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Title: WWII What Would You Do?

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

Standards Learning Objective Assessment

CCSS.ELA-LITERACY.RH.11- Extract relevant information from In groups of 3-4


12.9: Integrate information from primary and secondary sources students will research
diverse sources, both primary and regarding WWII WWII by looking at
primary and secondary
secondary, into a coherent
Students will be able to demonstrate sources.
understanding of an idea or event, their knowledge of WWII events from
noting discrepancies among sources this information Students will then
utilize this information
by using it as sources
for their presentation

Students will cite


these sources at the
end of their
presentation

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.

Key Terms & Definitions:


● Adolf Hitler- Leader of Germany
● Joseph Stalin- Leader of Soviet Russia
● Franklin D. Roosevelt- Leader of U.S.
● Winston Churchill- Leader of U.K.
● Benito Mussolini- Leader of Italy
● Hideki Tojo- Leader of Japan
● Charles de Gaulle- Leader of France
● William King- Leader of Canada
● World War II (WWII)- The largest war in history
● Leader- A person who leads a group or country

Lesson Introduction & Hook:


Resources:
Captain America: Civil War
Timeframe: 4 days in class. 2.5 days to watch movie, 1.5 days to discuss the movie in relation to
lesson
Over the course of the next 3-4 weeks students will be learning, discussing and critiquing or defending the
leading of those who lead the major countries involved in World War II. For students to judge how the
leaders of WWII lead, students must learn how the leaders of WWII lead their country and what makes a
good and bad leader. The overall goal is for students to understand how leaders affect those the lead and
how the leading of WWII affected the outcome of WWII. To help students to start thinking of how
leaders affect the world and people around them they will view Captain America Civil War. Before
students view the film they will be assigned to follow the leading skill of Captain America or Iron Man.
As the students view the film they will write down what they believe were good and bad traits of
leadership Iron Man and Captain America displayed in the film and how their choices affected those
around them and the world too.
After viewing the film there will be a whole class discussion of who the better leader was, but before the
discussion students need to share the traits of the two leaders. Before asking students for the traits draw 2
T-charts one for Iron Man and one for Captain America. Label the sides of both T-charts as “Good leader
traits and Bad leader traits” and once that is up prompt the students with the questions listed below.

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.

Outline for project:


As mentioned groups of students will be completing a presentation on the a leader of their choosing, but
before they can begin the final product all groups are expected to turn in an outline of what they are doing
for the final presentation. These outlines should include, their leader, what group member is saying what,
what information they need and where that information needs to go on the presentation. This is just a
rough outline for the project and it can change if the group finds a better way to produce the final product,
but the outline is needed to make sure the groups are moving in the right direction for their presentation.

Example Presentation-Bad example


Example Presentation-Good example

Lesson Ending: Culminating Activity-Presentation


Timeframe: 2-3 in class days. Depending on how large our class size is we will
allocate more or less time for students to present their project.
Directions for the Final
For the Final product students will produce presentations on the leader they chose to answer the
lesson’s driving question. To help them create the presentation students will refer to the projects
directions below.

The leaders of WWII


Focal 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?
Instructions:
You will be assigned in groups of 3-4 and in those groups you will choose 3 leaders from the list
below. Each group will be numbered and will be called up at random to choose 1 leader from
their list to do their presentation on.

- Adolf Hitler (Germany)


- Joseph Stalin (Soviet Union)
- Franklin D. Roosevelt (United States)
- Winston Churchill (United Kingdom)
- Benito Mussolini (Italy)
- Hideki Tojo (Japan)
- Charles de Gaulle (France)
- William King (Canada)

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.

All group members will be on a three strike policy;


- Strike 1: Warning from group members
- Strike 2: Warning from teacher
- Strike 3: Group meeting with teacher and group members
At the end of the project group members will conduct peer reviews of each other on their
performance and contribution to the group. These reviews will be done anonymously, so be
honest in your reviews. The points given through these reviews will be apart of your overall
participation grade for the project.

Your presentations should include the following:


❖ A brief history of your leader
➢ Date of birth and place, date of death and place
➢ Date of when they first started leading their country to the last day
❖ Their leadership
➢ What were their positive and negative traits?
➢ How did they politically run their country?
❖ Their effects
➢ What did they do to impacted the world?
➢ What did they do to impacted their country?
➢ What did they do to impact other countries?
➢ How did they affected their people?
❖ Did your leader do their best job leading or could they have done a better job?

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

Delivery of 40-31 30-10 9-0


Presentation Everyone in the group The group is The group members
presenting is well somewhat prepared, are not prepared and
prepared. The some members are are heavily reliant on
audience can tell that more comfortable with reading the
they are comfortable the content than the information in their /40
with the content of others. The content presentation. The
their presentation. covered is appropriate content covered is not
The content covered and goes slightly audience appropriate
is audience under or over the time and the presentation
appropriate and fits requirements. goes 2 minutes over or
the time requirement under the time
requirement.

Content 60-41 40-20 19-0


The students are very The students address Little of what the
focussed on the the driving question students present
driving question and during most of the address what the
address every aspect presentation. Their driving questions asks.
during their content makes sense The ideas and
presentation. Their and is easy to arguments they /60
content is well understand from the provide are not
thought out and does audience’s coherent and have
not have any holes or perspective, but some many issues or holes
issues. They include of their ideas have within the logic. They
all of the information loose ends that were leave out many points
required of them and not addressed or holes of information that was
provide additional in their claims they important to include
and interesting left alone. They for the information.
content that applies to include the an
their topic and builds adequate amount of
up their points. information required.

Time 20-15 14-8 7-0


usage/collabor The students utilized The students mostly The students were not
ation all the time given in stayed on task during on task at all during
class to work. During class with a few class. The did not work
class they stayed on distractions. They with their group or ask /20
topic, asked were able to get a questions and were a
questions, and moderate amount of distraction to other
collaborated with work done during the groups trying to work.
their group to finish time provided.
their presentation.
Peer review- Because the final presentation is being done in groups, we are giving the students an
opportunity to provide feedback about the students they were in groups in. The total points that they are
given from their group members will be a part of their overall participation grade for this project.
Resources / Artifacts:
Everyone: EdPuzzles WW2-OverSimplified (Part 1) and WW2-OverSimplified (Part 2)
Wesley: Example presentations (Good & Bad)
Claire: guided research packet and peer review sheet
Charlie: intro nearpod- https://share.nearpod.com/bC8vgwW9vS

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

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