Download Tenth Grade CP World History SDAIE WWI Propaganda Lesson

Tenth Grade CP World History
SDAIE WWI Propaganda Lesson Plan
Context for Learning:
• This lesson is designed for a tenth grade, college preparatory, world history class at Dos
Pueblos High School. The class the lesson will be taught in is fourth period (directly before
lunch). The class consists of thirty students whose age ranges from fifteen to sixteen.
Twelve of them are females and eighteen of them are males. According to my cooperating
teacher, two of the students have IEP’s (one has auditory memory issues and the other has
ADHD), four are English learners, and three are re-designated English learners. All of the
students have taken a world history course in seventh grade and all but two have been in
their current world history class since September 2008.
Lesson Rationale:
• I am teaching this lesson because it teaches students about propaganda, which is an
important aspect of World War One, and it is a state standard. Many of the students have
never been taught about propaganda so the first part of the lesson is strictly concept
attainment followed by an in depth analysis of the use of propaganda during World War
One. There are various visuals to provide students with concrete examples and ample time
for discussion. Students will begin by creating a definition of propaganda in pairs. I will pair
students strategically so each pair should be able to come up with some sort of a working
definition. Afterwards, as a class, we will come up with a list of the critical attributes of
propaganda and apply them to a series of slides that students should recognize from popular
culture. Their task will be to verbally tell me when called upon what characteristic the slide
has or does not have of propaganda. Now that students have arrived at their own definitions
in pairs and as a class I will tell them the dictionary definition and have them write it down.
Students will write their above definitions and list of attributes on a “what is propaganda”
handout I will provide. This will be followed by a terms and definition exercise in which
students match the correct terms with definitions as a group. When they are finished I will
go over the correct answers and ask for thumbs up, thumbs down to assess what areas I
need to focus on. Once the exercise is complete the students will receive a sheet of notes
detailing common objectives of wartime propaganda and common tools used in war time
propaganda. Definitions will be given on the notes sheet and will be discussed as a class.
This will be followed by eight groups of four (strategically created) analyzing eight examples
of propaganda from four countries. Students will use a graphic organizer to list the country,
objective of the poster, and propaganda tool used. Besides teaching students what
propaganda is and its uses in the war, students will build their vocabulary and further
develop their writing and analytical skills. This lesson builds upon previous lessons that deal
with the war, its causes, and its effects on the home front. This lesson will be further
developed in the World War Two unit. The requisite skills students need in order to access
the lesson fully are the ability to read, write, discuss ideas with a partner and the class, and to
analyze examples of propaganda.
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Content Standards:
• 10.5.1 Analyze the arguments for entering into war presented by leaders from all sides of the
Great War and the role political and economic rivalries, ethnic and ideological conflicts,
domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian
population in support of “total war.”
ELD/ELA Standards:
• Listening and Speaking: Speak clearly and comprehensibly using standard English
grammatical forms, sounds, intonations, pitch, and modulation.
• Listening and Speaking: Negotiate and initiate social conversations by questioning, restating,
soliciting information, and paraphrasing.
• Reading: Apply knowledge of language to achieve meaning/comprehension from
informational materials, literary text, and texts in content areas.
Learning Objectives:
• Academic Content
o Given a pair share and a brief PowerPoint with positive and negative examples of
propaganda, students will be able to define propaganda, list its attributes, and identify
positive and negative examples of it.
o Given eight examples of propaganda from four different countries during World
War One and a notes sheet, students will be able to identify the objective(s) and
propaganda tools used in each poster by filling out a graphic organizer.
• Academic Language
o Given a pair share and a brief PowerPoint with positive and negative examples of
propaganda, students will be able to define propaganda, list its attributes, and identify
positive and negative examples of it by completing the “what is propaganda
worksheet.”
o Given a Propaganda Objectives and Tools Notes Sheet and a terms and definitions
exercises to accompany it, students will be able to provide definitions of the
following terms: demonization, emotional appeal, name calling, patriotic appeals,
half-truths or lies, catchy slogans, evocative visual symbols, and humor or caricatures
by participating in the group.
Academic Language:
• Functions: Students will compare and contrast (this slide has ______ characteristics, while the
other slide has _______ characteristics), justification (I think this poster is an example of
propaganda because ________), analyze and describe various propaganda posters from World
War One. They will also create a working definition of propaganda and its attributes.
