Download Lesson Plan for World War II Propaganda

Digital Storytelling: Backward Planning Worksheet
Name: Mike Markowski
Content/Grade Level: 7
Lesson Title: The Impact of Propaganda During World War II
What is it you Want Students to Know and Be Able to Do?
Student Objectives
Students will be able to:
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Analyze and evaluate propaganda from various countries
Analyze and evaluate the importance and “need” for propaganda in wartime.
Create a digital story to present the researched information.
Make connections among historical events in different time periods
Content standards:
Language Arts Standard 2: Students write and speak for a variety of purposes
and audiences.
o 2.4 Speak to the reader in a way that is individual, compelling, and
engaging; crafts writing with an awareness and respect for the
audience and the purpose for writing.
o 2.7a Convey clear messages with text and/or graphics
o 2.9 Analyze purpose, audience, and context when planning a
presentation or performance
o 2.11 Use a variety of effective presentation strategies
Language Arts Standard 5: Students read to locate, select, and make use of
relevant information from a variety of media, references, and technological
sources.
o 5.5 Demonstrate knowledge and understanding of intellectual
property and identify original creators of any work
o 5.6 Use information to solve problems, communicate ideas, and
create a quality product.
HISTORY STANDARD 2: Students know how to use the processes and
resources of historical inquiry.
2.2 Students know how to interpret and evaluate primary and secondary sources
of historical information.
2.3 Students apply knowledge of the past to analyze present-day issues and
events from multiple, historically objective perspectives.
Big Idea/Essential Question:
Can students analyze propaganda as primary historical source to
understand its affect on past and present-day issues?
Unit Questions:
Was propaganda vital to worldwide involvement in World War II?
Is propaganda necessary?
Content/Guiding Questions:
What is propaganda?
What are some of the most effective propaganda techniques?
How has propaganda been used to shape public opinion in the past?
Can propaganda be considered a “weapon” in a world conflict? Why?
How will you know they know it? (Formative & Summative Assessment
Strategies)
Formative Assessments:
 Storyboard
 WWII Propaganda Presentation Checklist
 Peer Feedback Form
Summative Assessments:
 World War II Propaganda Rubric
 Discussion
 World War II Unit Test
The “hook” – engaging introduction that kids can connect with – the “real world”
connection – perhaps your own digital story.
Show the students my “Propaganda During World War II” digital story as
introduction and example of the project.
Activities/Timeline:
Propaganda Presentation Project
1. Ask students the Content Question: What is propaganda? and record
students’ thoughts on the board.
2. Conduct a discussion on what critical-thinking skills are necessary to
determine if something is propaganda. Show examples of WWII
propaganda using the digital story, Propaganda in World War II, created
by the teacher. Model identifying the propaganda techniques in the
presentation. Ask students to look for examples of present-day
propaganda to share with the class.
3. Explain that students will be using Photostory 3 to create an individual
multimedia/digital story presentation on WWII propaganda to present to
the class. Tell students to use the presentation checklist to make sure
that they are managing their time wisely and to use the presentation
rubric to make sure their work is high quality. As students work on this
project, use the checklist and informal interviews to monitor their progress.
When they have finished a draft of the presentation, organize small groups
to listen to practice presentations and provide feedback using the peer
feedback form.
4. After the presentations have been completed, and have been assessed by
the teacher using the Presentation Rubric, conduct a discussion on the
Unit Questions: Was propaganda vital to worldwide involvement in World
War II? and Is propaganda necessary?