US History

HLTP: Eliciting Student Thinking & Leading Classroom Discussion

Title of lesson: War on the Homefront Day 1-

Length of lesson: 60 minutes

Context of Lesson: Today we are looking at World War II on the homefront.

Overview: The students will be analyzing United States WWII propaganda posters in groups
in the think tanks.

Central problem/ Essential question: How was propaganda used in the homefront during
WWII to show support for the war?

Objectives:
7.2.3 Impact of WWII on American Life – Analyze the changes in American life brought about by U.S.
participation in World War II including

● role of the home front in supporting the war effort (e.g., rationing, work hours, taxes)

Students will be able to analyze the role of the home front in supporting the war effort through
an investigation of United States WWII propaganda.

Anticipated student conceptions or challenges to understanding: The students will need to

work together in order to find the role of the home front in supporting the war, which means
they might have to work with people that they do not like.

Materials/Evidence/Sources:

● Think-Tanks
● Expo Markers and erasers
● Tape
● WWII Propaganda Original Assignment & Posters

Instructional Sequence:

1. Divide the students into 4 groups in the think tanks(5 minutes)

2. Have students draw the chart on the think takes from the WWII Propaganda Original
Assignment & Posters (5 minutes)
3. Students work together to fill out the chart on each piece of propaganda(30 minutes)
4. Students are given only one piece of propaganda at a time. I will elicit each groups’
thinking on the conclusions they made from the propaganda posters. I will hand them
the next piece of propaganda when I feel that they are ready to move on(2-5 minutes per
piece of propaganda).
5. I will conclude this lesson by stating the purpose of this group assignment, “Students
will be able to analyze the role of the home front in supporting the war effort through an
investigation of United States WWII propaganda(2 minutes).”