• Forms:
o Brick: Brick terms will be shown in the PowerPoint, which will include many photos
to help further understanding, and they will also be on the Propaganda Objectives
and Tools handout students complete.
 Propaganda, recruitment, soldiers, draft, enlist, loans, taxes, dissent,
conservation, resources, war, home-front, demonization, patriotism, slogan,
caricature.
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o Mortar: Students will need to use sentences to identify what propaganda tools are
used in the posters and what the objectives are. Students will be given sentence
frames (“This poster used the ________ tool to achieve the objective of ________”)
to use during class discussion. An example will be done as a class to familiarize
students with the language.
Fluency: Students will be able to employ the target academic language forms and functions
in order to develop fluency in their handout, graphic organizer, and discussion in partners, as
a group, and as a class. The sentence frame for the compare and contrast function as well as
the justification function will be written on the board for students to refer to during the
discussion.
I will assess students’ developing mastery of the target academic language forms and
functions by grading their handouts, graphic organizer, and listening to their use of
vocabulary during their discussions.
Assessment:
• Formative Assessment (Process):
o I will assess students’ prior knowledge by hearing student’s definitions of
propaganda. I will tell students to create a definition of propaganda in pairs. I expect
some students to have no idea, and some to have a very clear idea. Either one is ok
as long as they get their brains thinking and get something on paper. I will ensure
that everyone is on the same page before moving on to analyzing the placards by
creating a list of the critical attributes of propaganda as a class. This list should
include things like a catchy slogan, evocative imagery, emotional image, and the
objective of trying to get people to think, act, or feel a particular way. It is
particularly important that students understand the difference between advertisement
and propaganda, which is what the aforementioned list is for. To make sure that
students understand the definitions and terms for the tools used in propaganda they
will complete an exercise in which they match terms and definitions. I will assess by
thumbs up, thumbs down from groups based on whether they matched the correct
definition. During the group analyzing of placards it is important to have mixed
ability groups to ensure students are productive so I will strategically create them. I
will circulate throughout the group work to make sure students are correctly
matching objectives and tools from their handout with posters on their graphic
organizers. There are specific answers for each poster, which is on the master, so
that is the criteria for student responses. As I circulate, I will provide feedback and
give students any extra assistance they may require. If many students seem to be off
task or confused about the activity and instructions, I will address the class as a
whole, answer any questions and give my instructions in a new way. I will video tape
the lesson for my content class and also take notes as I walk around, which will
enable me to record what I see and hear.
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Summative Assessment (Product):
o I will collect two documents as evidence of student learning: the handout with
definitions and critical attributes of propaganda and the graphic organizer for
analyzing World War One propaganda posters. For the first half of the first
handout, I am looking to see that students at least attempted to create a definition of
propaganda. Basically, if they put effort forth they will receive credit for this portion.
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Materials:
I am expecting to see a few responses that are entirely inaccurate, but as long as they
attempted it is ok. However, I am expecting that many students know propaganda
has something to do with persuasion. For the second half of the worksheet I will be
looking to see that students copied down the list of critical attributes of propaganda
the class creates, which will depend on what the class comes up with, but should
include some of the following: a catchy slogan, evocative imagery, emotional image,
and the objective of trying to get people to think, act, or feel a particular way.
o For the graphic organizer I will be looking to see that students accurately identified a
country, objective, and propaganda tool used for each placard. As long as students
back up their responses with evidence they will receive full credit. However, there is
generally only one correct answer for each, which is on the master that is included at
the end of the lesson. If students do not use the proper terms, but describe the
method accurately, they will get partial credit and I will give written feedback on how
to employ the vocabulary.
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What is Propaganda Handout
Propaganda PowerPoint
Envelope with definitions
Paper with terms
Propaganda Objectives and Tools Notes Sheet
Graphic Organizer: World War One Propaganda Posters
8 propaganda posters
Teacher’s Guide to Slides
Lesson Procedures (Total Time: 57 Minutes [11:17-12:14]):
Time
Activity
11:17Starter – The starter will be for students to move into
11:22
their assigned group (mixed ability)
(5 Min.)
Purpose
Keeps students on a routine
and prepares them for the days
lesson. Helps to ensure groups
will be productive.
Pass out What is Propaganda HO
11:2211:27
(5 Min.)
As a pre-assessment of students prior knowledge
students are asked to pair with someone in their
group and come up with their best definition of
propaganda to write on the What is Propaganda
handout. No pressure, but Ss should try their best
even if they do not have a clear idea of the concept.
