Let

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What is the Human Response to War?
A Separate Peace and WWII Cyberlesson
Lets Begin
Presented by Gina Gallivan Recommended Grade
Level Grade 10 RDG Creative Language Arts
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Operation Discovery On the Front Lines of
Understanding War Your mission What is
the human response to war? How are human
beings impacted by war? Our platoon will
investigate answers to these questions in our
world and in Chapter 10 of A Separate
Peace. What comes to mind when someone
mentions war? How much do we really know about
war? Are our ideas about war reflective of the
reality of war? This cyberlesson will guide you
through an interactive journey as you consider
these thought-provoking questions. As we learn
about the way the characters in A Separate Peace
respond to World War II, we will also take a look
at how citizens have responded to World War II in
history.


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Materials
Readers JournalYou will use your readers
journal to respond to the questions and
activities in this cyberlesson. Graphic
OrganizerClick on the links provided before and
during reading to access graphic oragnizers to
organize your thinking. Pencil Record your
thinking in writing. A Separate Peace by John
Knowles (book and audiobook) Computer Link to
related websites through an Internet connection.


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Before Reading

• Link to the attached Before Reading graphic
  organizer to respond to the following questions
  
• Link to graphic organizer
• I. What conditions characterize war?
• What words come to mind when you think about war?
  List at least five descriptive words or phrases.
• What images come to mind when you think of war?
  Draw a picture of an image of war.

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Before Reading
II. What was World War II really like? Click on
the links below to learn more about World War
II. On your graphic organizer (See link on
prior slide), record at least five new facts you
learned about World War II. Look for the roles
people played on the home front as well as on the
front lines. http//www.history.com/minisites/w
orldwartwo Links to video clips and text about
WWII http//images.military.com Type in Faces
of Freedom, then click on Veterans Day
Military.com for WWII slideshows
www.teacheroz.com/WWIIHomefront.htm Information
about WWII and the home front http//www.worldwar
-2.net/ Information about WWII, including
timeline of events http//www.eyewitnesstohistory.
com/w2frm.htm Link to eyewitness accounts of
WWII events from veterans and citizens

• Were your expectations about World War II similar
  to or different
• from the reality of World War II?
• Write your reflection in Part III of your Before
  Reading graphic organizer.

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During Reading (Chapter 10)
In Chapter 10, Gene meets Leper, who has left
the war. As you read Chapter 10 along with the
audiobook recording provided by your teacher, use
the Inspiration graphic organizer provided below
to record your observations about how being in
the war has impacted Leper. Click on the
graphic organizer to keep track of Lepers words
and actions, as well as his character qualities
that give clues about how war has impacted him.
Also include Genes reactions to Lepers words
and behavior in Chapter 10.


Link to graphic organizer
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After Reading

• After reading Chapter 10, write a one page
  response journal entry in
• your readers journal. Use evidence from the
  text to reflect on how
• Lepers expectations about war (Think about
  Chapters 7 and 9) differ
• from the reality he experiences in war. Discuss
  how Leper has
• changed after enlisting. Based on your reading
  of the novel and your
• Before Reading Internet research, what conditions
  of war do you think
• contributed to the change in Leper?
• II. Imagine you were Gene in Chapter 10. If you
  met up with Leper, what would your reaction be to
  his changed behavior and speech? What would you
  say to Leper?
• Draw a picture of yourself meeting up with Leper,
  and create a speech bubble with what you would
  say to Leper in response to his upset state.
  Include this drawing in your response journal.

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Beyond Reading
Lepers reaction to war is reflective of a
condition called Post Traumatic Stress Disorder
(PTSD). What questions do you still have about
the impact of war on a persons mental health, as
well as how soldiers are supported emotionally
when they return from war? Record your questions
in your response journal. Click on the
websites below to read about Post Traumatic
Stress Disorder. http//www.nimh.nih.gov/health/to
pics/post-traumatic-stress-disorder-ptsd/index.sht
ml http//www.mentalhealth.va.gov/ptsd/alert.asp h
ttp//www.ksl.com/?nid148sid1540534 What new
information did you learn? Record your findings
in your response journal. Write a two-voice poem
to express a dialogue between pre-war Leper and
post-war Leper based on your findings.


