Mallory DeJohn 2012

January 25,

EDU 5170 EDUCATIONAL TECHNOLOGY I Lesson Plan Integrating Technology & Pedagogy Directions and Outline Standards: Social Studies Standard 1 - History of the United States and New York: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Social Studies Standard 4 Economics: use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Standard 5 - Civics, Citizenship, and Government: use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. c. promote and model digital etiquette and responsible social interactions related to the use of technology and information. d. develops and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digitalage communication and collaboration tools. Lesson Objective(s): Students will define and identify propaganda. Students will explore images/video of propaganda from World War II. Introduce the Learning Activity: 1. Propaganda isnt just imagery or art; it is a political tool that agencies and governments can use in order to influence the general public. It is important to understand this because we are influenced by propaganda almost every day whether we realize it or not. Students will learn how to identify propaganda by analyzing the images and words used on each image in order to influence the greatest number of people. We will look at propaganda aimed towards women, men, students, teachers and everyday citizens. 2. Motivator: I will ask my students if they have ever heard of Rosie the Riveter and display her image on a screen in front of the class. I will then explain to them that this wasnt the only propaganda that existed and that government agencies were created to specifically target certain parts of society in order to mobilize the work front. Provide Information: 1. Propaganda can be defined as the deliberate spreading of such information or rumors; information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution or nation. Propaganda can be used to influence the emotions of the target audience. 2. During World War II the United States government created propaganda that either played up on peoples fears or their emotions. Exaggerating racial stereotypes or demonizing the enemy played up fears.

 Emotions were played up by urging people to support the troops or join the war effort in any way they could. Provide Practice: 1. Students will view and discuss images and the language that is used to evoke strong emotional responses. a. Who is this image/film meant to promote/damage? b. What type of message is each piece sending? c. How does it play on your emotions and/or fears? 2. We will then pick a group or target audience to explore even further. a. Students can choose from; women, young men, children and the general public b. Students will then break up into groups of twos and will each create an original piece of propaganda that would be geared towards their selected audience (women, young men, children or the general public). i.On the paint application on their computers each student should draw what they would think it would look like using images and slogans. Your slogan can be either positive or negative.

Provide Knowledge of Results: 1. They will switch pieces of propaganda and try to figure out who was to be the target audience and whether or not their propaganda would have been affective. Students will record their findings on a separate sheet of paper. 2. The students will then turn their original piece of propaganda and their partners feedback into me where I will double check the effectiveness and analysis of each students work. Review the Activity: Now we have both seen and created propaganda. Weve learned that during World War II the government created propaganda to play on peoples fears or emotions. By creating your own piece of propaganda you have learned how people were influenced and how effective it really can be. Understanding this might make you question the way you view the advertisements you see every day. Method of Assessment: Students will be tested with a short answer follow up quiz. They will be asked to define propaganda in one to two sentences. Then students will be shown four I mages and they will be asked to chose which one is not an example of propaganda.