Lesson Plan Template

Teacher: Racer Moody

Date: 2/26/16

Class: U.S. History

Level: 10th Grade

Purpose: This lesson is designed to show how the United States was able to promote the war
efforts of every American through the use of propaganda.
Objectives: Students will be able to recognize how propaganda is present in everyday life and
how it was used during World War II.
Students will realize the importance of every single American (men, women, and children)
effort in World War II.
Common Core Standards:
9-10.RH.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the course of the text.
9-10.RH.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science.
HCPSIII Benchmarks:
10.3.19 Describe how domestic policies were affected by United States involvement in World
War II.
GLOs: Self-directed Learner (The ability to be responsible for one's own learning). Quality
Producer (The ability to recognize and produce quality performance and quality products).
Hawaii State Teacher Standards:
Standard #3: Learning Environments. When viewing different propaganda posters, students
will move from table to table. This addresses the standard descriptor the teacher manages the
learning environment, organizing, allocating, and coordinating resources to promote learner
engagement and minimize loss of instructional time.
Standard #4: Content Knowledge. When introducing the idea of propaganda and viewing
propaganda that exists in everyday life through commercials, this is addressing the standard
descriptor the teacher links new concepts to familiar concepts and helps learners see them in
connection to their prior experiences.
Standard #5: Application of Content. The opening scenario of figuring out who the two
quarterbacks were based on their descriptions shows students how propaganda is something
that surrounds us daily and can be carried over to many different disciplines. Being able to
recognize propaganda helps us to evaluate information.
Standard #8: Instructional Strategies. In the introduction of the lesson where I will show the
class how propaganda can affect the way you view things, I will address the standard
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

descriptor the teacher poses questions that elicit learner thinking about information and
concepts in the content area as well as learner application of critical thinking skills such as
inference making, comparing, and contrasting.
Assessments: In their groups, students will be analyzing different propaganda posters and will
be answering a set of questions about each poster. This will be an informal formative
assessment to check for understanding. The formal assessment will take place in the form of
the creation of individual propaganda posters. There will be a handout of assignment
guidelines with an attached rubric.
Materials/Set-Up: Printouts of 8 different World War II propaganda posters, PowerPoint
presentation with links to several commercials and propaganda cartoon, projector and speakers
for PowerPoint, blank printer paper for students to begin working on their posters.
Procedures: 10:52 Class Beginshand back worksheets and correct.
11:00 Begin PowerPoint with brief discussions.
11:15 View different propaganda posters around the room.
11:40 Continue PowerPoint with more discussion.
11:55 Hand out propaganda poster assignment guidelines and begin working.
12:07 End class.
a. Introduction-To begin the day, I will be handing back a worksheet the class completed last
class and we will grade it together as a class. From there I will move into the true start of this
lesson and begin the PowerPoint which will first ask the class if they know what propaganda
is. After a brief discussion, the next slide will pose a question about fantasy football. Students
will have a choice between two quarterbacks to draft based on a description of their statistics.
Students will also have the opportunity to guess who the two quarterbacks are. After a brief
discussion, it will be revealed that the two descriptions are of the same quarterback. This is an
example of how propaganda can affect the way we think about things. This will be the hook
into the lesson.
b. Developmental-The PowerPoint will continue as students will get the full definition of
propaganda. They will learn about different methods of propaganda and how it surrounds their
everyday life. We will watch several commercials in which students will be asked to identify
what techniques the commercial uses and the message that the commercials are trying to
convey. After having the chance to view the modern day commercials, groups will take turns
at each table looking at the propaganda posters from World War II. As a group, they will
determine what the message the poster was trying to say and the technique the poster uses to
send that message. Students will not yet have an understanding of aspects of the war such as
war bonds, rationing, and womens roles, so after they have the chance to view each poster, we
will continue the PowerPoint on those items. We will view one final propaganda cartoon so
the class will have the opportunity to see how much propaganda was being shown across the
country at the time.

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c. Concluding-To conclude the lesson, students will be given an assignment to create their
own individual propaganda poster. They will have the opportunity to choose their topic,
whether it be about persuading someone to buy a product, vote for a certain presidential
candidate, or any other topic. They will also have to provide a write-up of the message they
are trying to portray and the techniques that they are using to do it. If there is time remaining,
students can begin to work on their propaganda poster. This will be due the following class
(Wednesday).
Adaptations and Extensions: Differentiations are already built in to the lesson as students
will have the opportunity to choose their own topic to present propaganda. For student 27, she
will have the opportunity to have the definition of propaganda presented in the PowerPoint.
Management Considerations: We have been practicing classroom management techniques in
class when behavior becomes a concern. When I raise my hand, students are to stop whatever
they are doing and face forward in order to refocus.
Reflections: This lesson went very well and students were able to grasp the idea that
propaganda surrounds us daily. The students seemed very engaged in the different
commercials and recognizing the propaganda techniques. At the beginning of the lesson, I was
afraid that the football player metaphor wouldnt make sense to many of the students because
not many of them play or watch football. Even though they had no idea of who the player was
based on the description, they were still able to see that facts can be biased to describe the
same person or event. When I gave out the create your own advertisement assignment, I
wish that I could have found some good student examples for them to see. If I were to teach
this lesson again in the future, I would be able to use some of the students work from this
class as an example.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu