
students will be used will be
allowed to compare projected on the
answers with each screen for the
other without students viewing.
teacher interference. No new technology
Once the students innovation will be
have had the integrated at this
opportunity to time. Students have
compare answers, I already shown an
will provide the influx of
answers to the fill in technologies and a
the blanks. This will break from these
ensure that all the new systems may be
students have the needed especially to
right responses. those students that
are not yet tech
savvy.
HOW DOES WAR AFFECT SOCIETY?
the involvement of our
country in Vietnam.
Day Students will be able to
6 describe society during the
cold War.
Content Standards:
8.SP2.1
8.SP4.1
8.SP4.2
Anchor Standards
Reading, Writing and
listening.
ISTE-E: Designer and
Facilitator.
ISTE-S: Knowledge and
Global Collaborator
The goal of today is to break
down the Cold War and
how it affected how the
people in the United States
lived and the how society
lived.
Day Students will be able to
7 describe how society
reacted to the First Gulf
War.
Content Standards: 8.H2.2
Anchor Standards
Reading, Writing and
listening.
ISTE-E: Designer and
Facilitator
ISTE-S: Knowledge and
Global Collaborator
Today’s goal is for students
to learn about the first Gulf
War and how most of the
United States showed
support for the conflict and
welcomed home the soldiers
with open arms and how
students that will have fill
in the blanks for the
students to answer as the
video are playing. This will
allow for the students to not
have to keep notes during
the entire lesson.
Students will have the
entire period of 55 minutes
to view the material, take
the assessment, and
research.
Using the application of
Evernote, students will
view my presentation of the
Cold War and the impact is
had on society from the
1950s through the end in
the 1990s. Evernote will
allow them to take notes,
save websites for future
viewing. I will also be able
to show students handouts
and websites that I would
want them to view as well.
This use of Evernote will
help students who need
more help to access data
they might not be able to
find on their own and
allowing them to view the
same items as their peers.
Students will have the
entire period of 55 minutes
to view the material, take
the assessment, and
research.
In their small groups,
students will have the
opportunity to learn about
how society lived during
the Gulf War. They will
investigate on their own
about the reaction to the
conflict and the support the
military had form the
general population. I will
provide examples of what it
was like during this time
using Voicethread. I will
expect the students to view
the presentations then do
additional research in their
groups and discover how
most Americans supported
the conflict and welcomed
9
The assessment The 21st century
used for this technology used on
instruction on the this day is Evernote.
Cold War society This can be useful
will be draw a for the students to
doodle about what save websites they
they learned. It will have discovered for
not be graded on their eventual
how good their presentations. As a
doodle was it will tool, this will
be graded on if it fit require critical
the concepts learned thinking skills as
in the lesson. well as
communication.
Students will need
to harness these
skills to help them
achieve their goals
for this PBL.
I will conduct an There are two
assessment using different
google docs. It is an technologies used
interactive way that on this day.
the students will be Voicethread is a
able to take a right presentation that I
down information constructed and
they are learning used my voice as I
using spoke about the
Chromebooks. I will material being
be able to observe shown. It allows for
their submissions as the students to
they are working, maintain their
and I can add groups but still
content or observe the content.
suggestions as they Google Docs will
are occupied. This allow me as the
will allow to teacher to view how
maintain hands off each student is
HOW DOES WAR AFFECT SOCIETY?
society reacted in the United
States and across the world.
Day The students will be able to
8 explain the Holocaust and
how it impacted society and
the survivors.
Content standards: 8.SP1.4.
8.SP4. and
8.SP4.2
ISTE-E: Facilitator.
ISTE-S Knowledge
Constructor
Today’s goal is for students
to get an inside look at the
Holocaust and how
destructive it was to society
across the world.
Day Students will be able to
9 describe how society was
and currently is during the
wars in Afghanistan and
Iraq.
Content Standards: 8.H2.2
Anchor Standards
Reading, Writing and
listening.
ISTE-E: Designer and
Facilitator.
ISTE-S: Knowledge and
Global Collaborator.
The goal for today is for
students to learn about
today’s conflicts and the
way societies in the United
States support the military
and their families.
the troops home unlike
anything since World War
II.
Students will have the
entire period of 55 minutes
to view the material, take
the assessment, and
research.
Students will listen to a
podcast about life after the
Holocaust. This podcast
will be about a survivor and
how her life has been since
surviving the Nazi Death
Camps. In their groups,
students will write down
information about the
podcast and how it affected
society. The notes will be
used in their final project
about war and the effects
on society.
Students will have the
entire period of 55 minutes
to listen to the 30-minute
podcast, take the
assessment, and research.
Since these wars started in
the past decade, it is
possible that many of these
students have parents,
brothers or sisters, and
other family members that
have served in either of
these countries over the last
18 years. These conflicts
will hit home for many of
them and they may be able
to speak about their own
experiences of these
conflicts. The students will
access Pear Deck for a
presentation I have created
to help them answer the
day’s objective. Pear Deck
will allow them to interact
with the subject matter and
they will see how their
peers may have answered
any questions. This will
10
most of their work grasping the days
and not have to concepts and if they
“look over their need extra help.
shoulders” as they
work. They can add
drawings or charts
as they work since
their Chromebooks
also work as a
touchscreen.
At the end of the The podcast will be
podcast, the broadcast over the
assessment will classroom speaker
consist of the self- system using my
reporting strategy of smart phone. It will
Two Roses and a also be made
Thorn. Each group available to students
will share two to listen to on their
things they liked off time if needed to
about the paragraph help with their
and one thing they project. This part of
did not or a question the project will use
they still had. If a critical thinking on
question is asked, the students’ part as
another student may they will have to
help answer the write down what
question or I as the they learned as a
teacher may help group listening to
answer the question the stories in the
so that the students podcast.
come away with the
mastery of the
subject.
In the assessment The technology
phase of this day, I used this day will be
will have the Pear Deck accessed
students play by their
Jeopardy in the Chromebooks.
groups they are Students can view
already in. Each their lesson on their
group will answer Chromebooks and
questions using a see the voice over
small white board presentation that
and I will keep track can explain all the
of the score. All material being show
students will be to the students.
rewarded at the end With no lecture,
but the group with students will have
the highest score access to the
will receive an extra material as much as
reward as incentive they need and not
to work together as have to keep up
a team. The game with a lecture.
will help the
students
HOW DOES WAR AFFECT SOCIETY? 11

