Unit Outline and Timeline

Outline
Skills NSLS SOL Objective Assessment Lesson

1d Questioning V.C.1. WHII.1 The Students will be able Formative, exit ticket: Introductory lesson
and using critical Expressing student will to explain in their After introductory lesson, [content teacher]
thinking skills to curiosity about demonstrate own words what students will write what
evaluate sources a topic of skills for propaganda means in their
propaganda is.
for accuracy, personal historical own words.
credibility, bias, interest or thinking, Content teacher and
and propaganda curricular geographical librarian will look over
relevance. analysis, these responses before
economic first co-taught lesson.
decision making,
and responsible
citizenship by d)
evaluating
sources for
accuracy,
credibility, bias,
and propaganda.

1d Questioning III.A.2. WHII.1 The Students will be able Formative: After First co-taught
and using critical Developing student will to identify historical whole-group instruction, lesson. In this
thinking skills to new demonstrate examples of students will work in lesson, students will
evaluate sources understandings skills for small groups to examine examine
propaganda and
for accuracy, through historical several examples of well-known
credibility, bias, engagement in thinking, explain the effect propaganda and determine examples of
and propaganda a learning geographical they had in society. (1) What is the historical propaganda from
group.; III.D.1. analysis, context? (2) What is the WWI-WWII era.
 Actively economic ad trying to convince
contributing to decision making, people to do or believe?
group and responsible (3) How do you know this
discussions.; citizenship by d) is propaganda? Each
VI.A.3. evaluating group will turn in a
Evaluating sources for written response, but the
information for accuracy, librarian and content
accuracy, credibility, bias, teacher will also assess by
validity, social and propaganda. monitoring and assisting
and cultural groups.
context, and
appropriateness
for need.

1d Questioning III.A.2. WHII.1 The Students will be able Formative: Students will Second co-taught
and using critical Developing student will to compare and work in small groups to lesson. In this
thinking skills to new demonstrate contrast historical identify similarities and lesson, students will
evaluate sources understandings skills for differences between compare historical
and current examples
for accuracy, through historical historical and modern-day and modern
credibility, bias, engagement in thinking, of propaganda. propaganda. Each group examples of
and propaganda a learning geographical will turn in a written propaganda.
group.; III.D.1. analysis, response, but the librarian
Actively economic and content teacher will
contributing to decision making, also assess by monitoring
group and responsible and assisting groups.
discussions.; citizenship by d)
VI.A.3. evaluating
Evaluating sources for
information for accuracy,
accuracy, credibility, bias,
validity, social and propaganda.
and cultural
 context, and
appropriateness
for need.

1d Questioning III.A.2. WHII.1 The Students will be able Summative, reflection: Third co-taught
and using critical Developing student will to brainstorm Students will work in lesson. In this
thinking skills to new demonstrate possible small groups to lesson, students will
evaluate sources understandings skills for brainstorm possible examine modern
consequences of
for accuracy, through historical consequences of examples of
credibility, bias, engagement in thinking, modern examples of modern-day examples of propaganda and
and propaganda a learning geographical propaganda. propaganda. At the end of brainstorm possible
group.; III.D.1. analysis, the lesson, students will consequences of
Actively economic complete a written them, based on their
contributing to decision making, reflection, responding to knowledge of
group and responsible the questions: (1) How similar historical
discussions.; citizenship by d) can you identify propaganda.
I.D.3. Enacting evaluating propaganda when you see
new sources for it? (2) What are some
understanding accuracy, steps you can take if you
through credibility, bias, see someone sharing
real-world and propaganda. propaganda online?
connections;
I.D.4. Using
reflection to
guide informed
decisions.;
V.A.2.
Reflecting and
questioning
assumptions
and possible
misconceptions.
Timeline
Day 1 Day 2—45 min Day 3—45 min Day 4—45 min

Lesson Description Introductory lesson - First co-taught lesson. In this lesson, students In this lesson, students
content teacher will go In this lesson, students will compare historical will examine modern
over the concept. will examine and modern examples of examples of propaganda
well-known examples propaganda. and brainstorm possible
of propaganda from consequences of them,
WWI-WWII era. based on their
knowledge of similar
historical propaganda.

Collaborate With n/a World History teacher World History teacher World History teacher

Differentiation ELL students will have Students may need Students may need Students may need
their usual background knowledge background knowledge background knowledge
accommodations on WWI/WWII; teacher on WWI/WWII; teacher on WWI/WWII; teacher
(dictionary, etc.). & librarian can provide & librarian can provide & librarian can provide
background as background as background as
necessary. necessary. necessary.
ELL students will have ELL students will have ELL students will have
their usual their usual their usual
accommodations accommodations accommodations
(dictionary, etc.). (dictionary, etc.). (dictionary, etc.).
Students will be in Students will be in Students will be in
mixed-ability groups to mixed-ability groups to mixed-ability groups to
best facilitate learning best facilitate learning best facilitate learning
for both struggling and for both struggling and for both struggling and
accelerated students. accelerated students. accelerated students.

Resources textbook, examples historical examples of historical & modern modern examples of
propaganda, paper & examples of propaganda, paper &
pencils propaganda, paper & pencils
pencils