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War and Propaganda High School Standard: KASSS Standard 15.HS4 Evaluate and question multiple historical sources to pursue further inquiry for the purpose of synthesizing insights about the past with insights from the future Target: I can use explain the purpose of war propaganda and can evaluate its use historically and currently Exit Slip: Are governments (historically and modern) justified in using propaganda during times of war? Create a claim and counterclaim, backed with evidence to support your answer. Practices of Inquiry: Guided Inquiry Supporting questions (aimed at clarifications) Gather relevant information from multiple sources from a wide range of perspectives Develop and create claims and counter claims Question Stimulus: What is the goal of war propaganda, why is it effective, is it still relevant? Time 7 min What Standards and target Word Splash “What is propaganda” Looking at Dr. Seuss image, Communism, UK. Is this propaganda? Discussing how it works Purpose Determining prior knowledge of propaganda, formative assessment for minute by minute. Common examples to help define the term and reorient To give some broad background knowledge to focus evidence Section 1: What are characteristics of war propaganda? This section examines war propaganda from The Great War and has been divided based on the three big asks of the CPI (Committee for Public Information), i.e. “To enlist, to ration, to buy”. Time What Purpose 5 min Teacher models first poster using a sample set Demonstration of expectations and “look fors” with of questions. sourcing and contextualization. Questions are located on the bottom of the “Daddy” handout 4 min Students in groups of 3 will examine varying posters. G1 = Destroy Mad Brute, G2 = Spirit of 1776, G3 = Sugar Rationing. Students discuss within group questions they have and the potential answers. Students will use questions from previous example as a basis for examining the images. Corroboration of ideas helps students depend on each other first and teacher second. Works best for clarification questions within inquiry 8 min (5 to collab 3 for sharing out) Students Jigsaw so that each group has one poster. Students collaborate and point out major characteristics of war propaganda. One representative from each group shares out questions they ask and how they, as a group, approached the source. Students individually complete first section on the Frayer model detailing major characteristics. Students will look at three different historical sources to find commonalities and agree upon general characteristics of propaganda posters to complete Frayer model. Formative checking for understanding based which is supported by teacher observation as students discuss questions and potential answers. Section 2: How does war propaganda target individuals? Time What 6 min Students will look at the progression of the propaganda by targeting one group, African Americans from the Civil War to Vietnam (4 total). Students will complete section of Frayer model 6 min Whole group discussion about the progression to answer the question. Section 3: Is war propaganda still relevant? Time What 5 min Video “No Respite” ISIS propaganda video aimed at US. Listing during or breifely after major elements of war propaganda based on learning from earlier 10 min Socratic seminar to discuss characteristics of war propaganda (section 1) and targeted individuals (section 2) Purpose By looking at a progression, students will see how one group is targeted, in this case with appeals to history, liberty, pride regardless if it is for or against the cause Formative checking for understanding based which is supported by teacher observation as students discuss questions and potential answers. Purpose Applying historical sources with a US context to an international, relevant source that is anti-American. Formative checking for understanding based which is supported by teacher observation as students discuss questions and potential answers. Sourcing Question: 1. What are key elements of the image? 2. What is the image trying to accomplish? 3. What words are used? 4. How does the language work, i.e. words emphasized, punctuation, font. 5. How does this image make you feel? 6. To whom is this image aimed? 7. Who would produce this image and why? Characteristics and Evidence? Questions: 1. What are key elements of the image? 2. What is the image trying to accomplish? 3. What words are used? 4. How does the language work, i.e. words emphasized, punctuation, font. 5. How does this image make you feel? 6. To whom is this image aimed? 7. Who would produce this image and why? Characteristics and Evidence? Questions: 1. What are key elements of the image? 2. What is the image trying to accomplish? 3. What words are used? 4. How does the language work, i.e. words emphasized, punctuation, font. 5. How does this image make you feel? 6. To whom is this image aimed? 7. Who would produce this image and why? Characteristics and Evidence? Questions: 1. What are key elements of the image? 2. What is the image trying to accomplish? 3. What words are used? 4. How does the language work, i.e. words emphasized, punctuation, font. 5. How does this image make you feel? 6. To whom is this image aimed? 7. Who would produce this image and why? Characteristics and Evidence? Figure 1 “Freedom to the Slave” 1863 Civil War What is the major appeal? Figure 2 "True Sons of Freedom" The Great War “Liberty and Freedom shall not Perish” A. Lincoln “COLORED MEN The first Americans who planted our flag on the firing line” What is the major appeal? How does it compare with previous example Figure 3 “Pvt. Joe Louis says” World War II Joe Louis, the “Brown Bomber” was a heavy weight boxing champion who enlisted in the Army in 1942. Louis served in a special division that aimed at recruitment and war bonds. What is the major appeal? How does it compare with previous examples Figure 4 "Uncle Same wants you nigger" SNCC 1968 This famous SNCC (Student nonviolent coordinating committee) targeted African Americans during the Civil Rights movement and Vietnam What is the major appeal? How does it compare with previous examples? 1. What are the characteristics of war propaganda? 2. How does war propaganda target individuals? Is war propaganda justified? Exit slip: (answer on the back) Are governments (historically and modern) justified in using propaganda during times of war? Create a claim and counter claim, backed with evidence to support your answer 3. Evaluate the effectiveness of war propaganda.