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LA titleWorld War 2: PropagandaSequence of lesson in LES (3)Duration: 50 minutesCourse: 20th Century History Cycle/Year: 2/3FocusIn this lesson students will be introduced the topic of propaganda and how it was used by all countries to control and manipulate popular thought into supporting their nations cause during Second World War.Learning Objectives(SWBAT)Understand the role propaganda played in world war two. Define propaganda and its main purposes in total war. Analyze primary source propaganda documents Posters, Videos…Denote the main purpose of specific propaganda pieces. CompetenciesCompetency 2: Interprets a Social Phenomenon Using the Historical Method. Throughout the class students will be asked to analyze different types of propaganda using the historical method. Questions such as: Who wrote the document? Who is the audience? What is the purpose or goal of the piece of propaganda? This class is only an introduction to the topic, their abilities will be evaluated over the next two classes with two activities. First students will be asked to analyze WW2 era posters and answer probing questions to test their analysis abilities. Second students will create their own ww2 era propaganda poster for a contemporary world issue. SkillsUses information, Makes connections, and analyzes documents.Materials neededComputer, Projector, PowerPoint, YouTube.TimePlan5 min5 min10-15 min10-15 min10-15 minAttendance and Intro to subject. Tie in past lessons (Technology and Home Front)Why does it seem that many people went along with this war mentality easily? There are multiple reasons – one of which is propaganda.Hook: Ask class what they know about propaganda. Referring to the two images individually and collectively, ask class probing questions to determine prior knowledge. Which nation created these images?Who is the audience?What is theme?What are they trying to get the audience to do?Interactive Lecture: Using PowerPoint discuss (students take notes): The definition of wartime propaganda. (Info is on slide)The different purposes of wartime propaganda. (Info is on slide)The different types/themes of wartime propaganda. (Info is on slide)Class Discussion on Posters: Use the examples of propaganda posters on slides.Examples of Pride, Derogatory, Symbolic and Fear based propaganda are provided.Have individual students analyze each poster in turn. Emphasize the intended purpose of each piece of propaganda. Class Discussion on Videos: Use 2 or 3 video links in the PowerPoint. Show both Disney clips first and have class compare themes and purpose. Finally which is more successful and why? If time permits have class watch Charlie Chaplan speech and discuss the use of irony and the impact of the video. Targeted Teaching Skill: Student Involvement. This is the first time I will not be dividing students into groups for discussion. Instead we will discuss issues and interpret documents as a class. This is a very high functioning group but they are very quiet. My goal is to get them talking as much as possible.LA titleWorld War 2:Propaganda ActivitySequence of lesson in LES (4)Duration: 50 minutesCourse: 20th Century History Cycle/Year: 2/3FocusThis lesson serves as a continuation of the last lesson on propaganda. It is also the introduction to multi class assessment. Students will be asked to create their piece of propaganda for a contemporary world issue. Learning Objectives(SWBAT)Understand the ways in which ww2 propaganda was used to Relate WW2 phenomena to contemporary issues Analyze primary source propaganda documents Denote the main purpose of specific propaganda pieces. CompetenciesCompetency 2: Interprets a Social Phenomenon Using the Historical Method. The previous class students were asked to analyze different types of propaganda using the historical method. Questions such as: Who wrote the document? Who is the audience? What is the purpose or goal of the piece of propaganda? Were used over the course of the class. In this lesson students must use these questions to create their own piece of propaganda which furthers their understanding of the historical method. This activity is also presented to the class and assessed by the teacher. SkillsUses information, creativity, critical thinking and analyzes documents.Materials neededComputer, Projector, PowerPoint, Assessment instruction handout.TimePlan5 min15 min40 minAttendance and Handout Instructions.Explain instruction thoroughly!Make sure every student understands what is expected.Group Work: Student will work in groups of two.They must decide on their topic, what type of propaganda they will use and outline their poster before class is finished.They must make a list of the necessary equipment to bring to next class.See every group at least 3 times to make sure they know what is expected and to make sure they are on track.Targeted Teaching Skill: Group Management. My goal is to keep all groups on track so they will be prepared to finish their piece of propaganda next class.Design a Propaganda PosterInstructions: Design a world war two era propaganda poster that addresses a contemporary world issue. Remember propaganda is designed to use specific emotions to influence the audience’s way of thinking about a given topic. You will marked on how well your poster addresses the topic.Class 1:Choose your groups.Choose your topic.Outline your piece of propaganda.Figure out