Chronicles of Courage: Fw 190
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Chronicles of Courage: Fw 190

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    • Preview of Ending the War in Europe (FINAL-FINAL).pdf - page 1
    • Preview of NSTA_LP12_Fw190_final_NBC.pdf - page 1
      Subject English Language Arts — Reading Standards for Fiction, Reading Standards for Informational Text • Science — Physical Science, Physics, Science and Engineering Practices
      Grade Level Grades 6-12
      Resource Type Lesson Plan
      Attributes
      Good for Parents
      Standards Alignment
      Common Core State Standards, Next Generation Science Standards
      License

      Attribution Non-commercial NoDerivative

      CC (BY-NC-ND)

      About This Lesson

      Erich Brunotte, a pilot in one of the most decorated fighter wings in the German air force, or Luftwaffe, during World War II, flies the Focke-Wulf Fw 190 fighter plane. As the war progresses, design modifications to the Fw 190 present new challenges for German engineers as they strive to improve the plane's performance. “Chronicles of Courage: Stories of Wartime and Innovation” is a co-production of Vulcan Productions and NBC Learn.

      Resources

      Files

      Ending the War in Europe (FINAL-FINAL).pdf

      Lesson Plan
      February 13, 2020
      498.4 KB
      Log in to Download

      NSTA_LP12_Fw190_final_NBC.pdf

      Lesson Plan
      February 13, 2020
      649.16 KB
      Log in to Download
      External resources
      Videos
      Chronicles of Courage: Fw 190

      Standards

      Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
      Read More About CCSS.ELA-Literacy.RH.9-10.1
      Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
      Read More About CCSS.ELA-Literacy.RH.9-10.2
      Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
      Read More About CCSS.ELA-Literacy.RH.9-10.3
      Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
      Read More About CCSS.ELA-Literacy.RH.9-10.4
      Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
      Read More About CCSS.ELA-Literacy.RH.9-10.5
      Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
      Read More About CCSS.ELA-Literacy.RH.9-10.6
      Assess the extent to which the reasoning and evidence in a text support the author’s claims.
      Read More About CCSS.ELA-Literacy.RH.9-10.8
      Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
      Read More About CCSS.ELA-Literacy.RH.11-12.1
      Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
      Read More About CCSS.ELA-Literacy.RH.11-12.2
      Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
      Read More About CCSS.ELA-Literacy.RH.11-12.3
      Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
      Read More About CCSS.ELA-Literacy.RH.11-12.4
      Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
      Read More About CCSS.ELA-Literacy.RH.11-12.5
      Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
      Read More About CCSS.ELA-Literacy.RH.11-12.6
      Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
      Read More About CCSS.ELA-Literacy.RH.11-12.8
      By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
      Read More About CCSS.ELA-Literacy.RH.11-12.10
      Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
      Read More About MS-PS2-2
      Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
      Read More About MS-PS2-4
      Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
      Read More About MS-PS3-1
      Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
      Read More About MS-PS3-5
      Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
      Read More About MS-ETS1-1
      Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
      Read More About MS-ETS1-2
      Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
      Read More About MS-ETS1-3
      Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
      Read More About MS-ETS1-4
      Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
      Read More About CCSS.ELA-Literacy.W.8.1.a
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.8.10
      Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.L.8.6
      Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
      Read More About CCSS.ELA-Literacy.RST.6-8.2
      Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
      Read More About CCSS.ELA-Literacy.RST.6-8.5
      Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
      Read More About CCSS.ELA-Literacy.RST.6-8.9
      By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
      Read More About CCSS.ELA-Literacy.RST.6-8.10
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      Read More About CCSS.ELA-Literacy.RI.9-10.1
      Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.9-10.2
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
      Read More About CCSS.ELA-Literacy.RI.9-10.4
      Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
      Read More About CCSS.ELA-Literacy.W.9-10.1.b
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.9-10.4
      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      Read More About CCSS.ELA-Literacy.W.9-10.5
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.9-10.10
      Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.L.9-10.6
      Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
      Read More About CCSS.ELA-Literacy.RST.9-10.2
      Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
      Read More About CCSS.ELA-Literacy.RST.9-10.5
      Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
      Read More About CCSS.ELA-Literacy.RST.9-10.9
      By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
      Read More About CCSS.ELA-Literacy.RST.9-10.10
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      Read More About CCSS.ELA-Literacy.RI.11-12.1
      Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.11-12.2
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
      Read More About CCSS.ELA-Literacy.RI.11-12.4
      Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
      Read More About CCSS.ELA-Literacy.W.11-12.1.b
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.11-12.4
      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      Read More About CCSS.ELA-Literacy.W.11-12.5
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.11-12.10
      Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.L.11-12.6
      Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
      Read More About CCSS.ELA-Literacy.RST.11-12.2
      Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
      Read More About CCSS.ELA-Literacy.RST.11-12.5
      By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
      Read More About CCSS.ELA-Literacy.RST.11-12.10
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.8.4

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