Name: __Claire Kennedy____ Date lesson taught: __February 10, 2019____

Taught with Lyle Nichols

Content Area: Social sciences

Course Title & Grade Level: AP World History Mixed class (mostly 10th graders)

Standards:

SS-WH.9-12.18

Assess impact of conflict and diplomacy on international relations.

Objectives:

Content—Students will be able to assess impact of conflict and diplomacy on international relations.

Language—Students will be able to analyze the impact that propaganda posters had on World War 1, They
will work in groups of two-three to create their own propaganda posters for their assigned country,Students
will be asked to have three completely accurate representations of their country at that time.

Student-friendly— Today I am learning about propaganda posters, so that I can identify how they affected the
war. I’ll know I’ve got it when I can give my own definition of propaganda.

Assessment: Students will be asked to create a propaganda poster within their group. They will have to
create one for the country that they signed up for. This poster must be accurate and have visuals as well as
written phrases. Exit ticket: Students will be asked to write their own definition of propaganda.

Proactive Management:
Students will have access to the power point to take notes of what they notice in each picture. These notes can
later be used when creating their own propaganda poster for the country they chose.

VMT
Students will be asked to work with a voice level of 2. They are to work with their partners. If they are stuck,
they are allowed to speak with a nearby group or teacher. I will hand out the paper for the students to make
their posters. When finished with the illustration they will be asked to write one paragraph (4-5 sentences)
about why they chose this topic and prove it true with what we have learned last week. At the end we will
vote on the posters based on accuracy and creativity.

Instructional Strategies:
1. Brainstorming
2. Inquiry/ investigation
3. Predict/ infer
4. Questions/stems/ starters
5. Provocative picture

Note Taking Strategy: Students will have access to the power point and will be asked to write any notes
that they have during the lesson in the note section of the PowerPoint.

Questions: (convergent =C Divergent= D)

1. What do you notice about this picture? (D)
2. Why do you think that liberty bonds were around? (D)
3. Why do you think that they used this girl for the poster? (D)
4. What is on his shoes? (D)
 5. What do you think that they were referring to when they wrote “keep these off the U.S.A”? (D)
6. Why do you think that they needed to save wheat? (D)
7. Would this poster make you want to help France? (D)
8. How do you think that propaganda posters were different in each country? (D)
9. Do you think that these played a key role in the war? (D)
10. What poster stood out to you the most and why? (D)

Anticipatory Set: I’m going to start out by asking the class what are something that they would make
propaganda posters about. (At school, home, this can be good or bad) Why would you fight for/against this
cause? Segway into how this is how propaganda works.

The Lesson:
1. Pull up power point
2. Have class sign up for their country as they walk in. (place note on board under “to it now”) slide 1
3. Ask the class what is propaganda? (slide 3) (You do together)
4. Have everyone in the class come up to the board and write one word that they would use to describe
propaganda. (you do alone)
5. Go over what they wrote. Depending on what they write ask them to further explain. (I do)
6. Show definition of propaganda. (slide 4)
7. Show slide 5. Ask class what they notice on this picture. (words, and the picture itself) (you do
together)
8. Have them talk with groups (sitting in) about what they notice on this picture. (you do together)
9. Go over what liberty bonds were: (I do)
-This was. Bond that was sold in the United States this was to support the allied cause in world war 1.
This showed patriotism. (essentially the people were funding this war)
10. Show slide 6. Ask the class what they notice about this picture. (you do together)
11. Talk as a group about what they notice in the picture.
12. Show slide 7. Ask the class what they notice about this picture. (you do together)
13. Talk as a group about what they notice in the picture.
14. Show slide 8. Ask the class what they notice about this picture. (you do together)
15. Talk as a group about what they notice in the picture.
16. Show slide 9. Ask the class what they notice about this picture. (you do together)
17. Talk as a group about what they notice in the picture.
18. Show slide 10. Ask the class what they notice about this picture. (you do together)
19. Talk as a group about what they notice in the picture.
20. Show slide 11. Ask the class what they notice about this picture. (you do together)
21. Talk as a group about what they notice in the picture.
22. Show slide 12. Ask the class what they notice about this picture. (you do together)
23. Talk as a group about what they notice in the picture.
24. Show slide 13. Ask the class what they notice about this picture. (you do together)
25. Talk as a group about what they notice in the picture.
26. Show slide 14. Ask the class what they notice about this picture. (you do together)
27. Talk as a group about what they notice in the picture.
28. Show slide 15. Ask the class what they notice about this picture. (you do together)
29. Talk as a group about what they notice in the picture.
30. Show slide 16. Ask the class what they notice about this picture. (you do together)
31. Talk as a group about what they notice in the picture.
32. Show slide 17. Ask the class what they notice about this picture. (you do together)
33. Talk as a group about what they notice in the picture.
 34. Show slide 18. Ask the class what they notice about this picture. (you do together)
35. Talk as a group about what they notice in the picture.
36. Slide 19 (duplicate of groups)
37. Ask students to get into those groups and wait for instructions.
38. They will be making propaganda posters for their country.
39. Directions: (I do)
-They must have a picture (doesn’t have to be perfect but effort needs to be shown)
-They must have words
-Must show a theme from that country.
--(ideas) nationalism, recruitment, aiding allies/ central powers, rationing, role of women, showing
positives/ negatives of central powers/allies.
-spelling counts
-on backside write why you chose this topic. And what supports this topic. One paragraph total (4-5
sentences)
-write both group members names on the back of the poster.
40. they will have until the last 30 minutes of class to work on their posters. (you do together)
41. The class will vote on the posters based on accuracy and creativity. (you do alone)
42. After completing ask students to move back any desk. Return markers to the front of the room. And turn
posters in on the front table.
43. While cleaning up hand out a slip of paper and ask students write their own definition of propaganda.
Closure:
Procedural— Students will be asked to move back any desk. Return markers to the front of the room. And
turn posters in on the front table.
Content Summary— give students slip of paper for them to write the definition of propaganda in their own
words.
References: pictures all found from:
Epatko, Larisa. "'I Won't Eat No More Ice Cream' and Other Propaganda Posters of WWI." PBS. May 25,
2015. Accessed February 11, 2019. https://www.pbs.org/newshour/world/world-war-propaganda-
posters.
Kasperkevic, Jana. "These Are The Powerful Posters That Got America Into WW1." Business Insider. April
22, 2012. Accessed February 11, 2019. https://www.businessinsider.com/world-war-i-posters-from-
library-of-congress-feature-soldiers-nurses-bonds-2012-4#they-too-could-help-10.

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your
lesson. How did you demonstrate high expectations, make learning relevant, and motivate students?

There are several posters that are going to be shown during the class period. There are pictures from
several countries that were involved in World War 1. We are expecting the students to understand
propaganda posters for not only the United States but other countries that were involved in World War
1.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. How did you differentiate to meet the
needs of ALL learners?
The PowerPoint will be provided to the students making it so they are able to take notes as they wish
during the discussion of posters. There will be several question stems that will be asked to the student to
make sure that they are understanding the material. There will be clear instructions on the board as well
as verbally given to the students for their assignment.