Goals & Objectives
Goal: Students will effectively analyze primary source documents to better understand the historical narrative of the unit.
Objective: Students will interpret the differing views on WWI by analyzing different political cartoons.
Objective: Students will interpret the differing views on WWI by analyzing different political cartoons.
California State Content Standards
10.5.4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
Common Core Literacy Standards
RI.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Driving Historical Question
What did different people on different sides of the conflict think about World War 1 and how was that represented in their political cartoons and propaganda?
Lesson Introduction ‖ Time: 10 mins
The lesson will begin with a quick reading of the AHA article about defining propaganda. After reading the article, the instructor will ask students for examples of propaganda in their lives today, to make a personal connection. Hopefully, students recognize that much of advertisement today is some sort of propaganda, trying to get them to believe something or buy something. This activity gets them in the frame of mind to look at some propaganda posters from WWI.
Vocabulary (Content Language Development) ‖ Time: 4-5 mins (if needed)
Since some of the posters are in a different language, translations are provided. Otherwise, there is little vocabulary in this lesson. Some words that might be an issue can easily be defined in the opening discussion such as:
propaganda and propagate
perspective
These can be touched on and defined in the lesson introduction.
propaganda and propagate
perspective
These can be touched on and defined in the lesson introduction.
Content Delivery (Method of Instruction) ‖ Time: 5 mins
The teacher will very quickly show the three political propaganda posters that the students will be observing, briefly describing each, and giving the students a chance to see them on a large screen (as opposed to the smaller version on their hand out). The instructor will break students up into groups of four or five and then give them the work packets (see below). Their instructions are to work together as a group to answer all 12 questions about the three different posters, using the primary sources as well as their prior knowledge.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20 mins
In their small groups, students will work together to answer all 12 questions, considering the primary sources provided as well as what they have learned so far in this unit. Students work together so that they have an opportunity to gain knowledge from their peers and come to the best conclusion possible for their answers. They will each turn in their own separate packet but the answers for the group should all be the same, as they all worked together to come to that conclusion.
Lesson Closure ‖ Time: 7 mins
Before leaving class, students will write a short conclusion to the exercise as an exit slip for the period. Their prompt will be to summarize their findings and analysis from the primary sources and to describe why the different countries had different perspectives on the war. They will do this individually but will have their packet to aid them. Both of these activities will be turned in before they leave the class.
Assessments (Formative & Summative)
Formative assessment comes in two parts for this lesson. The first is observing students responses to the simple question about propaganda presented in the lesson introduction. In the next form of assessment, the instructor will walk around the class and observe the progress and participation of the different groups.
Summative assessment for this lesson will come from the packets but mostly from the written conclusion. The packets represent group work but the conclusion is individual and gives the instructor the best evidence of whether or not particular students have met the lesson objectives and goals.
Summative assessment for this lesson will come from the packets but mostly from the written conclusion. The packets represent group work but the conclusion is individual and gives the instructor the best evidence of whether or not particular students have met the lesson objectives and goals.
Accommodations for English Learners, Striving Readers and Students with Special Needs
For ELs, groups can either be assigned or chosen personally, so that the ELs feel most comfortable working with their group. Since this assignment is very clear, few students should struggle but anyone who does not understand the written questions can be helped verbally, by reading the question and then explaining what is expected in their answer. Pairing them with helpful students will also get ELs through this assignment easily.
Thankfully, for struggling readers, this assignment does not include any written documents. Translations are provided and can be explained if any student seems to struggle with understanding their meaning. In the content delivery, the teacher will already explain what the translations mean (if they are confusing to a class).
For students with special needs, they can choose their grouping so that they are in the most comfortable environment for them as well as with students who will help them learn. This assignment can be further broken down for these students, with each question explained as well as explaining to the students exactly what is expected from them.
Thankfully, for struggling readers, this assignment does not include any written documents. Translations are provided and can be explained if any student seems to struggle with understanding their meaning. In the content delivery, the teacher will already explain what the translations mean (if they are confusing to a class).
For students with special needs, they can choose their grouping so that they are in the most comfortable environment for them as well as with students who will help them learn. This assignment can be further broken down for these students, with each question explained as well as explaining to the students exactly what is expected from them.
Resources (Books, Websites, Handouts, Materials)
AHA Article
PowerPoint slides of the posters
Primary Source Packet
Exit slip (provided by students)
Text book (if needed)
PowerPoint slides of the posters
Primary Source Packet
Exit slip (provided by students)
Text book (if needed)