11:2711:34
(7 Min.)
Discuss student definition and come up with a list of
traits for propaganda as a class. Have Ss write them
down. “What are some things that are always present
in propaganda?” The list may vary depending on
what the students come up with, but I expect it to
include the following: objective of making people
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Allows students to arrive at
their own definition and lets
the T see Ss prior knowledge.
Furthers the concept
attainment by narrowing down
characteristics and creating a
clear definition.
think, act or feel a particular way; biased; catchy
slogan or image; directed at a viewer.
11:34-39
(5 Min.)
11:3911:44
(5 Min)
11:4411:49
(5 Min)
Ss write the dictionary definition and discuss its
similarities and differences with the definition they
created. Then show 4 slides that are positive and
negative examples of propaganda. Call on students
to explain if the slide is a positive or negative example
and why: “What characteristics does this slide have or
not have that fit in with propaganda? Do you
consider it propaganda? What does this slide have
that makes it propaganda that the other lacks?” When
comparing and contrasting Ss will respond using a
sentence frame: “This poster used the ________ tool
to achieve the objective of ________.” When they
are justifying their claim they will also use a sentence
frame: I think this poster is an example of
propaganda because ________ (Two slides are
positive examples because they are trying to influence
how the reader feels and acts while the other two are
advertisements that are enticing the reader to
purchase something.)
Provides students with a chance
to identify examples of
propaganda and clears up
confusion about propaganda
and advertisement. Visuals help
to understand the definition.
Students also gain an
opportunity to practice
academic language.
Pass out envelopes and terms sheet (1 per group)
In groups, students partake in a terms and definitions
exercise by matching propaganda tools definitions
with terms.
Students learn definitions
through trial and error as a
group. Helps them to become
familiar with the terms.
As a class, T briefly goes over the correct definitions.
For each term T asks for thumbs up, thumbs down
from each group based on whether they had the
correct definition or not.
Clarifies the definitions and
allows T to see what areas need
to be reinforced or re-taught.
Pass out Graphic Organizer, Propaganda Objectives and
Tools Notes Sheet and placards (1 per group)
11:4912:12
(24 Min.)
Students now apply the knowledge by analyzing a
placard for approximately 4 minutes as a group,
filling out the graphic organizer, and passing the
placard on.
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Allows students to work in
groups and familiarizes them
with primary sources. Hands on
examples and visuals with a
graphic organizer and definition
worksheet helps with
comprehension and academic
vocabulary.
12:1212:14
(2 Min.)
Ss clean up and get back to seats. They will finish
tomorrow
Lesson Procedures (Total Time: 47 Minutes [11:47-12:34]):
Time
Activity
11:47Starter: “What propaganda tool do you feel is the
11:52
most effective and why? Give an example of where
you have seen it used other than the posters we have
(5 Min)
been analyzing.”
11:5212:02
(10 Min)
Students get into groups and finish up the last two or
three placards.
12:0212:12
(10 Min)
Review of the placards. “What propaganda tool did
you find occurred most often?” “What objective did
you find occurred the most?” T will hold up and
discuss whichever placard the Ss mention and go
over the information Ss should have on the graphic
organizer. Which techniques would you use if you
were a propagandist and why?
12:1212:27
(15 Min)
12:2712:34
(7 Min)
Quiz
Project Section Quiz
Closes lesson.
Purpose
Keeps students on a routine
and reviews the previous day’s
lesson.
Ss are able to complete the
activity from the previous day.
Ss are able to discuss and share
their ideas. Concept it clarified
further and Ss have an
opportunity to fill in missing
information.
Summative assessment for
section.
Collect Quizzes
Review responses
So Ss learn the correct answers
and can ask questions.
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Analysis of Student Work
There are two worksheets I collected for student data. One is the What is Propaganda
Worksheet that asks students to create a definition with their partner, list the critical attributes the
class comes up with, and copy the dictionary definition. The second worksheet is a graphic organizer
that students use to analyze propaganda posters by filling out the objective of the poster and the
propaganda tools it uses. I chose ten student work samples to analyze – five for the first worksheet
and five for the second worksheet. The reason I chose these samples to analyze is because they
accurately represent the range of student work I received. Between the five samples for each
worksheet, almost every student response is illustrated.
