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 that meet set requirements.

For more PBL resources visit bie.org

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.

2015 BUCK INSTITUTE FOR EDUCATION

Team:As a team students will create and present a slide

show that meets set requirements.

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, as a team, 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

For more PBL resources visit bie.org

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.
(Individual)
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 summarize facts on World War II

adequately.
(History-Causes/Consequences)
I can compose a report of important
events in World War II.
(Writing.9-10.2-Informative Writing Texts)
I can support my essays content using
well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, and
quotations.
(Writing.9-10.2b-Informative Writing
Texts)

For more PBL resources visit bie.org

1. Summary of resources
2. Classroom journal notes
3. Quiz
1. Outline of report
2. Drafts of report
(peer/teacher feedback)
3. Reflective blog post
1. Summary of resources

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

Pass out comment cards to

reflect on assignment
Allot time in class for students
to
work on slide shows and ask
questions

2015 BUCK INSTITUTE FOR EDUCATION

Slide show
presentation.
(Team)
Learning Target:
I can Make strategic
use of digital media in
presentations to
enhance
understanding of
findings, reasoning,
and evidence and to
add interest.
(SL.9-10.5)

I can create and present a multimedia

assignment.
(Computer applications 6- Utilize advanced
features of multimedia software, including
image, video, and audio editing.)

I can initiate and participate effectively in

a range of collaborative discussions
(SL.9-10.1)

For more PBL resources visit bie.org

1. Turn in projects via flash

drive
2. Provide on-copyrighted
images and audio
3. Content is relevant and
meets standards

look over project to ensure the

to ensure set guidelines are met.
Return projects with revising
comments
Allow students to edit before
presenations

1. Information is presented
effectively
2. Each member participates
equally
3. Turn in finalized essays

Take notes during

presentations.
-Include helpful tips to hand back
Pass out comment cards to
reflect on assignment

2015 BUCK INSTITUTE FOR EDUCATION