CHC2PUNIT: WORLD WAR 2
UNIT PROJECT: MEDIA ANALYSIS
Media is defined online ( as:
the means of communication, as radio and television, newspapers, and magazines, that reach or influence people widely
In today’s society, we are bombarded with media. World War 2 is the subject of many types of media; movies (fictitious as well as documentaries), tv series, books (fiction and non-fiction), documentaries, songs, scrapbooks, memoirs, etc. Some of this media is an excellent source of historical information. Other sources aren’t so great… So how do we sort it out? How do we make connections to what we learn at school? Some of you have watched media having to do with WW2 and many of you have asked, “Can we watch …”? The answer is, yes!
Your final unit project for WW2 is a media analysis. For this analysis, you can choose your media. You can choose from the attached list, suggest a different media for your teacher to approve, or use the Canadiana Scrapbook for this analysis. If you have a favourite WW2 movie or topic, here’s your chance to watch/listen to something of YOUR CHOICE!
To complete the project, follow the steps in the attached organizer (check them off as you go). Keep your work in the duotangs provided by your teacher.
May 5 and May 6 will be in the Cross-Curricular Lab.
Components of the Analysis / Explanation of Component / Completion DateWatch Media (on your own) / -as soon as you choose a media, let your teacher know (s/he will approve it)
-if you have not watched/listened to that media by Wednesday, May 5, ON YOUR OWN TIME, then you will be required to use the Canadiana Scrapbooks provided to you in class as your choice of media. / May 5 (by the beginning of the class)
5 Themes Chart / -Complete the attached chart.
-This chart identifies examples of the main themes (like the colour coded pages we use in class) that your media could address. / May 5 (during class time)
Main Theme Paragraph / -Choose one theme from the chart and write a paragraph about how the media addresses it.
-Use the outline and paragraph sheet provided. / May 5 (during class time)
Identification and Importance of Main Event / -Name the main event within WW2 that is addressed. (ex: Battle of the Atlantic, bombing of Hiroshima, Internment of Japanese Canadians, etc.)
-Why should Canadians care about this event? / May 5 or 6 (during class time)
Response Paragraph / -For this paragraph, you have a choice of questions to answer. Only choose 1. / May 5 or 6 (during class time)
Final Due Date:May 7, at the beginning of the period.
5 Themes Chart – Thinking/Inquiry
(you may use point form in this section)
Theme: / How does your media demonstrate this theme? (describe one scene, picture/entry (if using the Scrapbooks), etc. Briefly explain how this scene fits the theme)The World (blue theme)
Science and Technology (pink theme)
Government (green theme)
Civilian experiences (orange theme)
Emerging patterns (yellow theme)
If you need guidance, check your colour-coded notebook sheets or your textbook to see the types of things these themes cover. Your teachers can also tell you if your ideas fit well into each theme.
You can fill-in this chart by hand.
If you can successfully link:5 themes, you earn a Level 4++ or 4+
4 themes, you earn a Level 4 or 4-
3 themes, you earn a Level 3-, 3, or 3+
2 themes, you earn a Level 2-, 2, or 2+
1 theme, you earn a Level 1-, 1, or 1+
Main Theme Paragraph (Communication and Application)
Pick one theme from your 5 Themes Chart that you think the media addresses really well. Your paragraph will describe how well this theme is covered. Use the planning chart and then type the paragraph.
Planning: (Thinking/Inquiry)
1.Theme: ______
2.Topic Sentence: ______
3.Evidence from the media that shows this theme being addressed:
a) ______
b) ______
c) ______
4.Concluding Sentence: ______
Show your teacher this plan, then type your paragraph and paste it in the space below.
Main Historical Event
Identification of Event: (Application)
In the box below, name the historical event in WW2 that your media addresses:
In the box below, explain how this event is historically important to CANADIANS.
Response Paragraph: (Communication and Application)
Your paragraph will answer one of the questions below. Choose only ONE.
Choice #1: What was the historical significance of the event this media addresses? Use evidence from the media to show its importance.
-some ideas to guide your writing:
Did this event change the lives of many people? How?
Is this event memorable? Why?
Did this event change the course of history? How?
Choice #2: Do you think this media is an authentic source of history? Justify your response using examples from the media.
-some ideas to guide your writing:
Is this media a primary or secondary source of history? How might this make a difference to its authenticity?
Did the media seem realistic? Justify your response.
Did the media seem well-researched? Justify your response.
Did you get the feeling you were experiencing what it was like at the time? Why/Why not?
Planning: (Thinking/Inquiry)
1.Choice of Question: ______
2.Topic Sentence (answer the question): ______
3.Evidence from the media that justifies/proves your answer to the question:
a) ______
b) ______
c) ______
4.Concluding Sentence: ______
Show your teacher this plan, then type your paragraph and paste it in the space below.
Student Name: ______
Media Chosen:______
Evaluation Marks:
Mark Category / Component / Your MarkThinking/ Inquiry
(T/I) / -5 Themes Chart
-Theme Paragraph Planning
-Response Paragraph Planning / Level ______
Level ______
Level ______
Overall Mark for T/I:
Level ______
Communication
(C) / -Theme Paragraph
-Response Paragraph / Level ______
Level ______
Overall Mark for C:
Level ______
Application
(A) / -Theme Paragraph
-Importance of Event
-Response Paragraph / Level ______
Level ______
Level ______
Overall Mark for A:
Level ______
*Place this page FIRST in your duotang when you hand it in on May 7th.
Rubric for Project:
Level 1 / Level 2 / Level 3 / Level 4Thinking/ Inquiry
-Use of critical thinking processes
(e.g., inquiry process, decision making
process)
-Use of planning skills (e.g., focusing research, gathering information, organizing an inquiry, asking questions,
setting goals) / -limited effectiveness / -some
effectiveness / -considerable effectiveness / -high degree of effectiveness
Communication
-Expression and organization of ideas and information (e.g., clear expression, logical organization) in written form / -limited effectiveness / -some
effectiveness / -considerable effectiveness / -high degree of effectiveness
Application
-Transfer of knowledge and skills (e.g.,
concepts) to new contexts
-Making connections within and between
various contexts (e.g., past, present, and future; cultural; personal; multidisciplinary) / -limited effectiveness / -some
effectiveness / -considerable effectiveness / -high degree of effectiveness
Curriculum Links:
Strand: Methods of Historical Inquiry and Communication
Overall Expectations
By the end of this course, students will:
• interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry;
• communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication.