Lesson Plan #3

Student Teacher: Amber Jean Mckee

Date: April 08, 2022
School/Grade Level/Content Area: James Campbell High School/10th Grade/Social Studies -
World History - Period 1
Time period for lesson: 90 minutes

Learning Intention(s)/objective(s)/goal(s): Standards/Performance Indicators/Skills:

Students will be able to explain the objectives of
wartime propaganda and identify examples of its use
in WWI, after researching and analyzing propaganda
pictures from WWI.
Content Standard SS.WH.6.19.1
Distinguish between short and long term causes leading to
WWI.
Content Standard SS.WH.6.19.2
Explain the causes of the rise of totalitarian regimes during
the post WWI period.

Content Standard SS.WH. 6.17.3

Analyze the turning points in the Pacific and European
theaters of combat during WWI.

Content Standard SS.WH.6.17.4

Explain the significance of the Holocaust and other atrocities
in WWI and subsequent war crimes tribunals.

Pertinent information on lessons pre-assessments, lessons/concepts/ideas that came before this:

Before this lesson, the students had gone over an overview of WWI through a lecture (Lesson study) with guided
notes. Along with that they had taken a pre and post assessment. The students had also engaged in a WWI lecture in
which they took their own notes. Also they were given an illustrated vocabulary activity for terms during WWI. And
they have also went through an activity that went over the importance of the Zimmerman telegram and MANIA - the
short and long term causes of WWI.

Lesson Structure and Procedures

Time Procedure/Learning Purpose - Differentiation/

Activity/Instructional Strategy Accommodations/
Modifications/Increase
in Rigor/Methods/ Classroom
Management

5-10 Bulletin Announcements Any

minutes I will read them the Bulletin announcements
announcements for the day. for the day for
their grade.
 (Lunch, activities,
events, ect.)

5-10 DO NOW: To assess their

minutes Define “Propaganda” in your own words background
The students will write down everything knowledge on
they know about ‘propaganda’and define propaganda.
the term in their own words, to the best of
their ability.

5 Class Discussion Engage in class

minutes The students have a notebook that they discussion to
keep all their worksheets and notes for the know the actual
section or unit. definition of what
propaganda is and
some examples of
it.

5 Set-up INB (Interactive NoteBook) Students need to

minutes The students have a notebook that they be guided for a
keep all their worksheets and notes for the new section
section or unit. set-up in
NoteBook.

10 Hot Seat Game This will help Students will participate in a vocabulary
minutes The class will be split in half (2 teams) them to memorize game that goes over each of the WWI
and then for each term, a different person the WWI vocab terms they have reviewed and
from each team will sit in front of the vocabulary they learned in class during lectures and
class, facing their team. On the projector have learned. activities/assignments.
the definition will be presented on the
board, and the students sitting in the ‘Hot
seat’ will have to determine what the term
is by hints given by their team members.

5-10 How to analyze an image This will help

minutes I will give a brief overview on how to them to better
analyze images and explain the steps analyze the
when doing so. images that will
be presented to
them.

30-40 WWI Propaganda Analysis Activity They will be able I will be walking around the class while
minutes Students will be divided into 6 groups to analyze the they are doing their group work to
that will get a set of 15 wartime WWI propaganda monitor productivity and making sure
propaganda images. On their individual images in order to they are on task.
worksheets, they will answer the 4 determine the
questions - “What method of recruiting message behind
 soldiers do you feel is effective? (What the image through
kind of poster would motivate you to join analysis as a
the army?), Why do you think group.
governments needed to finance the war?
What did they need to pay for?, What
types of products needed to be conserved
for the war effort?, What type of imagery
do you think made posters effective?
(dark, positive, negative, nationalistic,
ect.) Explain Why.
After, on the back of their worksheet they
will design their own propaganda poster
(that they won’t copy off of the ones they
analyzed) and label the objective of the
poster, which they will have to color.

10-15 Group share out to the class This will help the
minute s -Each group will share their thoughts students to know
based upon the questions they were what others had
supposed to answer and also showcase done and to gain
each of their propaganda posters they more insight on
have created. these wartime
posters.

Handouts Supplies
-World War I Propaganda Worksheet Notebooks
-Blank sheet of paper Projector
Whiteboard
Markers & Crayons