on Bataan: Slideshow maker
lesson encourages the student to reflect and summarize
lessons learned while exploring the Battle for Bataan
Web site. Now it's the students' turn to analyze, synthesize,
and present their conceptualizations in a slideshow
so others may learn and benefit from their perspectives
and insights. This format encourages students to:
and investigate unanswered questions, and
Expand on points they found noteworthy.
events and issues based on the historical, economic,
political, social, and geographic context of the participants
(SS I-D, 9-12:4).
Use the problem solving process to identify a problem;
gather information, suggest solutions, list and consider
advantages and disadvantages of solutions, choose
and implement a solution, and evaluate the effectiveness
of the solution using technology to present findings
(SS I-D, 5-8:7-2).
on the ordeal of the men of the 200th and 515th Coast
Artillery units between 1940 and 1945 and organize
their thoughts around a central theme, concept, or
lesson learned (lesson could be learned by the nation,
survivors, or students).
the Artifact database, Timeline, slideshows, and videos
in Battle for Bataan to collect photographs, letters,
documents, newspapers, maps, drawings, and folk art
images that support their central theme or lesson.
their research on this theme with scholarly investigative
searches of resources from the Internet, libraries,
and personal and family contacts.
artistic creativity to develop a historic presentation
on their theme.
theme to the class with the New Mexico Times Slideshow
Mexico Times Slideshow
Web sites for research
Word processing program to develop assessment tool
Library of Congress American Memory Project (http://memory.loc.gov/)
Other Web pages from Resources section of Curriculum
Bataan videos and slideshows as needed to refresh
students on material.
Introduce lesson in a class discussion as a hands-on
culmination of the exploration of the Bataan ordeal.
Discussion should include:
to select a central organizing principal (theme
or lesson learned from Battle for Bataan),
to support that principal with evidence, and
in creating slideshow and audience for the slideshow.
students to collaborate in learning to use the slideshow
Facilitate a discussion to develop the assessment
rubric (see Assessment, below).
Students create individual slideshows. Allow time
for draft reviews by peers.
Student presentations may be shown to the class or to
a wider audience (other classes, community and/or veterans'
organization) as appropriate.
A teacher resource describing how students could create
slideshows for other students, parents, and the wider
will evaluate each other's presentation through a peer-developed
assessment instrument (as a rubric or checklist). With
teacher as facilitator, students will brainstorm the
critical elements needed to evaluate one another. Among
the items to be considered:
expectations for the lesson
Content and organization
Coherence and structure of argument
Weighting of elements in rubric
expression. Artists express opinions in
unique ways. Research artistic commentaries about war
and develop a presentation highlighting how artists
express their opinions for or against wars.
Others at Bataan and Corregidor.
In addition to the men of the 200th and 515th, there
were other soldiers from America who defended the Philippines.
Nurses, nuns, priests, and civilians who stayed in the
Philippines also got caught up in the war; many spent
over 3 years in civilian interment camps. The Filipino
people were also integral to the resistance movement
after Bataan fell; Filipino and American guerillas kept
fighting the Japanese throughout the war. How was their
ordeal different from that of the POWs and what is there
to learn from their experience?
Home front. What lessons can
we collect from those who stayed home during the fighting?
How did families cope with missing fathers and sons?