allow for all students to understanding of the

Day This is the final day and the
10 presentation of the project
by each group. The driving
question will be answered,
and the presentations will be
held in the school
gymnasium at 7pm and
open for public view. Each
group will be at a table
where they will show the
project to those who want to
view it. Students will either
address the content standard
of 8.SP4. 8.SP4.8 8.SP3.
and 8.SP4.6
The anchor standards of
Speaking and Presenting
will be used.
The ISTE-S will be:
Knowledge Constructor,
Innovative Designer, and
Creative Communicator.
The ISTE-E for the final
day will be: Facilitator and
Analyst.
The goal for today is for the
students to have an
enjoyable time and give the
best they can in their
presentation.
learn at the same speed and
the same content.
Students will have the
entire period of 55 minutes
to view the material, take
the assessment, and
research.
This presentation day will
be all student based and I
will only act as the
facilitator for the visitors at
the gym. The
differentiation used in the
PBL has included using a
variety of materials,
instruction was provided in
different ways throughout
the project, small groups of
students was used to help
those that are not as strong
in the classroom and will
allow them to be assisted
throughout the PBL. With
the small group format,
cooperative learning will
occur during each day of
the project. The driving
question of How does war
affect societies will finally
be answered with the
presentation that is given
by the students.
The presentation will occur
in the evening and last for
two hours 6-8pm.
subject matter.
The assessment will Each student group
be made by those will have the ability
that visit the project. on the technology
The visitor will be they will use for
given a card with a their presentation.
grading rubric that They will be able to
will include points use presentation
for presentation, tools such as
points for content, Thinglink, Pear
points for Deck, Nearpod,
originality, and Prezi, Buncee, or
points for Voicethread. Each
knowledge of of these technology
project information. tools has been
There will be 100 explained to the
points maximum for students and they
each presentation. will have used one
The cards will be or more of these
turned in by the tools earlier in the
visitors and will be school year. These
used in the grading tools are helping the
process. Each students in the 21st
student in the group century. They are
will be assessed the collaborative based
same grade. and allow the
students to be
creative.

