PROPAGANDA MINI UNIT AND BRIEF DESCRIPTION: This unit is about propaganda

and how it is made. We will be looking at how propaganda can manipulate people during
WWI and today.
Day (s): 1 day (Friday)
FOCUS OF THIS LESSON: This lesson will cover how propaganda is used and the technics of
manipulation. Along with this we will look at different propaganda to practice understanding
what propaganda tells its viewers.

Enduring Understanding

Propaganda is a tool used to show one-sided information.

Understanding the technics of propaganda will allow students to be aware of one-sided

information.

Essential Questions

Should propaganda be used?

Can someone avoid being influenced by propaganda?

CONTENT OBJECTIVES

Students will be able to identify the different technics used in propaganda.

Students will be able to interpret all types of propaganda.

SKILL OBJECTIVES

Students will be able to look at a propaganda poster and understand what side it wants the
viewer to take.

Students will be able to create their own WWI propaganda.

COMMON CORE CCR STANDARDS:

Reading Standards for Literacy in History/Social Studies (RH)

o Key Ideas and Details

6-8.RH.1.

o Integration of Knowledge and Ideas

6-8.RH.7.

ARIZONA STANDARDS:

Concept 7
o 7th Grade

PO13

a.

NCSS THEME/S:

II. Time, Continuity, and Change

VII. Production, Distribution, and Consumption.

IX. Global Connections.

DESCRIPTION OF WHAT YOU AS AN INSTRUCTOR NEED TO KNOW TO TEACH

THIS LESSON (be specific):
The instructor will need to know the technics of propaganda and what they mean when
creating one-sided information. The instructor will need to have the test ready to be given out.
ASSESSMENT/s:
If the class does not get to review the worksheet from the class before then they will be
assessed by seeing how much they know from the worksheet. Also the students will be taking a
short quiz to assess what they remember from the practice the day before.
INSTRUCTIONAL MATERIALS:

The class will need Whats the message? informational worksheet, the activity
worksheet, the station propaganda papers, pencils, answer key to the activity sheet, and quiz.
USE OF TECHNOLOGY:
Students will not be using technology during this day.
ACCOMMODATIONS:
There are some students with IEPs that need to have readings read out loud. For classes
with these IEPs we will be reading each section out loud in class and then talk about what the
main words mean. For the honors classes the students will read each section by themselves and
then we will discuss the section.
VOCABULARY:
The vocabulary for this unit is propaganda, glittering generalities, card stacking, plain
folks, transfer, symbolic, biased, testimonials, endorsing, bandwagon, and name-calling.
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:
This lesson is about propaganda. The first part of the lesson is going over vocabulary for
WWI for the first 10 minutes of class. After, the class will review the worksheet from the day
before. Next the students will be taking a short quiz on the information they learned about
propaganda.
STEP BY STEP SEQUENCE OF DAILY PLAN:

Time

Activity

Students

Teacher

10 mins.

Vocabulary review

Students will use the

vocabulary cards to play
memory with their table
groups.

The teacher will take role

and walk around and help
students if needed.

20 mins

Review worksheet as a Students will raise hand

class
and give answers to the
questions on the
worksheet. Students will
also be cold called to
give answers.

The instructor will call on

students to give answers
to the work sheet. This is
an activity that will only
be done if there is time
during the class. If not it

will be moved to the next

day.
20 mins.

Propaganda Quiz

Students will work

quietly on their
propaganda quiz.

The instructor will be

watching the class to
make sure everything is
ok.