Unit Enhancement To Address Diversity Project

By Author: Sherry Roberts
Total Articles: 77
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The project involves the analysis of World War II unit presented to grade five students. The “world War II remembered” units aims at giving students an opportunity to explore World War II by learning about some of the events through stories of people who experienced them firsthand during the war. The unit focuses on four critical events of the war that include the story of the Nazi Germany and Ann Frank, the attack on the Pearl Harbor, the life of Americans during the war and the atomic bombing of the Hiroshima and Nagasaki. The current analysis focuses exclusively on the Pearl Harbor attack
Learning objectives of the unit
The unit aims at enabling students to be able to explain the sequence of events that led to, that occurred during and after Japan attacked the Pearl Harbor in 1941. The students should be able to recognize the human aspects and dimensions of the events of the attack on the accounts of people who were directly involved, experienced or affected by the events. The grade five students should be able to use a timeline of events to understand historical events in relationship to one another and be ...
... familiar with vocabularies associated with war and military combat.
The “My Story: Pearl Harbor” helps students meet several thematic strands described by the national standards and established by the National Council for the Social Studies. These thematic highlight the strengths of the unit. First, social study programs should include experiences that allow for the study of culture and cultural diversity. The unit gives students a chance to explore not only the Japanese culture at the time of the war, but also the American culture before and after the attack. Secondly, social study programs should include opportunities to learn how human beings view themselves in and over time. The description of war timeline allows the students to explore how the Americans and Japanese view themselves in the course of time. Thirdly, the unit includes experiences that allow students to study people, places, and the environment. Fourthly, the unit allow for student interactions, individual development, and identity. In addition, the current unit gives students a chance to learn how powers, authority and governance are created in a society.
The current unit begins with a story of the Pearl Harbor by reliving the hour-by-hour events, recreating the entire story with my student. Once my students have gained adequate familiarity with the historic events of 1941, we explore the personal experience of an individual who lived in the profile and interview with Ganos. The students are also asked to interview relatives or older individuals of the community about their recollection of the harbor. Then the students are supposed to write the recollection and present it in class as a form of a story. The teacher also presents the timeline of the events. Students are then grouped into different groups and the assigned specific time in the timeline and they are asked to research further about the events of the assigned timeline. The students, being diverse, are able to use creativity to write the excerpt and recollection of the events. They are able to think logically about the assigned task and use their disposition to approach the assignment. While working in groups, the student is able to utilize their distributed intelligence to split work amongst themselves. In addition, they are able to use social cognition to describe the events of the harbor and how people could have reacted to the events.
The unit addresses the learner diversity in different ways. The unit was planned carefully to avoid any form of discrimination or marginalization. For example, students with English as the second language use highlighter to understand better and to allow them ask the meaning of vocabularies they do not understand. In addition, the class is modified to accommodate other diversities as necessary. In planning the lesson, I keep the need of exception students in mind. For example, students with reading disabilities are accommodated through multiple methods of conveying the text such as out loud and video. Despite the current efforts to address diversity and the diverse needs of the students, the unit has several areas of improvement.

Sherry Roberts is the author of this paper. A senior editor at Melda Research in 24 hour college papers. If you need a similar paper you can place your order for a custom research paper from medicine essay writing services.