In this project-based learning assignment, students will have the opportunity to answer

the question of How does war affect societies. During their Social Studies class, students learn

about various conflicts during the last several hundred years. It is important for them to learn that

these wars affect everyone involved in them, home and abroad. During this assignment students

will learn about several different technology-based programs that will allow them to use for their

final presentation and learn about the subject matter over the course of the days allotted for this
HOW DOES WAR AFFECT SOCIETY? 12

project. The final project will be a collaborative project, made in small groups. They will decide

on the way it will be created. It will be presented to the community and they will decide how

successful these projects are.

I would like students in every class year to have an opportunity to view these

presentations and then make one of their own. Most of the equipment initially needed for this

first project-based learning assignment will be available for future students. Some changes may

need to be contemplated after the first one is completed. The success of this project will

determine the next one, and if it will be the same topic as I would like to continue with. I will

continue with the next classes and introduce the project early in the school year to allow the

students to contemplate the upcoming assignment. I also feel it will be important to introduce

these technology applications to the next classes early on so they will have a greater

understanding of them.

Budget/Narrative

The items listed below are essential for the project-based learning (PBL) assignment that

the students will be conducting of a ten-day period. Each assigned group of students will create

their own project, in their own way, to answer the question, how does war affect societies? The

listed items consist of basic things such as pencils, erasers, and glue sticks, to other essential

items that students may use such as construction paper, poster board, and storage boxes to hold

supplies for each group. These items can help the students use their imagination and design a

project from their own mind given these supplies. These items will give each student the ability

to create at school without having to bring their own supplies at a cost that some of them may not

be able to afford. As a Title I school, many students here rely on the ability of the state to offer

supplies for their daily classwork. With this project, these extra supplies will not need to come
HOW DOES WAR AFFECT SOCIETY? 13

from what has already been provided for them. This will ease any stress on the student or the

family while they are participating in this PBL.

Each student is already assigned a Chromebook for school. These will be utilized by the

students to create their projects. A major item listed that would cost the most, is the laser jet

printer and copier (See Appendix). This would be used by each class as a printer and copier. It

is Wi-Fi compatible so the students could be able to access it through that system to print out

what they need. The speaker does not wish to be paid for his time but if we are willing, he

would like the money, $200, to be donated to the Wounded Warrior Project (See Appendix). The

total of all items to purchase is $1764.44.

I will be applying for a grant through the Professional Development Grants for Teachers

at the NEA Foundation Learning and Leadership Grants. This grant is described as:

“The NEA Foundation for the Improvement of Education awards grants that

support the professional development of public-school teachers and faculty in public

institutions of higher education. Grants may fund professional development experiences,

such as summer institutes or action research, mentoring experiences or lesson study.”

(NEA, 2019).

This grant will allow me to purchase all the items I need to allow the students to actively

participate in the PBL. Any extra money and supplies can be saved for the next year and help

the next group of eighth grade students continue with this PBL.
HOW DOES WAR AFFECT SOCIETY? 14

Name of Item Cost of Item in $ Number Needed Company/URL to

Order
Spiral Notebooks 139.80 4 Units of 24 US School Supply/
Ussschoolsupply.com
Pencils 13.25 1 unit of 200 US School Supply/
Ussschoolsupply.com
Pens 29.50 2 units of 72 US School Supply/
Ussschoolsupply.com
Markers 39.70 2 units of 6 boxes US School Supply/
Ussschoolsupply.com
Colored Pencils 29.88 18 boxes US School Supply/
Ussschoolsupply.com
Dry Erase Markers 28.90 2 units of 36 US School Supply/
Ussschoolsupply.com
Glue Sticks 9.75 1 unit of 24 US School Supply/
Ussschoolsupply.com
3 Ring Binder 199.6 8 units of 12 US School Supply/
Ussschoolsupply.com
Erasers 4.55 1 unit of 144 US School Supply/
Ussschoolsupply.com
Sticky Notes 33.95 1 unit of 48 US School Supply/
Ussschoolsupply.com
Dry Erasers 68.22 18 Total US School Supply/
Ussschoolsupply.com
Rulers 26.50 1 unit of 96 US School Supply/
Ussschoolsupply.com
Scissors 33.65 1 unit of 24 US School Supply/
Ussschoolsupply.com
Staples 47.68 4 boxes Walmart/Walmart.com
Staplers 117.36 18 Total Walmart/Walmart.com
Poster Board 75.26 2 packages of 25 Walmart/Walmart.com
Tape 35.94 2 packs of 10 Walmart/Walmart.com
Construction Paper 59.94 3 packs of 250 Walmart/Walmart.com
Storage Boxes 91.62 18 Total Michaels/Michaels.com
Pencil Sharpener 18.49 1 Total Staples/Staples.com
White Board 164.94 6 Total Staples/Staples.com
Printer/Copy Paper 35.99 1 box Staples/Staples.com
Laser Toner 129.98 2 Total Staples/Staples.com
Printer/Copier 329.99 1 Total Staples/Staples.com
Speaker Honorarium 200.00 Donation Wounded Warrior
Project
Total 1764.44
HOW DOES WAR AFFECT SOCIETY? 15

