CEP Lesson Plan Form

Teacher(s):
Date: 3 /4-5/21

Content Area: Social Studies: Modern America

Title: WWI Propaganda in the US

Content Standard(s) addressed by this lesson:

1. Use the historical method of inquiry to formulate compelling questions, evaluate primary and
secondary sources, analyze and interpret data, and argue for an interpretation defended by textual
evidence.

Understandings:
The use of primary sources and how they played a role in their historical time frame, as well as
how they affect today’s world

Inquiry Questions:
1. What if the history of a war was told by someone other than the winners?
2. Why are historical questions important?
3. How do historical thinkers use primary and secondary sources to formulate historical
arguments?

Evidence Outcomes:
Students Can: Formulate compelling and supporting questions after evaluating primary sources
for point of view and historical context.

Students Can: Construct and defend a historical argument that evaluates interpretations by
analyzing, critiquing, and synthesizing evidence from the full range of relevant historical
sources.

List of Assessments:
● Worksheet collected at the end of class
● Asynchronous work
Colorado State University College of Health and Human Sciences Page 1
Planned Lesson Activities
Name and Purpose of Lesson WWI Propaganda in the US
Purpose: help students understand what
Should be a creative title for you and the propaganda is and how it was used during this
students to associate with the activity. Think
time period to persuade opinions.
of the purpose as the mini-rationale for what
you are trying to accomplish through this
lesson.

Approx. Time and Materials 45 minutes: Class lecture and discussion

30: Classwork
How long do you expect the activity to last
and what materials will you need? Students will need some form of access to the
powerpoint for the group discussion

Anticipatory Set Relating the day’s lesson to what they did for
their asynchronous the previous day.
The “hook” to grab students’ attention. These (Propaganda and the meaning)
are actions and statements by the teacher to
relate the experiences of the students to the
objectives of the lesson, To put students into a
receptive frame of mind.

• To focus student attention on the lesson.

• To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)

An anticipatory set is used any time a

different activity or new concept is to be
introduced.

Procedures
(Include a play-by-play account of what
students and teacher will do from the minute
they arrive to the minute they leave your
classroom. Indicate the length of each
segment of the lesson. List actual
minutes.)
Teacher:
● Start off with attendance and
announcements
● Give lecture to provide students with
background of what they will be doing
● Assign photos for discussion
● Help facilitate discussions amongst the
group, answer questions
● Allow students to present their photos
Indicate whether each is: and as a class decide and debate
-teacher input whether or not the photo is
-modeling propaganda
-questioning strategies ● Hand out classwork
-guided/unguided:
-whole-class practice ● Students will listen and take notes on
-group practice the lecture portion of the lesson
-individual practice ● Students will then go into pairs and
-check for understanding discuss if their assigned photo is
-other propaganda or not.
● Students will take turns sharing their
information with the class and the
class will give opinion on whether
they think the image is propaganda
● After the discussion students have the
remainder of the day to work on their
worksheet and catch up on missing
assignments.

Closure Re-explaining the meaning of propaganda and

how/why it was relevant in this time period of
Those actions or statements by a teacher that US History and how it relates specifically to
are designed to bring a lesson presentation to the images we just looked at.
an appropriate conclusion. Used to help
students bring things together in their own
minds, to make sense out of what has just
been taught. “Any Questions? No. OK, let’s
move on” is not closure. Closure is used:
• To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
• To help organize student learning
To help form a coherent picture and to
consolidate.

Differentiation Responses on the classworksheet can vary

depending on the student’s level.
To modify: If the activity is too advanced for
a child, how will you modify it so that they
can be successful? To extend: If the activity is
too easy for a child, how will you extend it to
develop their emerging skills?

Assessment The classwork assignment and the

contributions to the discussion
 How will you know if students met the
learning targets? Write a description of what
you were looking for in each assessment.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
I think the lesson objectives were achieved pretty well, most students received full marks on their
classwork.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I’d use different images that weren’t used on their previous asynchronous assignment. I would
also come up with a few more, clarifying questions.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
I’d like to continue to do more student involvement. I think it is good to get the students
talking to each other, even if it is hard during covid. So I’d like to do more pair/group work in
accordance with social distancing, and allow that to help facilitate group discussions.