User talk:BobPrickett

Using Rubrics For Assessment TEC-546 August 10, 2016 Professor Kathleen Huggard Robert Prickett Lesson: History (World War II) Comics are an easy way to read, but in some cultures they have serious subject matter. At first glance, “Barefoot Gen”, looks to be some irritating retroactive wishful fiction by postwar Japanese about the atomic bombing of Hiroshima. Yet in the preface, the author mentions that not only was he there, but his father had been a stage actor of a troupe that performed pacifist plays, for which they were all locked up. There may be some small tweaks to improve the market value, but the overall content is thus sound, and it is used as a textbook in Japanese History at Arizona State University. History (World War II) This map shows colonization in the Pacific in 1939. The students should be able to get enough of the basic story line from the teaching and the book itself, not for all the specifics of what happened –for the individual islands were often chosen to seize because they were not important enough to be defended properly, but for the general overview. This would be (1) Stop the Japanese from invading Australia, (2) Island Hop to liberate our territory of Guam, (3) Island Hop to liberate our territory of the Philippines, (4) Clear enough of the resistance from Guam up the island chain –including Saipan -to Japan to fly bombers along it, (5) Clear the islands closest to Japan –such as Okinawa -to fly fighters to protect the bombers. No unit is complete without a test, and whether they agree or not, no one should argue about the use of the atomic bombs on Japan without being aware that the Japanese were fighting to the death. Students should be able to list at least three examples of Japanese preferring death to surrender, including at least one with civilians. Picture is of the Emperor & Empress bowing at the Suicide Cliffs in Saipan. Student Artifacts: Artifact #1: (Baka Bomber) Artifact #2: (Banzai Spear Drill) Artifact #3: (Suicide Cliffs) Student #1 Test Result Student #2 Test Result Student #3 Test Result Philippines

Rubric: Student #1 Rubric: World War II in the Pacific 5	4	3	2	1 Assignment Drawing	Drawing Depicts Suicidal Unwillingness to Surrender with accuracy based on actual facts. Drawing Depicts Suicidal Unwillingness to Surrender based on actual facts with some more than subtle inaccuracy of portrayal. Drawing Depicts Suicidal Unwillingness to Surrender not based in facts with inaccurate portrayal. Drawing Does Not Depict Suicidal Unwillingness to Surrender, but does portray Japanese intense commitment to victory. Student Submitted Drawing relating to war against Japan. Test	Lables Japan, Okinawa, Saipan, Guam, the Philippines & (Bonus) outlines the maximum extent of Japanese expansion to a reasonable degree, for a maximum of 5 points, or 6 including the bonus question. 4 correct including bonus. 3 correct including bonus. 2 correct including bonus. 1 correct including bonus. Total: 10 Points Maximum 9/10 Points

Rubric: Student #2 Rubric: World War II in the Pacific 5	4	3	2	1 Assignment Drawing	Drawing Depicts Suicidal Unwillingness to Surrender with accuracy based on actual facts. Drawing Depicts Suicidal Unwillingness to Surrender based on actual facts with some more than subtle inaccuracy of portrayal. Drawing Depicts Suicidal Unwillingness to Surrender not based in facts with inaccurate portrayal. Drawing Does Not Depict Suicidal Unwillingness to Surrender, but does portray Japanese intense commitment to victory. Student Submitted Drawing relating to war against Japan. Test	Lables Japan, Okinawa, Saipan, Guam, the Philippines & (Bonus) outlines the maximum extent of Japanese expansion to a reasonable degree, for a maximum of 5 points, or 6 including the bonus question. 4 correct including bonus. 3 correct including bonus. 2 correct including bonus. 1 correct including bonus. Total: 10 Points Maximum 9/10 Points

Rubric: Student #3 Rubric: World War II in the Pacific 5	4	3	2	1 Assignment Drawing	Drawing Depicts Suicidal Unwillingness to Surrender with accuracy based on actual facts. Drawing Depicts Suicidal Unwillingness to Surrender based on actual facts with some more than subtle inaccuracy of portrayal. Drawing Depicts Suicidal Unwillingness to Surrender not based in facts with inaccurate portrayal. Drawing Does Not Depict Suicidal Unwillingness to Surrender, but does portray Japanese intense commitment to victory. Student Submitted Drawing relating to war against Japan. Test	Lables Japan, Okinawa, Saipan, Guam, the Philippines & (Bonus) outlines the maximum extent of Japanese expansion to a reasonable degree, for a maximum of 5 points, or 6 including the bonus question. 4 correct including bonus. 3 correct including bonus. 2 correct including bonus. 1 correct including bonus. Total: 10 Points Maximum 6/10 Points

Reflections: The fact that the students all did such good drawings indicates that the ferociously stubborn defense by the Japanese during World War II captured their imaginations. Indeed, with such an intense subject matter, whether one is passively sad for the civilian suicides and murders in Saipan, or more in awe at the aggressiveness of the kamikaze, how could anyone not be transfixed? The map was clearly the more challenging part of the lesson. In spite of tips like, “Tokyo is at the turning point of Japan” –with elbow gestures to mimic the shape of the Japanese islands, or “Airplanes at the end, along atolls, attacked Tokyo”, the information is new, raw data unaffiliated with anything else particularly memorable, so most of the students did much worse on it. In the future, I will do a separate lesson on the Asian & Oceanic world before World War II, with a map quiz. Simply having a clear knowledge that every country but Thailand and China was under the rule of foreign power –most of whom were conquered by the Axis and thus more prone to Japanese attack –should help remember where the Japanese conquered by simple process of exclusion. The hardest fact to remember seems to be the location of the Philippines, and I’m not entirely sure how to make it easier, though perhaps emphasizing that it is equatorial just like the Caribbean that Christopher Columbus landed on will help. There really isn’t much to differentiate Malaysia, Indonesia, and the Philippines beyond their colonial masters’ legacy. However, geography seems too important to history to be left out of it. References Cennamo, Katherine S., John D. Ross, & Peggy A. Ertmer. (2016). Technology Integration for Meaningful Classroom Use: A Standards-based Approach, 2nd Edition. Boston: Cengage Learning. Retrieved from web. Combing, Beach. (2012). Suicide At Saipan:  How Many? Strange History. Retrieved from web. Nakazawa, Keiji. (1988). Barefoot Gen: A Cartoon Story of Hiroshima. Gabriola Island: New Society Publishers. Image: Asia Outline Map. Retrieved from web. Image: Suicide Cliffs, Emperor & Empress bow. Retrieved from web.