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Jared Howes EDCP 332A 10/26/2016 World War 1 Propaganda Posters Social Studies 9 Time: 75 Min Rational Big Idea: 1. Emerging ideas and ideologies profoundly influence societies and events. This Lesson introduces students to propaganda posters which were used in World War 1. These posters were made so that they could help out with wartime ideology to influence and target certain members of Canadian society. Curricular Competencies: 1. Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions 2. Assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence. This lesson will have students interpret , analyze and ask/answer questions about various different propaganda posters. They will also be required to work in groups and then present their findings to the class (Communicate findings). By looking at the posters, they will be analyzing the reliability of each posters fake and intended purpose. They will answer questions on how these primary documents were used to alter society's perception of the war. Content: 1. Nationalism and the development of modern nation-states, including Canada 2. Local, regional, and global conflicts This lesson will help students to develop an understanding of how propaganda posters were used to promote British and Canadian nationalism during World War 1. Objectives: 1. Students will be able to analyze historical primary sources 2. Students will be able to understand how a primary sources can be used to try and manipulate a target audience Resources: 1. 8 World War 1 Propaganda Posters (Canadian War Musuem, 2016) - See Attachments a. This Is Your Flag b. Shall we Help to Crush Tyranny c. Heroes of ST. Julien and Festubert d. The Happy Man e. Help the Boys f. Fight for here g. Soldiers of the soil h. Canadians Must Provide i. Once a German- Always a German 2. White Board 3. Laptop 4. Projector 5. Student Propaganda Poster Worksheet (Canadian War Musuem, 2016) - See Attachments Introduction: 15 minutes 1. Attendance 2. Review of previous lesson a. Teacher asks students to say what where some of the key points of the previous lesson and to clarify any lingering questions. 3. Start by writing up on the whiteboard the word “Propaganda” a. Ask the students what is propaganda?. Then have them write down their thoughts about what they think this term means (2-3min) b. Ask the students to share their thoughts and write them down as they say them on the whiteboard. c. Teaching Point: If they have not gotten the concept of Propaganda, make sure to explain that Propaganda is: the organized dissemination of information to influence thoughts, beliefs,Propaganda is the organized dissemination of information to influence thoughts and beliefs of members of society. Body of lesson: 40 Min 1. (10 Min) Present the first poster “This is your Flag” to the class. Put the following questions up on powerpoint and go through them with the class asking for students to try and answer them. a. Was the propaganda targeting a specific group? If so name the group and explain why. b. Who created the propaganda? c. d. e. f. What was its goal? How is the message conveyed? What was happening overall at that point in the war? Do you think this piece was effective in accomplishing its goal? 2. (30 Min) Separate the students into 7 groups (3 -4 Students). Give each group a poster and each student a worksheet. a. Have the students work in their groups anylze the posters and to complete the worksheet. b. Have them hand in their worksheets when they are done. c. Teaching Points: Walk around the class encouraging and helping out the students when needed. If a group finishes early, have them take a look at another poster. Closure: 20 minutes 1. Have the students present their poster to the class, and give a brief synopsis of what their findings and feelings are about this poster. a. Teaching Point: Allow other groups to comment on the poster. Assessment: 1. Students will be assessed based on their contributions to group discussion and their worksheets. a. The teacher will assess the group discussions by walking around and sitting in with each group. The teacher should ask questions to each of the students to see if they are comprehending the lesson. Such questions can be as simple as “How do you feel about this poster” or ask a question from the worksheet. Also by having them present their poster at the end, they can b. The worksheets can be used to see if students could properly analyze the poster and answer the questions. Propaganda Poster Worksheet Name: Date: 1.What is the primary goal of this poster? 2. Can you tell who created this poster? If so, list the organization, government or individual. If not, provide suggestions for who you think might have created it. 3. What is the overall message of this poster? 4. Are the messages in the poster primarily visual, verbal, or both? 5. Who is the intended audience for the poster? 6. Which propaganda techniques are used? Refer to examples from your poster for any techniques you identify. 7. What kinds of emotions are conveyed by the poster? 8. What does this message suggest about the values and beliefs of this audience? 9. Is the poster effective in conveying its message to you? Do you think that it would have been effective during the First World War? 10. What would you change on the poster to make it more effective? Once a German Always a German Fight for Her Heroes of ST. Julien and Festubert Shall we Help Crush Tyranny? Fight For IT Soldiers Of the Soil Canadians Must Provide The Happy Man All Posters From (Canadian War Musuem, 2016.) Sources: Canadian War Museum. (2016). Analyzing Propaganda Posters . Retrevied From: http://www.warmuseum.ca/firstworldwar/wp-content/mcme-uploads/2014/07/4-a-4-all_e.pdf.