The What is Propaganda worksheet yielded interesting results. I expected the first task (with
a partner, decided upon a definition for propaganda. Make sure it is a detailed definition that does
not leave out any parts) to illicit a wide-range of responses. While the answers I received varied,
none were entirely wrong. Certainly some responses were lacking, but I expected to find at least a
few outlandish responses. However, this was not the case and each group listed at least one factual
thing about propaganda.
While I explicitly stated that I wanted students to create a detailed definition that does not
leave out any parts, I received some responses that read more as a critical attribute than a definition.
For example, student A wrote “Misleading information”, and student B wrote “Information to
advance a cause.” While neither one is incorrect, neither is detailed. However, I gave them credit for
at least trying since I expected they had no prior experience with the concept.
Students D and E gave sophisticated responses that incorporated critical attributes into a
definition. Student D wrote: “It is biased or one sided information is given to a people in order to
create a common opinion that is generally not the truth.” Student E wrote: “Propaganda:
information or material spread to advance a cause or to damage an opponent’s cause.” These two
responses as pre-assessments show that the students already had a fairly good grasp of the concept.
They understood that the information is biased and address the purpose.
In the future, I would make my instructions more explicit by asking students to include the
purpose and nature of the propaganda in their definition. This way they have specific prompts to
address to help focus their responses or spark prior knowledge.
The second part of the worksheet was completed as a class. Every student wrote down what
I wrote on the board. Students did a good job of discussing the merits of the attributes of
propaganda. The list they created was fairly comprehensive and they were able to apply the
characteristics to the slides I showed them. However, not every student gave an attribute or
discussed them. Therefore, in the future I would have students come up with attributes, pair share,
and then address the class. This way every student has the opportunity to participate.
Part three was also completed by every student. However, in analyzing the What is
Propaganda worksheet I found I do not know for certain that all of the students understand the
concept of propaganda. I know that many do because they were able to analyze the slides I
projected and create an accurate list of critical attributes, but there were still some students who did
not create detailed definitions for their first task and did not participate in the creating of the critical
attributes list. Because of this, I would alter the worksheet by adding a fourth task: now that you
have completed the above three tasks, create your own definition that a younger sibling could
understand (do not say biased – instead explain what bias is in simple terms). This way I can see that
students understand the concept by creating a definition in their own words after learning the critical
attributes.
As a whole students did well on analyzing the posters using their graphic organizer. They
were able to use the Propaganda tools notes to fill in the objectives and tools. There are three typical
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examples of students work; one, incomplete, two correct but only wrote down the numbers that
correspond to the notes handout, and three, correct. The terms and definitions activity seemed to
help the students flesh out the definitions and as a result the academic vocabulary was correctly
applied in the vast majority of cases. Students met the academic language goals because they applied
the terms correctly and matched them correctly in the terms and definitions activity. However, the
students who wrote the numbers did not fully achieve my academic language goal. For example,
student A and C wrote down the number of the correct objective, but did not write their responses
out using the vocabulary. Therefore, they did not gain the practice I intended for them. If I were to
teach this lesson again, I would be more explicit and explain they need to write out the answers
rather than match the number. However, it shows they at least understood the terms since they
matched them correctly.
Student D represents the other type of student who did not use the vocabulary, but clearly
understood the terms. For example, instead of writing down the academic vocabulary term
recruitment, student D wrote “Join the army” or “Join the Marines.” Clearly the student understands
the vocabulary, but does not use the actual term. Again, I need to be more explicit in my instructions
and explain they need to use the actual vocabulary. While the academic language learning was not
complete for every student, the content learning is high because the correct answer is matched with
the posters in most worksheets, even if it does not use the correct vocabulary.
Besides the students who wrote nothing down, almost everyone wrote down the correct
information for each poster. The only problem was they did not always use the academic language
for the objectives. Interestingly though, the same students who did not use the vocabulary on the
objectives section, used the academic vocabulary on the tools section. In fact no student tried to use
their own words for the tools section. Perhaps the students were more comfortable and familiar
with the tools vocabulary than the objective vocabulary.
The analysis of the student work samples taught me how necessary differentiated instruction
is. Some of the students came in with a lot of accurate prior knowledge, while others came in with
very little. It is important to find away to keep the first type of student engaged while teaching the
second type of student. This is something I am struggling with. The analysis of student work also
taught me how necessary SDAIE is. Had I gone into class and given a lecture on propaganda, I am
sure I would not have the same success rate with students who are English learners or who learn
differently.
