Battleship NC – Developing an interdisciplinary experience with your students

Tuesday Evening, 10/25/05

5:00 PM – 8:00 PM

Dr. Dennis S. Kubasko, Jr.

Dr. Joseph Feinberg

Dr. Angelia Reid-Griffin

Dr. Robert Smith

Dr. J. Denise Terry

Kim Sincox

Mary Ames Sheret

Agenda Information

  • Arrival—tour the exhibition hall
  • 5:00 – 5:30
    • Meet in lobby
    • View film (12 minutes)
    • Handout packets
    • Begin Instruction
  • 5:30 – 6:00
    • Self-directed and guided tours of the USS NC
  • 6:00 – 6:30
    • Discipline areas meet with respective students to discuss and generate content specific themes.
      • For example, science will discuss PBL at informal science sites. 
  • 6:30 – 7:00
    • Battleship curators share artifacts and resources.
      • For example, a team may focus on the medical aspects of the ship.
    • Whole group conversation about interdisciplinary education.
      • Share an example of a prior year experience.
  • 7:00 – 8:00
    • Break into teams to work on interdisciplinary projects.
    • Guided tours to departments and/or other relevant areas of the ship.

 

  • A second visit to the Battleship is strongly encouraged

 

Eight Departments: What materials are needed for each of the eight departments?

  1. Navigation
    • Question: How would sailors plot your location and navigate the battleship NC and other ships during WWII? 
      • Resources – sextant, azimuth, loran
      • Stars (night) and sun (day) guided the ship
  1. Gunnery
    • Question: What was the gunnery purpose of USS NC during WWII?  What was the data sailors on the Battleship NC needed to: 1) bomb an island, 2) destroy an aircraft, and 3) attack another vessel?
      • Resources – speed, direction, and location
      • 16 inch guns, 14 inch guns, 10 inch guns
      • Design locations
      • Analog computers
  1. Hull
    • Question: How does the battleship NC float and how did the sailors keep its watertight integrity?  How did the various types of ships and hulls influence WWII?  Why didn’t the Battleship NC sink when torpedoed?
      • Resources – buoyancy, counter flooding
  1. Medical
    • Question: What types of contagious diseases were treated on the Battleship NC and during WWII?  How were the sailors’ diseases prevented and isolated?
      • Resources - Fungal, viral, and bacterial
      • Alcohol
  1. Communications
    • Question: How did the sailors on the Battleship NC communicate during battle situations without electricity?  How did ships communicate during WWII?
      • Resources – phones, sailors regional dialect, telephone circuits
  1. Engineering
    • Question:  How did the sailors safely propel a 44,800 ton ship at 28 knots?  Why and how did they build such a vessel in the 1930s?
      • Resources – steam turbines
  1. Supply
    • Question: What did the sailors during WWII and on the Battleship NC consume as food?  How did the department feed 2,341 people in a confined area?
  1. Executive

·        Question: How is the ship organized? 

 

 

Assignment

Part 1 – Collaborating with your team of interdisciplinary colleagues, create a minimum, 10-slide PowerPoint presentation addressing the following criteria:

  1. Imagine you are a sailor on board the Battleship. Create a profile. The profile should include the following information:

·        Typical person enlisted: Age, experience, gender, race, socioeconomic background, qualifications, etc.

·        Compare and contrast the sailor of WWII era with today.

  1. What are the challenges with your Dept. of Operation? How have advances in technology affected the operations of your department?
  2. What role did battleships play in WWII?
    1. What role did battleships have in earlier wars?
    2. How have advances in technology affected battleships?
  3. The interdisciplinary PowerPoint will be used to deliver instruction to high school students in all disciplines.

 

Part 2 – Individuals content areas for each team are to create a minimum 10 slide PowerPoint presentation addressing the following content specific criteria:

  1. Using the study of the Battleship, how could you design units based on your disciplinary knowledge?

a.       Social Studies students are to consider how to incorporate the history, civics and economics objectives?

·        Link the relationships directly to the NC Standard Course of Study

b.      Science students are to consider the following aspects involved with your Department of Operation

·        What are the relationships with science content, such as Biology, Chemistry, Physics, Earth and Environmental Science, and Physical Science

·        Describe the relationships in detail

·        Link the relationships directly to the NC Standard Course of Study

c.       Mathematics students are to consider how to incorporate the mathematical relationships. 

·        Consider what technology can be used and how it can be used to model phenomena. 

·        Consider how phenomena are related to Algebra(s), Geometry, Calculus, and Trigonometry.

·        Link relationships (content & technology) to NCSCOS & ISTE-NETS.

 

Part 3 - Collaborating with your team of interdisciplinary colleagues, complete an interdisciplinary six-point lesson plan in Task Stream.

1.      Consider providing high school students with an opportunity to do some of their own research.

a.       Research should reflect content knowledge of science, social studies, and math.

b.      Address the Math, Science, Social Studies and Technology (NETS-T) standards accomplished during the day’s experience.

2.      Create a skeleton ˝ day field trip experience to the USS North Carolina (4 hours).

3.      Field Trip Forms Required:

a.       Administrative/ school system permission

b.      Parental permission

c.       Transportation request

4.      Describe how you will assess / evaluate and debrief your students (for example, create an assessment rubric).

5.      Attach both the interdisciplinary PowerPoint presentation and each content-specific PowerPoint presentation.