Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:

Time:

12-12.50

Date: 21/3

Students Prior Knowledge:

Students have an understanding of how and why

Australia became involved in the war. In the
previous lessons we discussed the term
conscription, what it means and how there was a
referendum that failed to introduce it in Australia.
In previous lessons students have been
introduced to the different techniques used in
propaganda that can influence peoples
responses and change attitudes and
perspectives. Students have analysed many real
propaganda posters from the time period.

Learning Area: Humanities & Social Sciences

Strand/Topic from the Australian Curriculum

Understanding the influence of propaganda on the

Australian population during WWI
General Capabilities (that may potentially be covered in the lesson)
Critical
Literacy
Numeracy
ICT
competence

Ethical
behaviour

and
creative
thinking

Personal
and Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Apply their knowledge of propaganda techniques to create their own propaganda poster
Confidently make informed analytical decisions of symbolic meaning in propaganda posters
Identify themes surrounding conscription in Australia during WWI
Teachers Prior Preparation/Organisation:

Provision for students at educational risk:

-Make sure all relevant links to websites are working before

class
-Make sure Google doc is ready to editing by the entire
class

-Make sure Allan, a student with ASD, is sitting with his

friend and buddy Steve who can help him work through
the Ludidpress program at a slower pace if necessary.
This is because he hasnt been introduced to it before.

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
12.0012.10

12.1012.20

Motivation and Introduction:

Welcome students and take the role

State that today we are going to finally start work on our

own propaganda posters

Explain that for our first draft we are going to be focusing

on conscription, so our first drafts are either going to be
pro-conscription or anti-conscription

Explain that before that we are going to look at a new

YouTube video that talks about conscription during WWI
and that we are going to quickly analyse a propaganda
poster as a class before we actually get to making the
poster.

Ask students to head to the class Weebly site and watch

the YouTube video about WWI located under: Processes
and then Instalment One

Play YouTube video that will remind students of the

historical details about conscription in Australia during
WWI

Resources/References

YouTube clip:
Conscription in World
War One

Lesson Steps (Lesson content, structure, strategies & Key

Questions):
ACTIVITY ONE: CLASS ANALYSIS

Ask students to go to then go to Processes Instalment

Two and ask them to click on the link which will take them
to a Google Doc, which includes a propaganda poster
from WWI that encourages women to join the war effort
and work on farms, and space for students to write their

12.2012.35

thoughts on the use of symbolism, purpose and context.

After students have contributed their ideas to the Google
Doc, read aloud some of the good points that students
have made.

ACTIVITY TWO: MAKING A PROPAGANDA POSTER

Students are asked to follow the instructions located on under

Processes Instalment Three:

Task time.
Individually create a lucidpress account (it's free).
o Using your topic, create a propaganda poster in
lucidpress reflecting some of the notable themes or
attitudes you know about the topic. Your poster needs
to have: at least one image
from trove, a title, a background, and to be named
as your name.
o Get creating! You have 10 minutes to finish your
poster. Remember, the following step may of may not
involve sharing your posters...
Sharing time.
o Share your poster. In lucidpress, to go File, share, on
the web, and then "Custom Link" as your name
(eg ...Tom_Riddle). Then copy link into this google
presentation. Put your name as the title, and your link
as the text. One slide per classmember.
o Posters will be randomly selected and displayed on
the projector.
o

Lesson Closure:(Review lesson objectives with students)

12.3512.45

Once multiple students have uploaded their posters onto

the Google Presentation, I pick a few that stand out and
display them on the projector

I ask focus questions such as:

What symbolism can you identify in this poster?

What do you think the purpose of this poster is? For or
against conscription?

Transition: (What needs to happen prior to the next lesson?)

12.4512.50

Explain to students that by next lesson they are to have

picked what topic they want to cover in their final
propaganda poster and create a rough plan as to how
they want to portray their ideological point of view in the
poster

Assessment: (Were the lesson objectives met? How will these

be judged?)

All students are to put their draft propaganda poster

(finished or not finished) onto the Google Presentation
which I as the teacher can refer to later and see their
progress and if they are headed in the right direction