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Ellen Sears, Magee Middle School
February 2007
Time Required: two days
7th Grade
World War II/ Propaganda Tools to Influence the War Effort
Standards:
S1C1 po2, po5: S1C8 po4: Interpret historical data displayed in graphs, tables, and
charts. Describe the difference between a primary source document and a secondary
document and a secondary source document and the relationships between them.
Explain how the following factors affected the U.S. home front during World War II: war
bond drives, war industry, women and minorities in the work force, rationing, internment
of Japanese-German and Italian –Americans.
Content Objectives: Students will determine the types of propaganda devices used
during World War II.
Language Objectives:
ELL III Speaking:
Students will describe the types of tools evident in the propaganda pictures shown.
Students will explain the importance and effect of propaganda during Wartime.
ELL III Reading:
Students will read about the common tools used in Wartime Propaganda.
ELL III Writing:
Students will identify, describe and apply the tools of Propaganda used in various
pictures.
Key Vocabulary:
Propaganda, Demonization, Fear appeal, Name Calling, Patriotic, Slogans, Band Wagon
Materials:
Handout: “Common Tools used in Wartime Propaganda” (handout included)
Three large posters of Propaganda to be projected to the entire class (locate on web site)
Questions to ask while looking at large posters (included)
Definition of Propaganda
Set of small group photographs handouts/chart (included)
Technology Integration:
Projector
Web sites for Propaganda posters: http://www.propagandaposters
Preparation:
Have Students describe an advertisement that they have seen on television or in a
magazine.
Ask questions to explain their reasons for their selection of the advertisement.
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What do you think the ad was trying to get you to do?
What means did they use (how?) to get you to do what they want?
Is it effective? Why/ why not?
KWL chart for Propaganda
Lesson Sequence:
1. Have students describe an advertisement seen on Television or in a magazine that
made an impression on them.
2. Ask questions to the students as to why they chose the ad.
3. KWL: What is Propaganda and how is propaganda used in War?
4. What would you like to learn about the use of propaganda during WWII?
5. Write the definition of Propaganda on the board.
6. Discuss the reasons for propaganda for War (recruitment of soldiers, financing the
war, unifying the country, etc.).
7. Pass out the handout: “Common Tools used in Wartime Propaganda” and review
this with the students
8. Project three large propaganda posters on the projector and as a whole class,
conduct a discussion of what it is that they are seeing and which “tool(s)” the
propagandist uses.
9. Working with a partner, students will receive a chart of propaganda photos and
columns to fill in their responses.
Picture
Objective of Poster
Propaganda Tools used
10. Once students have worked through the small group activity, have the students
share their responses.
11. Complete the lesson with the L of the KWL. What have they learned about
WWII’s use of Propaganda?
Application/Practice: Both Guided and Independent
Assign Students to make a poster of propaganda encouraging Americans to support the
War in Iraq.
Review/Assessment: Oral, shared responses to their chart and the effectiveness of their
propaganda poster.
Reflections: Put a time element on each of the segments. Not all students need to
complete the small group activity. Some may only answer a few, others more. I had
enlarged posters laminated from the individual chart of photos given to the students that
we circulated around so they could see more detail in the posters.