How War Affects Societies PBL

Teachers: Subject: Grade:

Tyson DeWitt Social Studies 8th
Common Core State Standards:
 8.H2.2 Investigate how conflict can be bot unifying and divisive both domestically and internationally.
 Anchor Standards:
SP2: Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives
about a given event to draw conclusions about that event since there are multiple points of view about events
and issues.
H2: Cycles of conflict and cooperation have shaped relations among people, places, and environments.
 ISTE-E Leader-Educators seek out opportunities for leadership to support student empowerment and success
and to improve teaching and learning.
Collaborator-Educators dedicate time to collaborate with both colleagues and students to improve practice,
discover and share resources and ideas, and solve problems.
Facilitator- Educators facilitate learning with technology to support student achievement of the 2016 ISTE
Standards for Students
Analyst-Educators understand and use data to drive their instruction and support students in achieving their
learning goal.
 ISTE-S Learner-Students leverage technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences
Knowledge Constructor-Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
Innovative Designer-Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.
Global Collaborator-Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.

Objective (Explicit):
 Students will be able to create open ended questions concerning the effects of war by writing five
questions to be asked of a Military Combat Veteran.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response
Students will break into groups and discuss the entry event and have a peer assessment. They will discuss the questions that they have written and
decide if they are appropriate and will allow their interview to answer in detail. I will walk around the room and listen to the students as they come up
with questions to ask. The five questions compiled should be open-ended. An example of a question could be What were some experiences you had
with the civilian population in Korea? Since this is the first step in the PBL, a point value will not be assessed at this time. A final grade will be given at
the end and will include all steps of the lesson that each student will participate in and present at the end to the community in a gallery walk.

Sub-Objectives, SWBAT (Sequenced from basic to complex)

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

Students will have already discussed events in the Civil War, World War I, World War II, and Korea. In these lessons, students will have learned the
affects of war on societies and persons involved in such conflicts. Students will be able to use their Chromebooks to research appropriate questions
they will write. They will also be able to research the tool they will use as they make their own presentation for their end of the PBL. They will also use
their Chromebooks in their final presentations that they will show to the community during a gallery walk.

Key vocabulary: Project based learning Materials: Chromebooks

Driving question, veteran, society, war-torn, casualty, Notebooks
combat, post-traumatic stress disorder Writing utensils
Engage
 How will you activate prior knowledge?
 How will you hook student attention?
 What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: As the teacher, I will present my entry event to start off Students Will: Students will watch the entry event and then
our Project Base Learning event and project. The event will be a power separate into groups to discuss what they watched and how they
point and video with statistics and videos of the tragedies of war and will proceed into the next step.
will have a few pre recorded interviews with a combat veteran and a
survivor of a war in Korea. Students will answer the driving question
of How does war affect societies? They will use the information they
gain in this lesson and what they have previously known. Students will
then be able to prepare themselves for the upcoming projects events
including the next day which will be a question and answer event with
a combat veteran in the War in Korea.

Explore
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Provide the outline for the five questions that students Students Will: Students will lead the discussions in their groups.
will need to provide for the next event in the project. I will divide the They will formulate a plan to come up with questions to ask the
students into groups of 5-6. I will provide some resources for students veteran. They will research the War in Iraq and find stories and
to use in their research in discovery of questions to write. I will ask information of major events during the war. Students will use
questions such as, what are some things you would not ask a veteran? their Chromebooks to conduct the research and formulate their
How would you phrase questions, so they are more than yes or no questions.
answers? Then I will ask students to consider what questions they may
have of a veteran of the Korean War.

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
There are a few students that are ELL learners and will need extra help in this project. Because my classes have several
students that are bilingual in English and Spanish, I will place the ELL students with a group that has another student that will
be able to explain the project in terms that they can understand.

Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: With about 10-15 minutes remaining in class, we will stop Students Will: Towards the end of the class period, we will stop
our groups and discuss what we have discovered and talk about some the group learning to engage and explain what we have
of the questions that each group has come up with. I will direct those discovered. Each group will discuss their findings and one or two
questions in the right direction if they are still to vague or not questions they have written for the interview. They will have the
appropriate. We as a class will reflect on how their questions were five questions ready for the interview. If some groups have not
written and how they may be answered. finished, we will set aside some time in the future before the
interview to finish the questions. I will evaluate the student’s
questions that they compose, and I will try to answer those
questions.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
There are a few students that are ELL learners and will need extra help in this project. Because my classes have several
students that are bilingual in English and Spanish, I will place the ELL students with a group that has another student that will
be able to explain the project in terms that they can understand. The ELL student will be respond to the lesson by repeating the
questions the group has come up with and will receive help to understand them.
Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Teacher Will: I will ask the students to discuss with each other what the Students Will: Students will learn how to formulate questions that
affects of war are and then we as a class will continue the discussion are appropriate and relate to the objective of what the some
and will be able to learn together what happens to individuals that are affects of war are. They will be able to answer the What if question
affected by war. These would include the soldier, the civilian, the that I pose to them after group work. Their answers will allow me
families of those fighting and the community at large. to determine if their understanding of affects of war has improved
or if it needs to be addressed at a deeper level.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
There are a few students that are ELL learners and will need extra help in this project. Because my classes have several
students that are bilingual in English and Spanish, I will place the ELL students with a group that has another student that will
be able to explain the project in terms that they can understand.
Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: I will evaluate the questions that are devised by each
group of students. I will determine if the questions are phrased in a
way that they will be understood by the speaker.
Students Will: Students will need to have created five questions to
ask the speaker. They will use their Chromebooks to research the
Korean War and appropriate questions to ask. The questions will
have been created by the research done about the War in Korea. The
summarization will be in the questions and turned into the teacher
at the end of the class period.