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.

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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)

Continued Group
Work

Classroom journal notes

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

Video on empathy and destructive

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

Summary of resources
Download at least two sources either
I can conduct research to find current
articles, videos , or one of each. to their
articles and videos that revolve around
class blog.
Allot enough in class
destructive behavior.
Share /discuss findings with group
time for research
(W.9-10.7-conduct research to answer Present beginning progress of exhibit
Answer any questions on exhibit
a question or solve a problem)
project
project,
I can collaborate research with peers to
In depth group discussion
identify with destructive behavior, its
causes, and construct possible solutions. Efficient collaboration
Present progress on exhibit project
(SL.9-10.1b-work with peers to set
rules for collegial discussions and
decision-making)

Provide check off sheet for each

group
Walk around and make sure students are
actively engaged

I can present a collaborative project on a Set up exhibit projects

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

Set up viewing dates

Give assigned spots for each
student in accordance to subject
date
Hand out comment cards for

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etc.)

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students to reflect on assignment

2015 BUCK INSTITUTE FOR EDUCATION