Download Lesson 3

Part I: Behind the Scenes
1. Conceptual Overview: This lesson will introduce students to WWII
propaganda used in the U.S. and abroad. Students will investigate how
propaganda was used as a means of mass persuasion during the war and how
it is still used today. This lesson will give students a comprehensive
understanding of how to recognize, interpret and analyze tools of persuasion.
This lesson will depend on images, group work and class discussion.
2. Standards Addressed
a. NCSS:
I, VI, IX, X
b. NCHS:
Era 8, Standard 3
3. Materials Required:
Handouts of WWII posters, overheads of posters (or image on computer to be
displayed on-screen), cartoons, etc. (can be used with a variety of different
posters/cartoons), poster analysis handout
4. Modifications for Diverse Learning Needs: Class C. I would make up the
groups ahead of time. Each ESL student would be in a group with at least one
other Mexican student with fully developed English skills. By doing so, those
students would be able to help the Spanish speakers in their native language if
need be. I would also spread the rest of the students with fully developed
language skills evenly among the groups. I would have the help of aides to
walk around to the different groups as they’re involved in their assignments. I
would make sure to monitor the groups as they work together in order to
ensure that students are on-task and any questions that they may have will be
answered. By including group work and effective discussion questioning, I
would keep the students engaged in the activities as much as possible.
Part II: Heart of the Lesson
1. Powers of Persuasion
2. U.S. History
3. Grade 10
4. Objectives: At the completion of this lesson, students will be able to analyze
how propaganda is used as a means of persuasion by answering questions on
the attached worksheet.
5. Body of the lesson:
a. Introductory activity: Show students a WWII poster. As a class,
analyze the poster using spiral curriculum questions (see attached).
(5-10 min)
b. Procedure: Break class up into pre-determined groups. Hand each
group a different poster from WWII (either from U.S. or abroad).
Give each group a poster analysis worksheet and have them fill out the
questions together. (15-20 min) After groups have finished
worksheets, bring class together to analyze posters as a class. Go over
worksheet questions together for each poster in order to come to a
consensus on the message each conveys. (20-25 min)
c. Assessment Plan: Assess students’ knowledge through class
discussion and by using effective questioning techniques. In addition,
examine handouts filled out by each group.
d. Concluding Activity: Ask students for examples of propaganda and
persuasion in current day. How are citizens being persuaded today? Is
propaganda still effective? Why or why not? (For example, are the
army ads used on television an example of propaganda? Do the
students believe these ads are effective?)
e. Homework: Students will find a current example of persuasion used
today from a magazine, newspaper, etc. They will prepare a paragraph
explaining how the example tries to persuade the reader using the
handout questions as a guide.
Part III:
See attached. (These posters would be more effective if they were printed in color.
Overheads can be made of the posters and/or they can be projected on-screen via
computer).
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
Nine WWII Posters
Poster Analysis Worksheet
POSTER ANALYSIS

What do you see when you first look at the poster?

What words (if any) jump out at you?

How does the poster communicate its message? (Verbal, visual, both? Think
about use of color, language, symbols, font, size, space, etc.)

What specific facts or details (if any) does the poster use?

What emotions does the poster try to convey?

Who is the intended audience for the poster?

What does the government hope the audience will do?

What Government purpose is served by the poster?

Do you think this poster is effective? Why or why not?