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Abstract
Students will be presented the information from slides 17-22 on
the definition,character and purpose of propaganda during wartime.
Examples of WWI posters will be discussed and analyzed during class
discussion. Finally, the students will be assigned a group to work
on a propaganda poster,of their own design, supporting a nation's
war effort.
Lesson fundamental understandings:
Essential
Questions: Students will understand:
How important
is it for a nation to gain popular support for its war effort and in
what ways can this be achieved?
Essential Questions:
1.
What impact did the media have on gaing public support for the
war?
2. Does the media have the same impact today as in World War
I, or is the public less gullible than in the years 1914-1918?
Standards
National Standards Era 7-Standard
2B-Analyze the impact of American public opinion on the Wilson
administration's evolving foreign policy from 1914 to 1917. [Examine
the influence of ideas. 2.12.2 Integrate, analyze, and
or-ganize historical information from a variety of sources. 2.12.3
Analyze and interpret historical content from informational tools,
including: charts diagrams graphs maps
political cartoons photographs tables
State Standards 7.12.17 Describe the
causes, course,character,and effects of World War I including: *
imperialism *arms race and alliances * nationalism * weapons/tactics
*Fourteen Points *Treaty of Versailles 8.12.4 Describe how cultural
developments in the arts, education, media, and leisure activities
reflected and changed United States society. 8.12.16 Describe the
causes, course, character, and effects of World War II including:
*legacy of World War I
Lesson
Prerequisite Skills
This is lesson #5 of 6. Students will have completed lessons on
the reasons for WWI,identifying key players in the war, and they
will have completed a map exercise on the war in Europe. Students
should have a basic understanding of trench warfare and tactics
involved in the Great War.
Teacher
Information/Situations/Setting/Time Time: Students
will complete the poster in 1 day, finish it as an outside
assignment.
Setting: This assignment can be done either in a
regular classroom setting or in a computer lab using printshop or
other commercial software programs.
Assessment
In assessing student work, the following criteria should be
included in a grading rubric:,
Propaganda Poster
Rubric:
Persuasive language; 1-10 pts., Artistic Expression/Use
of Technology; 1-10 pts., Neatness; 1-10 pts., Lucidity of
Viewpoint; 1-10 pts., Creativity; 1-10 pts. Total possible: 50 pts.
Student Activity/Tasks 1. Students will
take down key elements of propaganda from the PowerPoint
presentation. 2. Students will engage in a discussion of examples of
propaganda from WWI. 3. Students will list examples of propagands
from everyday life. 4. The students will then create a propaganda
poster using elements of persuasive writing and visual symbolism.
Enrichment/Alternate Activity:
Forensics: persuasive speech Art: use of color for mood Math:
dimensions and dynamics Language Arts: persuasive writing,
advertising
Cross-Curricular:
English/Language Arts Art Technology
Technology
Requirements/Tools/Materials
The poster can be created on a computer, preferably with Internet
access. Software recommendations: Microsoft Word, Appleworks,
Printshop.
Acknowledgements:
Poster selection: The following websites provide some great
graphics:
look in digital classroom
look in the American Memory Collection finder section
look in the social studies section under events
Additional Resources
Main
URL:
Related Lessons
Related Resources
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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