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Reflection
There are various features in the propaganda lesson that make it SDAIE: think pair share,
group and class discussion, strategic pairing and grouping, sentence frames, thumbs up thumbs
down, graphic organizer, handout with key vocabulary, terms and definition exercise, and numerous
visuals. All of these things make the lesson SDAIE because they lower the language dependency and
allow students to access material without heavy reading and writing.
I integrated academic language into the lesson first by spending the first part of class on
concept attainment of propaganda. I allowed students to create their own definitions in groups and
pairs and discussed critical attributes as a class. I also integrated academic language with content
instruction by having students participate in a terms and definition activity and by providing them
with a notes sheet with the terms and definitions written on it.
Students’ prior knowledge was accessed by holding a brief class discussion about what
students had heard about propaganda and then by having students create a definition with a partner.
This allowed me to see that most students had a pretty good idea of propaganda, but that there were
large holes and many ideas needed to be expanded upon.
I also used students’ cultural backgrounds as context for the instruction by providing
students with many positive and negative examples of propaganda they were familiar with from
popular cultural. Students were also asked to provide examples they have seen in their daily lives.
Many cited the 2008 election. This also was a way to enhance the affective domain since it got them
interested.
Differences among learning styles was addressed by catering to the needs of many different
learning styles. I used group, pair, and individual activities, hands-on activities, visuals and
discussion. I also made sure to spend time dealing with students one-on-one who were struggling
and grouped the students based on ability. I created groups that were a mix between students who I
thought would have prior knowledge and those who would not, and those who have a strong work
ethic and those who do not. I also kept friends seperated.
The SDAIE lesson on propaganda was taught as planned. The lesson procedures were
appropriate for most of the students and the content I was teaching. The lesson applied to the
content standard: 10.5.1 Analyze the arguments for entering into war presented by leaders from all
sides of the Great War and the role political and economic rivalries, ethnic and ideological conflicts,
domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian
population in support of “total war.” However, some of the students came into the class with prior
knowledge. For example, for task one on the What is Propaganda worksheet student D wrote: “It is
biased or one sided information is given to a people in order to create a common opinion that is
generally not the truth” and student E wrote: “Propaganda: information or material spread to
advance a cause or to damage an opponent’s cause.” These two responses as pre-assessments show
that the students already had a fairly good grasp of the concept. They understand that the
information is biased and address the purpose. However, student A only wrote: “Misleading
information.” Therefore, the lesson was appropriate for many of the students who were at a similar
place as student A, but there were some students like D and E who already had a good grasp of the
material.
My next steps instructionally will be to move on with the World War One and the home
front lessons. The majority of students did well on applying the concept of propaganda by using
their graphic organizer. I define well as having the correct objective and tools next to the placard.
However, for the few who may still be struggling I will have a warm-up asking students to write
which of the propaganda tools they think are most effective and why. Afterwards, I will have
students discuss their responses and I will review the concept and ask for student questions.
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The terms and definitions exercise was successful because almost every group completed the
activity correctly and were able to apply the terms in one way or another to the posters by using the
graphic organizer. The graphic organizer also worked very well in organizing students’ thoughts.
Had I asked students to write down their responses on a lined piece of paper I am confident I would
have received some very unorganized and scattered thoughts. (see the analysis of student work for
more specifics on what went well).
Next time I will first and foremost be more explicit in my instructions, both written and
verbal. Giving clear written instructions is imperative and also saves my voice because I can refer
students to the written instructions. Being explicit and clear is something I am struggling with, but it
is getting much better with practice since I am becoming able to anticipate questions and problems.
The other major thing I would do differently is add a fourth task to the What is Propaganda
worksheet that asks students to create their own definition to read to a younger sibling. The reason
for this is that I realized the first part was an assessment of prior knowledge, the second part was
created as a class, and the third part was a copied definition. Nowhere was there a summative
assessment of the term propaganda. Students were able to apply the term in the last activity, but
were not able to produce the knowledge they gained about the term.
I have learned a lot about myself as a teacher. Mainly I need to be more explicit in my
instructions. Rubrics are helpful in this area, but I do not feel it is necessary or very useful to use a
rubric in an assignment like this one. I need to write clearer instructions and get in the habit of
asking students to repeat instructions to me. I have also learned a lot about teaching SDAIE. Mainly
that it is not easy and that is very time consuming. However, it is beneficial and many students who
usually struggle produced high quality work. I can only assume it is because of the various activities I
incorporated, visuals and scaffolding.
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