2. Goals & Objectives
• Instructional Goals (Content Objectives):
– Students will understand propaganda and the influence it had on the war and soldiers fighting
in the war by demonstrating the meaning in their own propaganda poster.
• Specific Objectives:
• Cognitive:
• Students will identify and define propaganda.
• Students will analyze the effects of propaganda during WWI and in their own lives.
• Students will produce their own WWI propaganda poster using their knowledge of
propaganda and WWI.
• Affective:
• Students will discuss the definition of propaganda, how propaganda was used
during WWI and how it is used today.
• Psychomotor:
• Students will describe the emotions evoked by propaganda in WWI and in their
lives today.
• Students will describe the effects and impact that propaganda posters had on
WWI.
3. Content Standards:
• Content Standards:
10.5 Students analyze the causes and course of the
First World War.
• 1. Analyze the arguments for entering into war
presented by leaders from all sides of the Great
War and the role of political and economic
rivalries, ethnic and ideological conflicts,
domestic discontent and disorder, and
propaganda and nationalism in mobilizing the
civilian population in support of “total war.”
4. Common Core Standards
• CA CCS 9-10th Grades (Reading for Literature)
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place; how
it sets a formal or informal tone). (See grade 9/10 Language standards 4-6 on page 46 for
additional expectations.)
• CA CCS 9-10th Grades Listening and Speaking
1.c. Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions
• Visual Arts
Grades 9-12
Diversity of the Visual Arts
3.3 Identify and describe trends in the visual arts and discuss how the issues of
time, place, and cultural influence are reflected in selected works of art.
3.4 Discuss the purposes of art in selected contemporary cultures.
Derive Meaning
4.1Articulate how personal beliefs, cultural traditions, and current social, economic, and
political contexts influence the interpretation of the meaning or message in a work of art.
5. English Learner Standards
• English–language arts sub strand Intermediate ELD level*
Listening & Speaking
• Ask and answer instructional questions with some
supporting elements (e.g., “Which part of the story was the
most important?”).
• Participate in social conversations with peers and adults on
familiar topics by asking and answering questions and
soliciting information.
• Identify the main idea and some supporting details of oral
presentations, familiar literature, and key concepts of
subject-matter content
• Identify a variety of media messages (e.g., radio, television,
movies) and give some details supporting the messages
6. Propaganda, what does that mean to
you?
With your group, please brainstorm a possible
definition for the word, “Propaganda”
- Come up with any examples you may have
seen or heard about
- Be prepared to share this with the class
You have 3 minutes, Go!
7. Current Propaganda
• Now that we have discussed the meaning of
Propaganda, and know that it’s used to stir up
emotions of the general public let’s see some
examples.
http://jw669360.wordpress.com/
http://motherjones.com/mojo/2008/04/us-army-marines-recruiting-best-and-brightest
8. Examples of Propaganda
• You may have seen this before, it’s one of the most famous
pieces of propaganda from WWI:
• Notice the colors used
• Notice the use of body language
• What emotions is this poster meant to evoke?
• How does it make you feel?
http://www.toptenz.net/top-10-wwii-
propaganda-posters.php
9. More Propaganda:
http://empirecall.blogspot.com/2012/01/british-ww1-propaganda-posters.html
http://www.read-em-again.com/?page=shop/flypage&product_id=11161&CLSN_1714=1310725745171453a86da6dd791aff13
10. Propaganda Analysis
– Students will complete this worksheet for one of
the posters, View and discuss propaganda posters
and the reasoning behind the images, colors,
language
• http://www.archives.gov/education/lessons/
worksheets/cartoon.html
11. Now it’s your turn!
• Propaganda Poster
• For this assignment, you will need an 11x14” paper, and
coloring tools (e.g. crayons, colored pencils, markers, paint,
etc.)
• Your task for this assignment is to create a propaganda poster
that may have been seen in the streets of Germany, France,
Russia, Great Britain or the U.S. during WWI. Use what you
know about propaganda and the First World War to guide
your creativity. Please use school appropriate language and
drawings in your poster.
