PROJECT DESIGN: OVERVIEW
page 1
Name of Project: Through the Eyes: A Lesson on Empathy
Subject/Course: World History
Duration: 1 week
Teacher(s): Ashley Mogler, Lauren
Navaroli, & Jacqueline Moore
Grade Level: 9th
Other subject areas to be included, if any: Language Arts
Key Knowledge and
Understanding
(CCSS or other standards)
A broad understanding of the causes and consequences of WWII.
Success Skills
(to be taught and assessed)
Critical Thinking/Problem Solving
Self-Management
Collaboration
Other:
Project Summary
(include student role, issue,
problem or challenge, action
taken, and
purpose/beneficiary)
Driving Question
The students role is to research and compose an essay as a witness of the Holocaust. e.g. A Nazi , a Jew, or an outsider.
As a second part students must create a picture slide show through the eyes of their chosen party. Picture slide show must
include image of a map displaying geographic locations of important events between 1939-1945. As well as an image of a
map
showing the borders that changed as a result of WWII. Later in the week students will break into groups to discuss how
they
have encountered destructive behavior towards themselves or others and what they can do to change it.
What ways can destructive behavior change the world around us?
Entry Event
Students are required to submit writing assignment to the instructor for review and present slide show to the class.
Products
Individual: An in depth essay and a slide show that meets
the set guidelines.
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Specific content and success skills to be assessed: An indepth review of WWII, practicing the ability to both
empathize and gain insight into others situations,
practicing critical thinking skills,and gaining writing skills.
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Team: Discussion on destructive behavior in their lives
and preventive actions.
Specific content and success skills to be assessed: Peer
collaboration and creativity.
PROJECT DESIGN: OVERVIEW
page 2
Making Products
Public
(include how the
products will be made
public and who
students will engage
with during/at end of
project)
Students will break into groups to discuss their essays and peer edit. This will give them an additional chance to revise their
work.
Students will also present their picture slide shows to the class, which will allow the students to learn about each others topics.
Resources Needed
On-site people, facilities:Instructor, library, computer
Equipment: A computer for research, Typing, Slide show creation via PowerPoint, and Zeemaps.
Materials: Paper and a writing device.
Community Resources: Library for additional research, if necessary.
Reflection Methods
Journal/Learning Log
(how individual, team,
and/or whole class will Whole-Class Discussion
reflect during/at end of
project)
Survey
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Focus Group
X
X X
Fishbowl Discussion
Other: Students may reflect upon their essay to assess what
they have learned.
2015 BUCK INSTITUTE FOR EDUCATION
Notes: Remember to create an example of a slide show as well as a few examples of ways to do the slide show to make sure there are no kinks.
PROJECT DESIGN: STUDENT LEARNING GUIDE
Project: Through the Eyes: A Lesson on Apathy
Driving Question: What ways can destructive behavior change the world around us?
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
Essay and slide
show.
(Individual)
I can summarize facts on World War II
adequately.
(History-Causes/Consequences)
Learning Target:
I can think critically
and chronologically
regarding major
events, engage in
historical analysis and
interpretation,
conduct historical
research, and explain
and understand
relationships between
physical geography
and human history.
(E.G.H.CG. 14.
Describe causes and
consequences in
WWII.)
I can compose a report of important
Outline of report
events in World War II.
(Writing.9-10.2-Informative Writing Texts) Drafts of report (peer/teacher feedback)
Reflective blog post
I can support my essays content using
well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, and Research a topic & gather data
Compose an outline/rough draft
quotations.
Peer Edit
(Writing.9-10.2b-Informative Writing
Compose final draft
Texts)
For more PBL resources visit bie.org
Summary of resources
Classroom journal notes
Quiz
Text book lesson and video
Teacher model of writing
Class lecture on World War II
Examine essays and blog posts
Allot time during class for questions
Show examples of slide shows
Introduce a list of topics
Pass out instructional sheets for
explanation of essay assignment
Give feedback during class
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For more PBL resources visit bie.org
2015 BUCK INSTITUTE FOR EDUCATION