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Evaluation Rubric
4 3 2
Before Reading Graphic Organizer I wrote five or more words and drew an image about war that shows superior effort. I learned five or more new facts about World War II. I reflected thoughtfully on the differences between my ideas and the reality of war. I wrote 3-4 words and drew an image of war that shows fair effort. I learned 3-4 new facts about World War II. I reflected about basic differences between my ideas and the reality of war. I wrote fewer than 3 words and drew an image of war that shows poor effort. I learned fewer than 3 new facts about World War II. I did not reflect in meaningful ways about my new learning.
During Reading Character Web My graphic organizer is complete and contains thoughtful descriptors. My graphic organizer contains specific, relevant textual evidence. My graphic organizer is complete and contains descriptors. My graphic organizer contains some general examples from the text. My graphic organizer is incomplete and contains some descriptors that may be inaccurate. My graphic organizer does not contain sufficient textual evidence.
After Reading My response journal entry contains thoughtful conclusions about all three parts of the question and is supported with relevant textual evidence. My speech bubble expresses an insightful question for Leper that shows superior understanding of Lepers change and his emotional state. My response journal entry contains ideas about some of the questions posted, and it includes some evidence from the text. My speech bubble expresses a plausible question for Leper that expresses an accurate understanding of Lepers change and emotional state. My response journal entry contains ideas about only one question posted, and it lacks textual evidence. My speech bubble does not contain a meaningful question for Leper, and the question does not reflect an accurate understanding of Lepers change .
Beyond Reading I listed 3-5 questions and 3-5 new findings about PTSD. I created a creative two-voice poem reflective of the change in Leper. My title is creative and fitting. I listed 2-3 questions and 2-3 new findings about PTSD. I created a two-voice poem reflective of the change in Leper. My title is fitting. I listed only 1-2 questions and 1-2 findings about PTSD. I created a two-voice poem that does not accurately reflect the change in Leper. The title is not fitting.


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Credits
A Separate Peace by John Knowles (audiobook
with reader Scott Snively)

Websites Eyewitness to History http//www.eyewitn
esstohistory.com/w2frm.htm History.com http//www.
history.com/minisites/worldwartwo The Homefront
During WWII ww.teacheroz.com/WWIIHomefront.htm
KSL Radio http//www.ksl.com/?nid148sid1540534
Military.com http//images.military.com
National Institute of Mental Health Post
Traumatic Stress Disorder http//www.nimh.nih.gov/
health/topics/post-traumatic-stress-disorder-ptsd/
index.shtml United States Department of Veterans
Affairs http//www.mentalhealth.va.gov/ptsd/alert.
asp World War II Timeline http//www.worldwar-2.ne
t/

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Tips for Teachers
This entire cyberlesson is most successfully
implemented over the course of three days. Here
is my suggested timeline Day 1 Before Reading
activity with graphic organizer completion, Web
investigation, and Inspiration character web
completion in the computer lab. Day 2 Whole
class reading of Chapter 10 of A Separate Peace
along with audiobook recording. The audiobook
recording of Chapter 10 is particularly effective
because students can hear the emotional distress
in Lepers voice as well as the shock of Genes
voice as Gene realizes how the war has changed
Leper. Hearing the narrator interpret the
characters voices will help students evaluate
the cyberlessons focus on character change and
the contrast between the expectations and reality
of war. Students can complete the After Reading
Response Journal Entry and Speech Bubble at the
end of class and/or for homework. Day 3 Beyond
Reading Web search and two-voice poem writing in
computer lab. This may be done with a partner
and presented to the class. The teacher should
model how to write a two voice poem first.