PROJECT DESIGN: OVERVIEW

page 1

Name of Project:World War II Exhibit

Subject/Course: World History

Duration: 1 week
Teacher(s): Jacqueline Moore,
Ashley Mogler, & Lauren Navaroli

Grade Level: 9th

Other subject areas to be included, if any: Language Arts

Key Knowledge and
Students will have the ability to dive deeper into the material discussed concerning WWII during the previous week.
Understanding
(CCSS or other standards)
Success Skills
(to be taught and
assessed)

Critical Thinking/Problem Solving

Self-Management

Collaboration

Other:

Project Summary
Students must identify with destructive behavior, as well as what it means to empathize through personal research and
(include student role,
in class discussions. Students will also work in groups to create a piece of an class exhibit depicting the results of
issue, problem or
destructive behavior in Wold War II. The exhibit will be displayed for other classes.
challenge, action taken,
and purpose/beneficiary)
Driving Question

How would you display the results of the destructive behavior in World War II?

Entry Event

Students will receive information concerning the directions of their project. New groups will be made, and students will
discuss project ideas among their group. Project ideas will be approved by the instructor.

Products

Individual: Each individual within the group will need to

take part in the required research to become informed on
the subject of their project.

Specific content and success skills to be assessed:

A developed knowledge on the chosen WWII subject needs
to be prevalent.

Team: The team will work together to create their final

project/presentation.

Specific content and success skills to be assessed:

Cooperation and collaboration skills.

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PROJECT DESIGN: OVERVIEW

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Making Products
Each group will have their project set up in different locations around the gym. Other history classrooms will visit and
Public
tour the
(include how the
different exhibits, while each group actively describes their projects to the other students from outside classes.
products will be made
public and who students
will engage with
during/at end of project)

Resources Needed

On-site people, facilities: Gym for exhibit area.

Equipment: A computer will be available for each group to use for research purposes.
Materials: Materials will vary depending upon the type of project completed in each group.
Community Resources: N/A

Reflection Methods
(how individual, team,
and/or whole class will
reflect during/at end of
project)

Journal/Learning Log

Focus Group

Whole-Class Discussion

Fishbowl Discussion

Survey

Other: Whole-Class Presentation

Notes: Make sure to reserve the gym.

For more PBL resources visit bie.org

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PROJECT DESIGN: STUDENT LEARNING GUIDE

Project: World War II Exhibit
Driving Question: How would you display the results of the destructive behavior in Work War II?
Final Product(s)

Learning Outcomes/Targets

Checkpoints/Formative Assessments

Instructional Strategies for All Learners

Presentations,
Performances, Products
and/or Services

knowledge, understanding & success skills needed

by students to successfully complete products

to check for learning and ensure

students are on track

provided by teacher, other staff, experts; includes

scaffolds, materials, lessons aligned to learning
outcomes and formative assessments

Discussion/Exhibit
project on
destructive
behavior
(Group)

I can understand the causes and

consequences of destructive behavior,as
well as the concept of empathy.
(SL.9-10.1d-evaluate a speakers point
of view, reasoning, and use of
evidence)

Learning Target:
I can construct a
personal connection
to historical events at
home and
abroad,evaluate
intricate connections
among the past,
present, and
future,and engage in
decision making
using historical
knowledge and
analysis.
(E,G,H,CG.14)

I can conduct research to find current

articles and videos that revolve around
destructive behavior.
(W.9-10.7-conduct research to answer
a question or solve a problem)
I can collaborate research with peers to
identify with destructive behavior, its
causes, and construct possible solutions.
(SL.9-10.1b-work with peers to set
rules for collegial discussions and
decision-making)

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1. Classroom journal notes

2. Post in class blog about
destructive behavior that they
have witnessed in their life.

1. Summary of resources
2. Download at least two
sources either articles, videos , or
one of each. to their class blog.
3. Share /discuss findings
with group
4. Present beginning
progress of exhibit project

1. In depth group discussion

2. Efficient collaboration
3. Present progress on
exhibit project

Video on empathy and

destructive
behavior
Allot time for short class
discussion
Provide teacher model of
exhibit
project
Give handout for exhibit
project

Allot enough in class

time for research
Answer any questions on
exhibit
project,

Provide check off sheet for

each
group
Walk around and make
sure students are actively engaged

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Continued Group
Work

I can present a collaborative project on a

set topic creatively and effectively.
(SL.9-10.5-Make strategic use of digital
media in presentations to enhance
understanding of findings, reasoning's,
etc.)

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1. Set up exhibit projects

2. Explain displays to other
students

Set up viewing dates

Give assigned spots for
each
student in accordance to subject
date
Hand out comment cards
for
students to reflect on assignment

2015 BUCK INSTITUTE FOR EDUCATION