Molloy College

Division of Education
Student: James Williams
Course: EDU 521
Grade: 8
Topic: Propaganda and WWI

Professor: Esposito
Date: 11/30/15
Content Area: Social Studies

Instructional Objective(s) (Lesson Objective(s)*)

After the class analyzes various pieces of propaganda from WWI and the war on
terror, students will be able to conclude how propaganda effects war movements.
Students will compare and contrasts various forms of propaganda to interpret
meaning.
Students will understand how the media plays an essential role in society both
during World War I and now.
Students will be able to answer various questions about each piece of propaganda.
These questions are: 1. A description of the propaganda. 2. What you feel the
meaning of the propaganda is. 3. Do you feel this would serve as a successful
piece of propaganda?

CCLS / +NYS STANDARDS AND INDICATORS

Social Studies (CCCS): Integration of Knowledge and Ideas (RH.6-8.7)

Students will integrate visual information (e.g. in charts, graphs, photographs,

videos, or maps) with other information in print and digit texts.

Indicator:

This will be evident when students analyze various visual images (propaganda)
that was used during World War I. The students will be able to evaluate the goal
of the piece of propaganda after working with peers and answering guiding
questions.

Social Studies Standard (NYS): 7-8.8.1.5

Students will analyze the role played by the United States in international politics,
past and present.

Indicator:

This will be evident after students analyze various forms of propaganda from
World War I and from more recent years to conclude the role propaganda plays in
influencing United States policies both past and present.

MOTIVATION (Engaging the learner(s)*)

Students will be engaged in a brief video, which is a type of propaganda.

https://www.youtube.com/watch?v=ROWm80BIs_c

MATERIALS

Microsoft PowerPoint
YouTube
A smart board
A pen
Paper
Propaganda pieces
A highlighter.

STRATEGIES (Learning Strategies*)

Cooperative learning
Group discussion
Direct instruction
Differentiation
Teacher demonstration.

ADAPTATIONS (Exceptionality*)

The student who is a visual learner will be able to reference the PowerPoint made
by the teacher with the necessary notes and examples from the lesson.

The student who is an auditory learner will listen to a motivational video on

propaganda. This student will also listen during a class discussion on the given
topic.

The student who is a kinesthetic learner will be able to understand the media and
propaganda by analyzing various pieces first hand.

DIFFERENTIATION OF INSTRUCTION

Thestudentsduringtheinclassactivitywillbedifferentiatebyreadinesslevel.
Theclasswillbesplitintothreegroupsassignedbytheteacher.Eachgroupwill

havetoanalyzetheirpieceofpropagandainordertoanswerthethreeguiding
questionseffectivelyandunderstandthedeepermeaningoftheimageathand.
Eachgroupwillhaveadifferentimageandeachgroupwillhavetosharetheir
findingsasagrouptotheclass.

Studentswillbegivenapieceofpropagandatoanalyzebasedontheirreadiness
level.Thecomplexityofeachimagewillvary.

DEVELOPMENTAL PROCEDURES
Activities and Key Questions:

Students will actively listen and become engaged in the lesson by writing notes
about propaganda and World War 1 for the first few minutes after the motivational
video is shown and concluded.
-British war new was cabled daily to US newspapers and magazines
-They made sure the American press was well supplied with stories of German
soldiers committing atrocities in Belgium and the German occupied part of
eastern France.
-The Committee of Public Information- George Creel- heroes as U.S. soldiers and
villainy of the Kaiser.
-Films, posters, pamphlets, and volunteer speakers- all urging to watch out for
German spies and to do your bit for the war.
-Patriotic Persuasion and Legal intimidation

Students will be assigned to groups based on their readiness level. Each group
will be given a different image from World War I.

Students will work with their peers to interpret, analyze, understand, and make
conclusions about the war movement and how it was portrayed to the public.
Students will answer the following questions about their piece as a group:
-A description of the propaganda.
-What you feel the meaning of the propaganda is.
-Do you feel this would serve as a successful piece of propaganda?

Students will then share their findings and answers to the guiding questions to the
class after their group work.

After each group presents their findings on propaganda, the class will then
actively participate in an engaging class discussion about another piece of
propaganda that will be shown on the SmartBoard. This image will be modern
and depict the war on terror.

Students will analyze this piece in a class discussion and compare and contrast
WWI propaganda with modern propaganda.

Studentswillmakeconclusionsonhowthemediainfluenceswarmovements.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Thestudentswillbeassessedinformallywheneachgrouppresentstotherestof
theclassabouttheirfindingsandinterpretationsofpropaganda.Aftereachgroup
goesandeachindividualstatesafinding,theclasswillanalyzeapieceof
propagandaonthewaronterrorduringagroupdiscussiontoendthelesson.

INDEPENDENT PRACTICE

Students will also be assessed formally through a homework assignment.

StudentswillsearchfortheirownpieceofpropagandausedinAmerica.The
propagandacanbeanytype.Thisincludesimages,songs,newspaperarticles,and
videos.

ThestudentswillbeadvisedtotryandfindpropagandarelatedtoWorldWarI.If
thestudentisstrugglingtofindapiecefromthewar,theyareallowedtotryand
findamodernpieceofpropagandausedinourcountry.

Studentswillbringintheirpropagandatoclasstomorrowwithawritten
assignment

Studentswillanswerthefollowingquestionsusingtheirpieceofpropagandaand
writetheanswerstobesubmittedtotheteacher.
Adescriptionofthepropaganda.
Whatyoufeelthemeaningofthepropagandais.
Doyoufeelthiswouldserveasasuccessfulpieceofpropaganda?

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

The student will turn in their homework in order for the teacher to provide
constructive criticism.

The student who struggled with the assignment will analyze their image together
with the teacher during lunch or an extra help period.

The student and teacher will work together to answer the guiding questions in an
effective manner.

TEACHER REFERENCES
English Language Arts Standards History/Social Studies Grade 6-8 (2015 ).
In Common Core State Standards Initiative Preparing America's Students for
College and Career. Retrieved December 6, 2015, from
http://www.corestandards.org/ELA-Literacy/RH/6-8/
Learning Standards and Core Curriculum (2015). In NYSDOE Curriculum and
Instruction . Retrieved December 6, 2015, from
http://www.p12.nysed.gov/ciai/socst/ssrg.html
World War 1 Propaganda Video. (2009) [Online video]. Retrieved from
https://www.youtube.com/watch?v=ROWm80BIs_c