The Iraq War is Over D ec. 15, 2011 Essential Questions Why has the U.S. chosen to enter world conflicts? What factors have contributed to ending world conflicts? Recommended for Grades

Each of the four questions are addressed. Multimedia elements are included. Multiple perspectives are apparent. Images are used to appropriately help readers better understand concepts. Writing style reflects that of an award-winning reporter. Assessment Criteria Project: You will be divided into three groups. Each group has the task of creating a newspaper reporting on the information necessary to thoroughly answer four key questions related to a specific world conflict.

Why did the U.S. enter the war? What were the reasons for U.S. non-involvement prior to entering the war? When the war ended, what ended? How did the world change as a result of the war ending? Key Questions:

Iraq War Understanding Conflict World War I World War IIVietnam War Click on screen to access background information for WWI, WWII and the Vietnam War. Together we'll be applying what we learn from studying past world conflicts to further our study of the ending of the Iraq War on December 15, 2011.

World War I Start by organizing your group. Who will do what? What materials will you need? How will technology help you in your work? How will you go about including multimedia elements? How will you respect copyright restrictions when using media and images? How can you find subject matter experts on the world conflict you are researching? How will group members use their time to get everything accomplished by date due?

World War II Start by organizing your group. Who will do what? What materials will you need? How will technology help you in your work? How will you go about including multimedia elements? How will you respect copyright restrictions when using media and images? How can you find subject matter experts on the world conflict you are researching? How will group members use their time to get everything accomplished by date due?

Vietnam War Start by organizing your group. Who will do what? What materials will you need? How will technology help you in your work? How will you go about including multimedia elements? How will you respect copyright restrictions when using media and images? How can you find subject matter experts on the world conflict you are researching? How will group members use their time to get everything accomplished by date due?

World War IWorld War II Vietnam WarIraq War Questions We Have Questions We Have Questions We Have Questions We Have Add on your questions under your group's assigned world conflict. This will help everyone expand their thinking about possible questions that are critical to consider. We will pause our active work to review added questions regularly. Use the next slide to record your questions. You might want to clone the next slide to use as a daily/session record.

World War IWorld War II Vietnam WarIraq War Questions We Have Questions We Have Questions We Have Questions We Have

1. The skill of co-creating high-quality learning projects. 2. Skills of critical thinking and problem solving. 3. Digital literacy skills of both teachers and students, specifically info-savvy, media-fluent and tech-tuned. 4. Communication skills that include cross-cultural emphasis. 5. Ability to use real-world tools, addressing authentic problems and entrepreneurship. 21st Century Skills How does this lesson help you build a 21st century classroom? Using the list of 21st Century Skills shown below, this lesson addresses the five key areas of focus. Students and teachers are co-creating a newspaper through critical thinking and including media and images. Additionally, they are using technology as a tool to design and publish their newspaper helping readers better understand world conflict including an emphasis on world cultures. Teacher Notes #1:

How does this lesson address the Common Core Standards? Using the Grades 7-12 Anchor Standards for Writing shown below. Teacher Notes #2: Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. 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 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. 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.

1. Students will be grouped in three groups to research, write and publish an online newspaper including multimedia and visual elements. 2. Students will be focused on four key questions related to the study of world conflict. 3. Teachers will continue to engage students throughout the project on application of key concepts to the ending of the Iraq War. Questions teachers should consider embedding in this application process are shown below: > If this is true for World War I (WWII and/or Vietnam War) - would you say this holds true for what we know about the Iraq War? Why or why not? > If this information has been influential in affecting the outcome of all three conflicts we are studying, would you agree or disagree this is true for what we know about the Iraq War? > How does time help/hinder the analysis of world conflicts? Teacher Notes #3: Special notes: You may want to consider printing the slides 5-7 for use by student groups. Slide 9 is designed for a discussion and recording portal. You may want to clone this page daily as you begin/lead new discussions. Use the criteria on slide 2 to create a rubric with students so that all are clear on expectations.

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