Download Lesson 7: Summative Assessment on Analyzing Visual, Written, and

The Holocaust
Lesson 7
Lesson 7: Summative Assessment on Analyzing Visual, Written, and Spoken
Texts for Propaganda Techniques
Instructional Outcomes
Maine Learning Results:
A. READING: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary
and expository texts by using a variety of strategies. They connect essential ideas, evaluate
arguments, and analyze the various perspectives and ideas presented in a variety of literary and
expository texts.
A4 – Persuasive Texts: Students evaluate the information in persuasive texts, within a grade
appropriate span of text complexity, noting how the structural features and rhetorical devices
affect the information and argument(s) presented in these texts.
b.
Analyze the author’s perspective, noting instances of bias, stereotyping, and
generalizations.
c. Explain instances of propaganda and faulty reasoning.
d. Evaluate positions presented in text(s) and take a supported stand.
e. Identify purpose and intended audience of a text.
f.
Identify rhetorical devices an author uses to persuade the reader including band wagon,
peer pressure, repetition, testimonial, hyperbole, loaded words, transfer, amplification, and
extended metaphor.
F1 – Media: Students identify the various purposes, techniques, and/or effects used to
communicate auditory, visual, and written information found in different forms of media.
b. Explain the role of the media in shaping opinions.
c. Note instances of bias, stereotyping, and propaganda.
Content learning outcomes: The students will use the Poster Analysis Worksheet and the
Written Document Analysis Worksheet from the National Archives and Records Administration to
analyze texts relating to the Holocaust for propaganda techniques.
Literacy Support Strategies and Instruction
Materials: Written Document Analysis Worksheet and Poster Analysis Worksheet from the
National Archives and Records Administration. Found at
http://www.archives.gov/education/lessons/worksheets/document.html.
http://www.archives.gov/education/lessons/worksheets/poster.html.
Before reading/learning: Quick Write – Preview Guide to become familiar with the worksheets
(Look at worksheet and come up with questions to guide them)
Materials: Preview Guide and Analysis Worksheets – www.mainecontentliteracyproject.org
After reading/learning: Summative Assessment
Materials: Summative Assessment. Copies or websites of three texts. Poster Analysis
Worksheet and the Written Document Analysis Worksheet from the National Archives and
Records
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The Holocaust
Lesson 7
Before Reading/Learning
Literacy outcome: The students will complete a Quick Write – Preview Guide to build
background knowledge about the Poster Analysis Worksheet and the Written Document
Analysis Worksheet from the National Archives and Records Administration. This will also set
the purpose for learning how to use the worksheets to evaluate texts for propaganda.
Teacher preparation: We modified the Poster Analysis Worksheet by replacing question 7 with
“What technique(s) is used in this example of propaganda? Give evidence to support the
technique(s)” and the Written Document Analysis Worksheet by changing D to “List two things
the document tells you about life during the Holocaust” and E to “What technique(s) is used in
this example of propaganda? Give evidence to support the technique(s).”
Template Example
http://www.archives.gov/education/lessons/worksheets/document.html.
http://www.archives.gov/education/lessons/worksheets/poster.html.
Teacher facilitation: After passing out copies, introduce the Poster Analysis Worksheet and the
Written Document Analysis by reading through them with the students and have a discussion
about what kind of information can be used to answer the questions and how using these could
help them.
During Reading/Learning
Literacy outcome: The students will use the Poster Analysis Worksheet and the Written
Document Analysis Worksheet from the National Archives and Records Administration to
analyze texts created during the years of the Holocaust for propaganda techniques.
Teacher facilitation: Tell the students that we are going to practice using these worksheets with
visual and textual examples we have seen in previous lessons to show them how these forms
add scaffolding to their analysis.
The teacher will pick various pieces of propaganda with the students and fill in the forms
together, using a Think Aloud and prompting students with questions to gather in-depth
information.
After Reading/Learning
Literacy outcome: Students will demonstrate their ability to analyze visual, written, and spoken
texts created during the years of the Holocaust by using the Poster Analysis Worksheet and the
Written Document Analysis Worksheet from the National Archives and Records Administration.
Teacher facilitation: Tell the students that they can choose to complete the Written Document
Analysis Worksheet or the Poster Analysis Worksheet on one piece of propaganda. (The piece
of propaganda may be something that they have seen before, but not one talked about today.)
At the end of the class: Collect the completed Analysis Worksheets.
Summative assessment: Written Document Analysis Worksheet or Poster Analysis Worksheet
completed on one piece of propaganda.
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