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Grade: 8-12
Names: Wesley Clifford, Claire Peters, Charlie Devaul
Overall Goal: Students to decide if a leader of WWII could have done better or did their best
USH.5.4- Identify key leaders and Examine key figures/leaders from Students will research
events from World War II and WWII key leaders from
explain the significance of each. WWII and include
Research the significance of these their analysis of one of
figures these leaders in their
presentation
9-10.SL.2.1 Initiate and participate Engage in discussion about Marvel Students will research
effectively in a range of Civil War and how its themes relate to in their groups and
collaborative discussions (one-on- the conflicts of WWII create a presentation
about a leader from
one, in groups, and
Create a group presentation that WWII that discusses
teacher-led) on grade-appropriate examines the decisions of WWII that leader’s strengths
topics, texts, and issues, building on leaders and what they could have done and weaknesses
others’ ideas and expressing different
personal ideas clearly and Students will use a
persuasively Collaborate with classmates to create group member rating
presentation form to assess other
students who they
worked with
Driving Question: How did the leaders of WWII affect the events and outcomes of the war and
could they have done something differently for optimal results or did they do the best they could?
Overview of Lesson: This PBL Lesson is intended to teach students how to be successful leaders by
looking at an event in the past to assess its leaders and what they did well and also what they could have
done better. The event that we have chosen is World War II. To start the lesson, we will draw the students
in by showing them the movie Captain America: Civil War. Throughout the movie, students will be asked
to examine the leadership traits that they see from the characters Iron man and Captain America. After
watching the movie, we will spend time in class discussing leadership traits seen in the two characters.
After our hook, we will use one day of class time to use Nearpod to give the students background
information on WWII and also its leaders. We will also asking the students what they think good/bad
leaders do and compare that to the actions of leaders from WWII. After introducing the students to the
material that we will be examining, we will assign them some out of class homework to give them more
information on WWII. After this, we will be assigning students to groups of 3-4 for their projects. In their
projects they will be assessing a leader from WWII and they will also be determining what that leader
could have done better and the impact that they had during the war. A more detailed description of the
project is below. Students will be given multiple days to work and research for these projects in order to
prepare for the final presentation. In the final presentation, we will be assessing students based on our
rubric that we have created. We also will be giving students group member assessments in order for them
to assess how well their group members worked.
T-chart questions:
- What were good leadership traits of Iron Man?
- What were bad leadership traits of Iron Man?
- What were good leadership traits of Captain America?
- What were bad leadership traits of Captain America?
Discussion question:
Who was the better leader in the film?
When students answer the question they should support their claim with evidence from the film and the
traits that that leader displayed. This is a class discussion so if students start to debate with each other it is
highly encouraged (as long as they are polite to each other and school appropriate)
Lesson Main:
Intro to main section of project: Timeframe: 1 day for Nearpod Presentation
Students will go to this Nearpod:https://share.nearpod.com/bC8vgwW9vS. With this Nearpod we will be
giving students a small lesson that gives background information on WWII and also some of the key
leaders. We will also be discussing what the makeup of good/bad leaders are. This lesson will be taught
using a Nearpod that will start off by giving information that tells how WWII was started and the conflicts
that surrounded it. The powerpoint will then focus on 4 leaders from WWII and the decisions that they
made. The leaders that will be included in the intro powerpoint will be Franklin Roosevelt, Winston
Churchill, Adolf Hitler, and Joseph Stalin. This powerpoint is intended to help students gain more
knowledge about the background of WWII and also its leaders in order to prepare them for their
presentations. This presentation should take up one day of class time.
Assignments:
Due to having only limited time in class students will be given two outside assignments to complete that
will help them with understand WWII in a simplified manner and to help gather information for their final
presentations. These assignments are both EdPuzzle videos and will be assigned as follows.
WW2-OverSimplified (Part 1)- This will be assigned after the viewing of Civil War and will be due
before the background information presentation.
WW2-OverSimplified (Part 2)- This will be assigned after the Nearpod presentation is given and will be
due before the outline for the project.
Research: Timeframe: 5 in class days total. 4 in class days to research material, 1 in classday to
prepare presentation
We will be assigning groups one leader to research for their project to ensure that we cover all of the
different leaders so groups will not be repeating information. This project has the students do a significant
amount of individual research, but we will be providing them an outline for research with some examples
of sources that they could use so they can have a basis to start off of. Students will be encouraged to start
off using the sources we give them, but will also be encouraged to branch off and find quality sources of
their own.
Your presentations will be over the impact your assigned leader had on the war, their country,
and the world. You will also be analyzing your leaders leading skills and deciding on if they
could have been a better leader or if they were a good leader and did their best to lead.
These presentations should be informative and school appropriate. If any of the presentations
depict any ill attention toward anyone or any group of people, you will be given an automatic
failure.
Group Expectations:
All group members are expected to do an equal amount of work on the project and should all
contribute to the group. If a group member starts to act up or not follow the groups rules they
will be put to the three strike policy.
Outline
Before groups can move onto making the actual presentation an outline for the presentation must
be created and turned in to get approval from the teacher. The outline should include who is
going to read what slide and what information will be on that slide. You are expected to have the
information on the outline that you will be using for your presentation, bu it is ok if you decide to
add more later or not use some. The outline is here to help make sure you’re on the right track
for your projects and to help you plan out your presentation before creating it.
Presenting
When it comes down to your group presenting your final product these are the expectations,
❖ All members speak for an equal amount of time
❖ You look towards your audience as you speak and not look at the screen or your
computer.
➢ However, it’s fine to have notecards to refer to when presenting. Just don’t read
off them.
❖ You should speak clearly and loud enough for the whole class to hear.
Assessment Rubric:
Great Average Poor Points
Differentiation:
To ensure that students with high ability levels and low ability levels are both accommodated for
this project, we will hand pick the groups to make sure the ability levels are balanced. We will
try to make sure we have an equal mix of ability levels in the groups so that students are neither
held back or left behind by their groups. In order to make sure all students are able to smoothly
conduct research, whether they are ESL, have low ability levels, or have behavioral issues, we
are providing a research guide to help them have a foundation of knowledge of the topic
throughout the process. For the presentation, we are also providing the option of being able to
use notecards during the presentation in case presenting is something that may prove very
challenging for them. For students without regular access to the internet or computers, we are
including many in class work days so they will be able to complete their work and collaborate
with their group members.
Anticipated Difficulties:
An issue we may run into is having limited computer use for the students. Meaning students may
not have personal computers to use and have to use a computer lab. We could change the
presentations from being digital to physical posters or something of the sort.
No internet accesses at home to complete the assignments planned for the lesson can also be an
issue. A way to deal with this is to offer students a chance to stay after school with the teacher in
class so they can use the school internet.
We may be met with time constraints we once didn’t have and may have to shorten the lesson.
Ways around this possible issue is cutting back on the amount of days we give students to work on
the project.
We may run into some issue with the students working together. It is expected to go over well,
especially if we pick the groups and separate combinations of students that may prove to be an
issue. But if students don’t get along with group members then a meeting can be held with the
teacher to see if there's anything that can be worked out and as stated in the project outline each
member is held to the three-strike policy.
Reference:
https://www.informa.com.au/insight/what-made-franklin-d-roosevelt-a-great-leader/
https://www.history.com/topics/world-war-ii/world-war-ii-history
http://www.bbc.co.uk/history/worldwars/wwtwo/hitler_commander_01.shtml
https://www.success.com/15-traits-of-a-terrible-leader/
http://www.cnn.com/2011/LIVING/08/03/good.leader.traits.cb/index.html