World History Lesson Plan

Teacher:Alison Rund, M’EdSocial Studies Teacher Corona del Sol High School Tempe, AZ 85284

Purpose: NEH Landmarks: Bay Area Home FrontSummer 2014

Unit: World at War

Lesson: World War II Propaganda

Standards:

Arizona State Social Studies Standards: Strand 2: World History, Concept 8: World at War

PO 4. Examine the period between World War I and World War II: a. rise of fascism and dictatorships b. postwar economic problemsc. new alliancesd. growth of the Japanese empire e. challenges to the world order

PO 5. Analyze aspects of World War II: a. political ideologies (e.g., Totalitarianism, Democracy) b. military strategies (e.g., air warfare, atomic bomb, Russian front, concentration camps) c. treatment of civilian populations d. Holocaust

Common Core Social Studies: CCSS ELA-Literacy.RH.9-10.9: Compare and contrast treatments of the same topic in several primary and secondary sources.

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Objective (s): Design and produce a historic

World War II era propaganda poster from an Allied or Axis, Foreign or Domestic perspective.

Create an original WWII era propaganda poster.

By viewing primary sources, understand the impact of propaganda on morale.

Distinguish between different propaganda techniques and perspectives.

Justify the effectiveness of propaganda on the war effort.

Essential Question : What were the specific goals and strategies used by the United States, Allies, and Axis powers in propaganda posters during World War II?

Lesson (One to Two 55 minute class periods)

1. Define: What is propaganda? a. The use of a variety of communication techniques that create an emotional

appeal to accept a particular belief or opinion, to adopt a certain behavior or to perform a particular action.

2. Discuss: The purpose and power of propaganda: a. Positive vs. Negative propaganda b. Propaganda Techniques (PBS Worksheet)

i. Name Calling, Glittering Generalities ii. Transfer, testimonial

iii. Plain folks, bandwagon, feariv. Bad logic, unwarranted extrapolation

3. Compare / Contrast: (with Primary Source Examples): Use attached document, “Teaching with Primary Sources Lesson—Propaganda, Annotated Resource Set” to help compare and contrast propaganda posters from World War II Warring Countries.

a. Overhead project an example of an American, Russian, French, Japanese, British, German, and Italian World War II Propaganda Posters

b. Students individually note elements of propaganda, similarities, and differences among the posters

c. Discuss

4. Assignment: a. Task: Create a World War II Propaganda Poster

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i. Select a historic World War II posterii. Create your own

b. Using poster board, bright colors, and understanding of propaganda, create the poster

5. Assessment: Rubric:

Category 20-25 Points 10-20 Points 0-10 Points Total Points Earned

Topic:

_________________

The topic is clearly identified on the poster. The topic is clear and well-focused.

The topic is evident on the poster, but is not clearly identified.

No topic is identifiable on the poster.

Poster Details The poster includes relevant and historically accurate details to support the poster’s message. The poster clearly communicates a persuasive message.

The poster includes supporting details, but some details are lacking in their historical accuracy or relevancy. The poster communicates a persuasive message.

The poster does not include historically accurate or relevant details in support of the poster’s message. Little or no persuasion is evident on the poster.

Grammar and Spelling

The student makes no errors in grammar or spelling that distract the reader from the content of the poster.

The student makes a number of grammatical and spelling errors that minimally distract the reader from the poster’s content.

The student makes many grammatical and spelling errors that distract the reader from the poster’s content.

Neatness The poster uses color, visual images and words to clearly communicate the poster’s intended message. The poster is neat and cleanly presented.

The poster makes some use of color, visual images and words to communicate the poster’s intended message. The poster is lacking in overall neatness and presentation.

The poster does not use color, visual images, or words to communicate the poster’s intended message. The poster is messy and poorly presented.

Sources:

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Galligan, Martin., What are the Elements of Propaganda?, Library of Congress: Teaching with Primary Sources, Spring 2013.

Propaganda and Disinformation, University of California, Berkeley Media Resources Center, Moffitt Library, 2014.

Propaganda Techniques, Classroom Materials, Reporting American at War, Public Broadcasting Station, 2014.

The Powers of Persuasion, Poster Art from World War II National Archives Records and Administration, www.archives.gov/powers_of_persuasion/

Winning Over the Hearts and Minds: Analyzing WWII Propaganda Posters, The National World War II Museum, New Orleans, 2014.

Examples :

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