Appendix

Budget Supplies

The printer/copier will be purchased through Staples. The following is a description and the

URL: https://www.staples.com/HP-LaserJet-Pro-M281fdw-All-in-One-Wireless-Color-Laser-

Printer-T6B82A/product_2763750

For the donation to the Wounded Warrior Project it can be found at the URL:

https://support.woundedwarriorproject.org/default.aspx?tsid=10201&ovr_acv_id=4684&campai

gnSource=ONLINE&source=BS19003&msclkid=a3cdb9fe33a21d4737d4e5437f37d588&utm_s

ource=bing&utm_medium=cpc&utm_campaign=SEM~WWP~BR~US~All~WWP_Main&utm_

term=wounded%20warrior%20project&utm_content=Wounded_Warrior_Project_Exact&gclid=

CLG76s734uECFXSKxQIdnmgB_Q&gclsrc=ds
 HOW DOES WAR AFFECT SOCIETY? 16

Lesson Plan

How War Affects Societies PBL

Teachers: Subject: Grade:

Tyson DeWitt Social Studies 8th
Common Core State Standards:
 8.H2.2 Investigate how conflict can be bot unifying and divisive both domestically and internationally.
 Anchor Standards:
SP2: Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives
about a given event to draw conclusions about that event since there are multiple points of view about events
and issues.
H2: Cycles of conflict and cooperation have shaped relations among people, places, and environments.
 ISTE-E Leader-Educators seek out opportunities for leadership to support student empowerment and success
and to improve teaching and learning.
Collaborator-Educators dedicate time to collaborate with both colleagues and students to improve practice,
discover and share resources and ideas, and solve problems.
Facilitator- Educators facilitate learning with technology to support student achievement of the 2016 ISTE
Standards for Students
Analyst-Educators understand and use data to drive their instruction and support students in achieving their
learning goal.
 ISTE-S Learner-Students leverage technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences
Knowledge Constructor-Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
 HOW DOES WAR AFFECT SOCIETY? 17

Innovative Designer-Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.
Global Collaborator-Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.

Objective (Explicit):
 Students will be able to create open ended questions concerning the effects of war by writing five
questions to be asked of a Military Combat Veteran.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response
Students will break into groups and discuss the entry event and have a peer assessment. They will discuss the questions that they have written and
decide if they are appropriate and will allow their interview to answer in detail. I will walk around the room and listen to the students as they come up
with questions to ask. The five questions compiled should be open-ended. An example of a question could be What were some experiences you had
with the civilian population in Korea? Since this is the first step in the PBL, a point value will not be assessed at this time. A final grade will be given at
the end and will include all steps of the lesson that each student will participate in and present at the end to the community in a gallery walk.

Sub-Objectives, SWBAT (Sequenced from basic to complex)

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

Students will have already discussed events in the Civil War, World War I, World War II, and Korea. In these lessons, students will have learned the
affects of war on societies and persons involved in such conflicts. Students will be able to use their Chromebooks to research appropriate questions
they will write. They will also be able to research the tool they will use as they make their own presentation for their end of the PBL. They will also use
their Chromebooks in their final presentations that they will show to the community during a gallery walk.

Key vocabulary: Project based learning Materials: Chromebooks

Driving question, veteran, society, war-torn, casualty, Notebooks
combat, post-traumatic stress disorder Writing utensils

Engage
 How will you activate prior knowledge?
 How will you hook student attention?
 What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: As the teacher, I will present my entry event to start off Students Will: Students will watch the entry event and then
our Project Base Learning event and project. The event will be a power separate into groups to discuss what they watched and how they
point and video with statistics and videos of the tragedies of war and will proceed into the next step.
will have a few pre recorded interviews with a combat veteran and a
survivor of a war in Korea. Students will answer the driving question
of How does war affect societies? They will use the information they
gain in this lesson and what they have previously known. Students will
then be able to prepare themselves for the upcoming projects events
including the next day which will be a question and answer event with
a combat veteran in the War in Korea.

