Name:___________________________ Period:___________ Excel:_______________________
WORLD WAR I
Think-Tac-Toe Project
As we begin to talk about World War I, you will begin to independently research various aspects of this war. You
will need to choose 3 of the tasks below and complete them by February 10, 2012. This project is worth 120
points. Make sure that all of your products are creatively and neatly done – please create something to be proud
of! Highlight the projects you will create.
TIMELINE
POEM ILLUSTRATION
WWI CROSSWORD PUZZLE
Make a timeline of 5 key events during WWI.
Your events must be related to a common theme Choose a poem written by a WWI soldier.
Using vocabulary words, terms, people, events,
and your timeline should have a title. Each event Create an illustration for that poem. Poems
or battles from WWI, make crossword puzzle
should have a 1-2 sentence description. Some
from WWI can be found here:
using the website:
possible themes are:
•
Major battles of the Western Front
http://www.firstworldwar.com/poetsandprose/ http://www.discoveryeducation.com/free•
Major events involving the United States index.htm
puzzlemaker/?
•
Or you may choose your own theme.
CFID=985861&CFTOKEN=63084692
http://www.firstworldwar.com/battles/
index.htm
VENN DIAGRAM OF WWI
BEGINNING OF THE WAR
BIOGRAPHY
Write a short biography of one of the major
Using the interactive venn diagram website,
Create a comic strip about how WWI began.
leaders during the WWI era. Your choices
compare and contrast some aspect of WWI.
Use the following website: http://
include:
•
Some examples could be:
www.firstworldwar.com/origins/index.htm
Franz Ferdinand
•
Kaiser Wilhelm II
•
German military v. French military
to help you with the events. Your comic should •
Woodrow Wilson
•
British homefront v. US homefront
have 5-8 panels, and include accurate historical •
David Lloyd George
•
Or you may choose your own categories. Be facts, people, and events. It can be in color or •
Georges Clemenceau
•
sure you have multiple items in the
in black & white.
Tsar Nicholas II
•
comparing and contrasting section of the
V.I. Lenin
•
diagram.
Or choose someone that interests using
the following website:
http://www.readwritethink.org/files/resources/
http://www.firstworldwar.com/bio/all.htm
interactives/venn/
Your biography should be 2-3 paragraphs long
and include a list of any sources you used.
PROPAGANDA POSTER
DIORAMA
HEALTH HAZARDS
Create an original propaganda poster. Your
poster can be from the perspective of any
Create a diorama of what a WWI trench
Create a Prezi presentation to describe some
country that participated in WWI. It can be in
looked like. Your diorama must include 10
of the health hazards that soldiers faced while
color or black & white. Go to the following
labels detailing the various aspects
fighting in the trenches.
website to view examples of propaganda posters.
http://www.firstworldwar.com/posters/
index.htm
WWI SOLDIER JOURNAL ENTRY
WWI WEAPON iMOVIE
WWI UNIFORMS
Write a journal entry from a perspective of a
soldier in WWI. The journal must be at least 1
Create an iMovie illustrating one weapon
Research what soldiers wore in WWI and
pages in length. Go to the following website for invented during WWI. Your iMovie should have create a drawing of their uniform. You may
examples of journal entries.
8-10 panels. The movie should have both
choose from any of the branches of armed
http://www.firstworldwar.com/diaries/
illustrations and words to give details of the services (i.e. army, navy, etc.)
index.htm
weapon.
WAR POSTER
ZIMMERMAN TELEGRAM KEYNOTE
WWI NEWSCAST
The event that caused the US to enter WWI Create a mock video newscast from an event
Create a war poster encouraging people to join was the Zimmerman Telegram. Research what that happened in WWI. You must hand in a
the army during WWI.
that telegram said and create a 8-10 slide
script as well.
explaining what it was including illustrations.
WORLD WAR I PROJECTS RUBRIC
PROJECT #1:___________________________________________
CRITERIA
OUTSTANDING
10
CONTENT
At least 95% of the required
Quality of Information and
information is included and/or
Accuracy
it is relevant and clear
COMPREHENSION
Student understands the subject and
Understanding of information
can analyze the information (shows
connections between the different
aspects of the information)
VISUAL PRODUCT
Project is very clearly written using 8th
Quality of Project
grade language and varied sentence
length; is well organized; has almost no
grammar or spelling errors; the main
concept is easily identified; and text is
easy to read
INDEPENDENT LEARNING Student remained on task and brought
all resources needed to class
Project is clear, but simple; some
Project is unclear, repetitive,
variety in sentences and word
simple sentences; many spelling and
choice; some spelling and grammar grammar errors; main concept not
errors, but they do not interfere clearly identified; difficult to read
with meaning; main concept is clear,
text is legible.
Student remained on task regularly Teacher had to prompt student to
when prompted, brought resources stay on task and/or bring resources
to class sometimes
PROJECT #2:___________________________________________
CRITERIA
OUTSTANDING
10
CONTENT
At least 95% of the required
Quality of Information and
information is included and/or
Accuracy
it is relevant and clear
COMPREHENSION
Student understands the subject and
Understanding of information
can analyze the information (shows
connections between the different
aspects of the information)
VISUAL PRODUCT
Project is very clearly written using 8th
Quality of Project
grade language and varied sentence
length; is well organized; has almost no
grammar or spelling errors; the main
concept is easily identified; and text is
easy to read
INDEPENDENT LEARNING Student remained on task and brought
all resources needed to class
OUTSTANDING
10
CONTENT
At least 95% of the required
Quality of Information and
information is included and/or
Accuracy
it is relevant and clear
COMPREHENSION
Student understands the subject and
Understanding of information
can analyze the information (shows
connections between the different
aspects of the information)
VISUAL PRODUCT
Project is very clearly written using 8th
Quality of Project
grade language and varied sentence
length; is well organized; has almost no
grammar or spelling errors; the main
concept is easily identified; and text is
easy to read
INDEPENDENT LEARNING Student remained on task and brought
all resources needed to class
Score: _______/40
ACCEPTABLE
MINIMAL
8
6
At least 50% of the required
Much of the information is missing
information is included and/or most
and/or not relevant
of it is relevant and clear
Students understands the subject,
Student demonstrates little
but there is no extension of ideas
and/or no understanding of the
subject
Project is clear, but simple; some
Project is unclear, repetitive,
variety in sentences and word
simple sentences; many spelling and
choice; some spelling and grammar grammar errors; main concept not
errors, but they do not interfere clearly identified; difficult to read
with meaning; main concept is clear,
text is legible.
Student remained on task regularly Teacher had to prompt student to
when prompted, brought resources stay on task and/or bring resources
to class sometimes
PROJECT #3:___________________________________________
CRITERIA
Score: _______/40
ACCEPTABLE
MINIMAL
8
6
At least 50% of the required
Much of the information is missing
information is included and/or most
and/or not relevant
of it is relevant and clear
Students understands the subject,
Student demonstrates little
but there is no extension of ideas
and/or no understanding of the
subject
Score: _______/40
ACCEPTABLE
MINIMAL
8
6
At least 50% of the required
Much of the information is missing
information is included and/or most
and/or not relevant
of it is relevant and clear
Students understands the subject,
Student demonstrates little
but there is no extension of ideas
and/or no understanding of the
subject
Project is clear, but simple; some
Project is unclear, repetitive,
variety in sentences and word
simple sentences; many spelling and
choice; some spelling and grammar grammar errors; main concept not
errors, but they do not interfere clearly identified; difficult to read
with meaning; main concept is clear,
text is legible.
Student remained on task regularly Teacher had to prompt student to
when prompted, brought resources stay on task and/or bring resources
to class sometimes