Alexis Herron

Problem Based Learning Project:

How Hitler Led a Nation
Day Two:

Learning Goals and Outcomes

Students should understand propaganda techniques used by Hitler during his
control during WWII. Students should be able to differentiate between facts and
prejudice-based opinions.
Standards: 7.H3.2 Analyze how economic and political motivations impact people and
events.

Description of Project-Based Learning Unit Activities

Students will perform their own research on propaganda, including speeches
and posters. Students should focus on looking at Hitler’s tactics, especially on
Hitler Youth programs. Propaganda techniques will be used in their campaign.
Assessment
Students will come together in a group discussion to share what they found. I
want them to narrow down what part of propaganda can be used on teenagers and
discuss their ideas.

Day Three:
Learning Goals and Outcomes
Students will be able to demonstrate their creativity and understanding of
propaganda and our project by creating campaign poster using propaganda.
7.H3.1 Compare the origins and spread of influential ideologies and both religious and
non-religious worldviews. 7.H3.2 Analyze how economic and political motivations
impact people and events

Description of Project-Based Learning Unit Activities

Students will create their own propaganda poster to be used for the campaign. It
should grab the attention of the students of our school.
Assessment
Students’ posters should reflect what they learned in yesterdays activity. Students
should have followed the rubric. If students do not finish, they must complete it
for homework.
Day Four
Learning Goals and Outcomes
Students will be able to identify the prejudice, propaganda, or simply
“questionable parts” of campaign videos.
7.H3.1 Compare the origins and spread of influential ideologies and both religious
and non-religious worldviews. 7.H3.4 Explain the influence of individuals,
groups, and institutions on people and events in historical and contemporary
settings.
Description of Project-Based Learning Activities
Students will watch several campaign videos (mostly real, but a couple of funny
spoof videos). Student will map out the parts of each videos: what is the
campaigns’ message, who does it appeal to, who does it not appeal to.
Assessment
Students will turn in their charts to demonstrate understanding of campaign
videos. We will perform a group discussion to talk about what parts they should
use in their videos. With extra time, start planning your videos.

Day Five
Learning Goals and Outcomes
Students will understand what needs to be included in a propaganda filled
campaign video and strategically plan it.
7.H3.1 Compare the origins and spread of influential ideologies and both religious and
non-religious worldviews. 7.H3.2 Analyze how economic and political motivations
impact people and events.

Description of Project-Based Learning Activities

Broken up into groups of five, students will begin to plan out their campaign
videos. They should use inspiration taken from the campaign videos we watched
the day before.
Assessment
Students should reflect on how they feel planning these videos. What are their
thoughts on how the Nazi’s thought process must have been? Did they think they
were helping Germany by doing this? Write it down for a ticket out the door.
Day 6
Learning Goals and Outcomes
Students will continue to plan their videos. The goal for the day is to complete
their planning and be ready to film tomorrow.
7.H3.1 Compare the origins and spread of influential ideologies and both religious and
non-religious worldviews. 7.H3.2 Analyze how economic and political motivations
impact people and events.

Description of Project-Based Learning Activities

Broken up into groups of five, students will begin to plan out their campaign
videos. They should use inspiration taken from the campaign videos we watched
the day before.
Assessment
Students should turn in a final draft of their plans for their videos so that it can be
checked for understanding.

Day 7
Learning Goals and Outcomes
Students will film their campaign videos. Students should listen to the directions
from the high schoolers and gain knowledge of technology.
Description of Project-Based Learning Activities
Students from the high school video production class are going to come help the
students film their campaign videos. Students should act appropriately and listen
to our volunteers so that the outcome can be a good video.
Assessment
Students will write a 5-sentence reflection of the day and how they think their
videos turned out.
Day 8
Learning Goals and Outcomes
Students will begin to write their speeches for the “election day.” They should
combine both their ideas from the poster and the video.
Description of Project Based Learning Activity
Students will write an argumentative speech that should be well constructed and
demonstrate what they have learned. Students’ speeches should include a good
sense of voice, as it should appeal to other students in their grade.
Assessment
Students should turn their rough drafts into me at the end of class so I can assess
their progress.

Day 9
Learning Goals and Outcomes
Students campaign videos will be presented to the class and students are
encouraged to post it on their social medias. Students will continue their
campaign speeches and hopefully begin on their final draft

Description of Project Based Learning Activity

Students will write an argumentative speech that should be well constructed and
demonstrate what they have learned. Students’ speeches should include a good
sense of voice, as it should appeal to other students in their grade.
Assessment
Students should practice with groups their speeches and receive feedback from
each other and the teacher
Day 10
Learning Goals and Outcomes
Students will go around the school to campaign for the election. They should be
able to explain in detail what our “message” is.
Description of Project Based Learning Activity
Students will educated their class mates on our campaign to get them to vote for
us.