Explore
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Provide the outline for the five questions that students Students Will: Students will lead the discussions in their groups.
will need to provide for the next event in the project. I will divide the They will formulate a plan to come up with questions to ask the
students into groups of 5-6. I will provide some resources for students veteran. They will research the War in Iraq and find stories and
to use in their research in discovery of questions to write. I will ask information of major events during the war. Students will use
questions such as, what are some things you would not ask a veteran? their Chromebooks to conduct the research and formulate their
How would you phrase questions, so they are more than yes or no questions.
answers? Then I will ask students to consider what questions they may
have of a veteran of the Korean War.
 HOW DOES WAR AFFECT SOCIETY? 18

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
There are a few students that are ELL learners and will need extra help in this project. Because my classes have several
students that are bilingual in English and Spanish, I will place the ELL students with a group that has another student that will
be able to explain the project in terms that they can understand.

Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: With about 10-15 minutes remaining in class, we will stop Students Will: Towards the end of the class period, we will stop
our groups and discuss what we have discovered and talk about some the group learning to engage and explain what we have
of the questions that each group has come up with. I will direct those discovered. Each group will discuss their findings and one or two
questions in the right direction if they are still to vague or not questions they have written for the interview. They will have the
appropriate. We as a class will reflect on how their questions were five questions ready for the interview. If some groups have not
written and how they may be answered. finished, we will set aside some time in the future before the
interview to finish the questions. I will evaluate the student’s
questions that they compose, and I will try to answer those
questions.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
There are a few students that are ELL learners and will need extra help in this project. Because my classes have several
students that are bilingual in English and Spanish, I will place the ELL students with a group that has another student that will
be able to explain the project in terms that they can understand. The ELL student will be respond to the lesson by repeating the
questions the group has come up with and will receive help to understand them.
Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Teacher Will: I will ask the students to discuss with each other what the Students Will: Students will learn how to formulate questions that
affects of war are and then we as a class will continue the discussion are appropriate and relate to the objective of what the some
and will be able to learn together what happens to individuals that are affects of war are. They will be able to answer the What if question
affected by war. These would include the soldier, the civilian, the that I pose to them after group work. Their answers will allow me
families of those fighting and the community at large. to determine if their understanding of affects of war has improved
or if it needs to be addressed at a deeper level.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
There are a few students that are ELL learners and will need extra help in this project. Because my classes have several
students that are bilingual in English and Spanish, I will place the ELL students with a group that has another student that will
be able to explain the project in terms that they can understand.
Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: I will evaluate the questions that are devised by each
group of students. I will determine if the questions are phrased in a
way that they will be understood by the speaker.
Students Will: Students will need to have created five questions to
ask the speaker. They will use their Chromebooks to research the
Korean War and appropriate questions to ask. The questions will
have been created by the research done about the War in Korea. The
summarization will be in the questions and turned into the teacher
at the end of the class period.
HOW DOES WAR AFFECT SOCIETY? 19

References

Azed.gov. (n.d.). Buckeye Elementary District. Retrieved from https://azreportcards.azed.gov:

https://azreportcards.azed.gov/districts/detail/4269

Hughes, D. (n.d.). Project Based Learning for Social Studies. Retrieved from study.com:

https://study.com/academy/lesson/project-based-learning-for-social-studies.html

IncomebyZipcode. (2017). Income by Zip Code. Retrieved from

https://www.incomebyzipcode.com: https://www.incomebyzipcode.com/arizona/85326

Lincoln, A. (n.d.). Quote Waves. Retrieved January 25, 2019, from QuoteWaves.com:

http://www.quoteswave.com/picture-quotes/372033

NEA. (2019). Grants For Teachers. Retrieved from Teach.com: https://teach.com/what/teachers-

change-lives/grants-for-teachers/

Realtor.com. (2019). Realtor.com. Retrieved from https://www.realtor.com:

https://www.realtor.com/realestateandhomes-search/85326/overview