what you will need to bring to next class in order to complete your poster.Class 2:Create your poster.Homework: Finish your posterClass 3:Present your poster. Rubric210Topic/Propaganda SelectionChoice of topic is clear and well explained.Choice of topic is somewhat clear and explained.Choice of topic is not clear.Use of propaganda/ImpactPurpose of poster is clear and leaves a lasting impression. Purpose of poster is somewhat clear and memorable.Purpose of poster is not clear. Creativity Use of creativity is present Use of creativity is not present.Names _________________________________ __________________________________Question SheetWhat topic did you select and why is it important?What is your position on the topic? (message of the poster)Who is your target audience?What emotion is used in the poster to convey your message? Why does this emotion fit well with your topic?Do you think your poster is successful? Why?LA titleWorld War 2: PresentationsCourse: 20th Century History Cycle/Year: 2/3Lesson 7Duration: 50 minutesFocusIn this lesson students will be asked to present their group projects which involved the viewing and critical analysis of a recent Hollywood film on World War 2Learning Objectives(SWBAT)To work in small groups to critically analyze the accuracy of recent Hollywood films depicting world war 2. To be able to assess what is true to history and what is constructed by the film maker to sell the film. CompetenciesCompetency 2: Interprets Social Phenomena Using the Historical Method. This project allows students to examine and analyze widely viewed war films though an academic lens. By using the historical method students must decide what factors are important with respect to what makes a film accurate and then determine whether or not their chosen fits within this framework. SkillsUses information, Makes connections, Critical analysis.Materials neededComputer, Projector, PowerPoint, RubricsTimePlan5 min2 min10 min12 min12 min5 min Explain rules for presentation (Respect)Ask for volunteersAssign group order First Group PresentsStudent get preparedTeacher uses rubric to assess students’ group presentationsStudents are graded on:Summary of Film Critical analysis of filmUse of TechnologyOrganizationPresentation/PreparationSecond Group PresentsRepeat ProcessThird Group PresentsRepeat ProcessWrap upAddress any issues for next class’ presentations.Targeted Teaching Skill: Time Management. Apart from assessing students’ projects, my main focus is to maintain a schedule of at three presentation per class. Managing time has been one of my main issues in teaching thus far. Therefore I really have to emphasize the group time limits and refrain from letting individual groups from speaking for more than 12 minutes. Time constraints are part of the project and must be adhered to.Film Review and Critical AnalysisInstructions: In groups of two critically analyze one World War 2 or Holocaust film made in the past 25 years. You may choose the film yourselves, but you must confirm it with me before beginning your research. No group can have the same film, so choose quickly! The Presentation:Should be between 7 and 10 minutes.Should be organized and have a logical flow.Should use a form of presentation technology (PowerPoint or Prezi).Should have at least one short video or clip.Images should be used throughout to illustrate comparisons. SourcesIn order to assess accuracy you need to have a reputable source of information to compare your film to. Two to three sources should suffice for this presentation. One primary source would be very beneficial to your understanding of WW2. In history sources are normally cited in Chicago/Turabian style, but I will accept APA or MLA. The Purdue Owl website is one of the best sources for creating bibliographies in any citation style. Presentations Begin: MONDAY MARCH 30TH. Guidelines (you do not have to include all of the guidelines, these are just ideas for you to work with. In supporting your view knowing what information to leave out is just as important as what to include!)Your presentation should: Include a short synopsis of the film. (1 min)Is the film primarily about an event related to the war or is it secondary to another plot arc?Assess the historical accuracy of the film in reference to the following. (4-5 min) CostumesWeapons Terminology Timeline/Dates/Geography of eventScenes depicting warfare/tactics/combat violenceDid the characters exist in real life Did they stay true to the character?(include videos/photos or evidence referring to specific parts of the film)Assess the sources of information used by the director/writers/actors in order to create the film. (3-4 min)Was the film based on a specific character or journal?If so, you should take a look at excerpts from the literature and compare for discrepancies.If not, what are their sources of information?Textbooks? Historians? Documentaries? Military Personnel? Other war movies? Etc. Were actual veterans involved in the process of story writing and character creation? Culminating Questions:How does the source of information affect the accuracy of film and the overall storyline?How does the film portray war?Is it glorified or romanticized?How does the film make the audience feel about the war?Pro war or anti-war?Is there a clear message regarding Finally, what is your global assessment of the film? ................
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