First Ever Lesson Plan

Miss Palmer/8th History/TBD
I. TOPIC
Propaganda in the modern era, from US Civil War cartoons to some Allied Forces and
Axis Powers World War 2 propaganda, and what it says about the countries that
produced the propaganda.
II. OBJECTIVES/STANDARDS
The teacher will lecture on propaganda from various countries and what it represents
about the country and the position being made. The student will be able to identify the
following: the country of origin for a propaganda example and what the propaganda is
trying to convey to a proficiency based on teacher satisfaction.
Standard - 5.4.12.D – Evaluate the role of mass media in world politics.
Standard - 8.4.12.A – Evaluate the role groups and individuals played in the social,
political, cultural, and economic development throughout world history.
III. TEACHING PROCEDURES

INTRODUCTION: Teacher will play as seen on TV ad(s) for the students using
the projector.
https://www.youtube.com/watch?v=gYBaslSJaR8 (T-Mobile vs. Verizon)
https://www.youtube.com/watch?v=GNSMrBlovkU (Pepsi commercial)
After each ad, the students will be directed to talk to a partner about what the ad
made them feel, want to do, etc. Teacher will ask students the same questions they
discussed with their partner, and some students will be selected to share with the
class. Good answers will resemble the following: “It made me want to buy____”
or “It made me feel as if ____ was better than ____ (the rival company)” The
students will then learn that the advertisements just watched were a form of
propaganda.
INDEPENDENT PRACTICE: Students will be asked to take out a piece of
paper to, with the knowledge previously given about advertisements being a form
of propaganda, compose their own definition of propaganda.
DEVELOPMENT: The teacher will then write on the board the Merriam
Webster definition:
ideas, facts, or allegations spread deliberately to further one's cause or to
damage an opposing cause
Teacher will then make the connection to politics discussing American
propaganda first. Making clear that there’s always two sides and most are in
opposition with each other, often damaging the other side with their propaganda.
Show example.
L: No peace without abolition!
Middle: The Union must be preserved at all hazards
R: No peace without separation!
Teacher should tell students piece is from the US Civil War.
GUIDED PRACTICE: Ask questions such as who appears to be on the left?
(Hint: he’s a president) What is the role of the man in the middle? What’s being
torn in half? Why?
DEVELOPMENT: Then transition to World War 2 propaganda. Teacher will
give a brief overview on the World Wars, emphasizing World War 2. Write Axis
and Allies on the board with a line dividing the two halves. Then under each
column write the corresponding countries.
AXIS: Germany, Japan, and Italy
ALLIES: USA - 1941, Russia - 1941, and Great Britain
The World Wars were two global wars fought by different countries throughout
the first half of the 20th century. In World War 2 (1939-1945) we see a man
named Adolf Hitler rise to power and begin invading other countries to extend his
German “Reich” or realm. Things quickly went south as he invaded more and
more, and as he began taking specific people groups to put into torture camps
which he called concentration camps. After the invasion of Poland, a nearby
country, in 1939 war began. It was two years into the war when Britain’s army
was joined by the other Allied Forces against Germany and the Axis Powers.
Teacher will then show some propaganda from WW2.
INDEPENDENT PRACTICE:
After each piece of propaganda, the students will be directed to write down
answers to the following questions independently on a separate sheet of paper:
1. Which side is being represented here? Axis or Allies?
1. Bonus: Can you guess which country?
2. What message is the country trying to convey?
3. If applicable, what’s the call to action?
Once half are finished, tell students they can discuss/compare answers with a
partner.
GUIDED PRACTICE:
Teacher will ask students the same questions they wrote on their sheet and
discussed with their partner. Some students (choosing from students who weren’t
called on first time) will be selected to share with the class. Give a few minutes at
the end to ask the students if they have any more relevant comments/questions on
the propaganda pieces.
CLOSURE:
Ask the students to take out their definitions from the beginning of class and add
to it as necessary. Remind them that propaganda is everywhere in one way or
another and tell them to be looking out for examples from their own lives.
IV. MATERIALS
 Notebook paper
 Writing utensils -> pen/pencil
 Projector
 Computer
 HDMI cable
 Whiteboard
 Dry erase markers
 Propaganda PowerPoint -> photos used on PowerPoint are in lesson plan
o https://bit.ly/3xrIFGM (Vinceremo)
o https://bit.ly/3LjVBUS (Britons, We Can Do It!, Waffen)
V. ADAPTATIONS
For a deaf student with full time interpreter, captions will be turned on captions for
videos, speaking will be slowed down and fully enunciated speech so the student can read
lips. Extra time will also be allotted for writing down answers. The deaf student(s) will be
paired in a group with two other students and can write their answers down to share with
partners instead of relying on the interpreter.
VI. EVALUATION
Formative - students will be asked to share with a partner and some will be asked to share
with the class their thoughts.
Summative - students will be assessed on different propaganda pieces but will use the
same analysis techniques for a quiz at a later date
VII. REFLECTION
Did the advertisements lead to students being distracted?
Did the students understand the purpose of propaganda?
Can the students analyze a piece of propaganda? (location, goal, etc)

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Miss Palmer/8th History/TBD

Standard - 5.4.12.D – Evaluate the role of mass media in world politics.

III. TEACHING PROCEDURES

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