Greatest Single Event

 

 

Level:                   Middle/High School

 

Subject:                English/History

 

Objective:             Students will evaluate and select a “Single Greatest Event” in submarine warfare or underwater exploration.

 

Task:                    Pose the question, “What is the single greatest event in submarine warfare or underwater exploration?” List them on the board. Probable choices include:

 

                                    Attempt of the Turtle (American Revolution)

                                    The attack of the Hunley (Civil War)

                                    German Submarine Campaign (World War II)

                                    Launching of the first nuclear submarine (Nautilus)

                                   

                             Ask students to justify their selections.

 

Ask students to develop objective criteria by which the single greatest event can be selected. Elements to consider include:

 

·      Had anyone done something similar?

·      Did the event change underwater or surface warfare, or underwater exploration for both the short and long-term?

·      Did the event overcome a genuine obstacle, or was the event the result of an inevitable progression of technology?

 

Activity:                Divide the class into groups to determine which event is the “Single Greatest.” Members of each group will then be given various assignments.

 

1.    Student(s) will research the effect of the event on the people of the day, underwater warfare, and naval strategy.

2.    Students will examine the long-term effect of the event in three areas:

a.    Effect on Society – How was every day life affected as a result of the event?

b.    Effect on Technology – What changes occurred as a result of this event.

c.    Effect on Warfare – What changes resulted in naval warfare as a result of this event.

3.    Students will complete a brief biographical report on the individual who designed or commanded this craft. What talents or skills placed him/her in this position?

4.    Students will complete a brief report on the submarine employed during this event.

a.    What features made it capable of completing its mission?

b.    Did it break any “new” ground in technology?

c.    How did this submarine affect future underwater craft?

 

Students will then reconvene to orally present their case on why their event should be considered the “Single Greatest Event in Submarine Warfare or Underwater Exploration History.”

 

Remind students that an effective presentation will be balanced between concise information, visual aids, and a confident bias that their event is the “Greatest.”

                          

After all groups have presented their cases, have the class vote for a winner!

 

Circumstances of performance: This student work is to be produced under the following work conditions:

 

___ alone                                __x_ in a group

_x_ in class                              ____ as homework

___ with teacher feedback       ____ timed

_x_ with peer feedback            ____ opportunity for revision

 

Standards addressed:

 

         Middle School

E2e. Writing. The student produces a persuasive essay that:

·      Engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;

·      Develops a controlling idea that makes a clear and knowledgeable judgment

·      Creates and organizes a structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, examples, and anecdotes effectively and persuasively;

·      Includes appropriate information and arguments;

·      Excludes information and arguments that are irrelevant;

·      Anticipates and addresses reader concerns and counter-arguments;

·      Supports arguments with detailed evidence, citing sources of information as appropriate;

·      Provides a sense of closure to the writing.

E3b. Speaking, Listening and Viewing. The student participates in group meetings, in which the student:

·      Displays appropriate turn-taking behaviors;

·      Actively solicits another person’s comment or opinion;

·      Offers own opinion forcefully without dominating;

·      Responds appropriately to comments and questions;

·      Volunteers contributions and responds when directly solicited by teacher or discussion leader;

·      Gives reasons in support of the opinions expressed;

·      Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions;

·      Employs a group decision-making technique such as brainstorming or a problem-solving sequence.

E3c. Speaking, Listening, and Viewing. The student prepares and delivers an individual presentation in which the student:

·      Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members;

·      Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials;

·      Uses notes or other memory aids to structure the presentation;

·      Develops several main points relating to a single thesis;

·      Engages the audience with appropriate verbal cues and eye contact;

·      Projects a sense of individuality and personality in selecting and organizing content, and in delivery.

 

High School

E2e. Writing. The student produces a persuasive essay that:

·      Engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;

·      Develops a controlling idea that makes a clear and knowledgeable judgment

·      Creates and organizes a structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, examples, and anecdotes effectively and persuasively;

·      Includes appropriate information and arguments;

·      Excludes information and arguments that are irrelevant;

·      Anticipates and addresses reader concerns and counter-arguments;

·      Supports arguments with detailed evidence, citing sources of information as appropriate;

·      Uses a range of strategies to elaborate and persuade, such as definitions, descriptions, illustrations, examples from evidence, and anecdotes;

·      Provides a sense of closure to the writing.

E3b. Speaking, Listening and Viewing. The student participates in group meetings, in which the student:

·      Displays appropriate turn-taking behaviors;

·      Actively solicits another person’s comment or opinion;

·      Offers own opinion forcefully without dominating;

·      Responds appropriately to comments and questions;

·      Volunteers contributions and responds when directly solicited by teacher or discussion leader;

·      Gives reasons in support of the opinions expressed;

·      Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions;

·      Employs a group decision-making technique such as brainstorming or a problem-solving sequence.

E3c. Speaking, Listening, and Viewing. The student prepares and delivers an individual presentation in which the student:

·      Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members;

·      Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials;

·      Uses notes or other memory aids to structure the presentation;

·      Develops several main points relating to a single thesis;

·      Engages the audience with appropriate verbal cues and eye contact;

·      Projects a sense of individuality and personality in selecting and organizing content, and in delivery.

Boy Scout Advancement Requirements:

__________ Merit Badge

                  6. _____________.

(a)  ____________________

(b)  ____________________.