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TEACHING AMERICAN HISTORY 3 LESSON PLAN TEACHER: Alejandra Rosales SUBJECT: World History TITLE OF LESSON: WWI Propaganda STANDARD: 10.5.1 Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing civilian population in support of “total war.” OBJECTIVE: * Students will learn about the purpose of propaganda in achieving a specific agenda. * Students will examine the methods used in propaganda to achieve a specific agenda. * Students will analyze WWI propaganda posters for origin, content, message, and bias. MATERIAL NEEDED: * Sample of Modern Day Propaganda/Advertisement * WWI Propaganda Powerpoint * Propaganda Tools and Tables Handout- to analyze propaganda * Laminated WWI Propaganda Posters SPONGE ACTIVITY; Project Propaganda/Advertisement fund in current Newspaper. Show students the advertisement. Ask them to identify what the advertisement is trying to get viewers to do/buy. Ask probing questions to get them to breakdown the tactics used in the advertisement to convey a message or expect an action from the viewers. ANTICIPATORY SET ; Why did the governments of countries involved in the war create these? What are the overarching themes of the posters? What are common characteristics do the posters contain? CONTENT DELIVERY; * Students will learn about Propaganda Posters via a Powerpoint presentation. * Students will take Cornell Notes and participate in an on-going discussion about the information presented. * Students will be provided opportunity to practice breaking down the content of several posters. ACTIVITY; * Students will be placed in groups of 3 or 4 students. * Students will each receive the Propaganda Tools and Table Handout and one page containing three propaganda posters per group. * The students will analyze the content and message of all three propaganda posters using the Tools and Table Handout provided. * The teacher will walk around assisting students and providing clarifications. * Once all groups have completed the activity, six posters will be randomly selected. The group with the posters selected will come up to the front of the class to present their analysis of the Propaganda Poster. STUDENT ASSESSMENT; * Students will be asked to search for a current political, government or social propaganda poster or advertisement. * The source may be found in a magazine, newspaper or Internet. * The student will print or cut out their example and analyze it using the Propaganda Tools & Table Template provided in class. CLOSURE ; * Propaganda Posters/Postcards during WWI were the easiest for governments to get support for the war. * The elements of exaggeration, half-truths, or one-sided information were tactics that convinced the people to support their government and the soldiers already fighting in the war. * Propaganda posters are similar to today’s advertisements: They are trying to get the consumer to buy into an idea, a cause or an object.