Andrew Dombrowski

World History (Grade 10)

55 Minute Class Period
Propaganda Analysis
Unit Essential Question:
1) How do wagers of war glorify, justify, and condemn war?
Lesson Objective:
1) SWBAT analyze World War II propaganda posters and identify their persuasive messages
Materials:
1) PowerPoint
2) Propaganda worksheet
3) Example analysis worksheet
Common Core Standards:
1) CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the date and origin of the
information.
2) CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary
or secondary source; provide an accurate summary of how key events or ideas develop
over the course of the text.
3) CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary describing political, social, or economic aspects of
history/social science.
Promising Practice:
#16: (Accurately measures student achievement of, and progress toward, the learning
objectives with a variety of formal and informal assessments, and uses results to plan further
instruction)
Daily Plan:
1) (5 minutes) Introduction: Teacher will review the propaganda sources that were analyzed
last class and mention again how this relates to the units essential question. Teacher will
review one of the propaganda posters from last class that the students analyzed on their
own and will ask a couple of students to share what they wrote down. (informal
assessment)
2) (10 minutes) Class will watch a 3 minute Soviet Union propaganda cartoon and analyze it
on their own.
a. http://www.youtube.com/watch?v=taA1cr85-L8
b. Students will get five minutes to fill out the chart on the worksheet and then teacher
will review their answers.

3) (15 minutes) Teacher will hand back World War I anthologies and discuss them with the
class.
a. Teacher will go over areas of weakness in the anthologies (analyses)
b. Teacher will provide tips for how to improve the analyses in the future.
4) (15 minutes) Teacher will analyze another propaganda poster accompanied with an
example analysis so that students have a guide for writing a proficient analysis for their
World War II anthologies
5) (10 minutes) Teacher will collect propaganda worksheet (this will serve as the formal
assessment for the lesson) and remind students that the 3rd quarter ends on April 4th.
Teacher reminds students that the World War II war anthology is due on April 2nd and that
the skills learned today should be utilized when working on the assignment.
a. Closure activity: Teacher will ask student to underline and identify the who, what
where, when how, and why in the example analysis handed out to them. Identifying
these sections reinforces what needs to be in an effective analysis paragraph.
Modifications:
1) Students with disabilities were given typed out information about the propaganda poster
before the class worked on their example analysis. This gave them the background
knowledge necessary to assist them without requiring them to look it up on their own.
2) Also, when students with disabilities work on their war anthologies I will provide the
sources for them instead of having them find the sources themselves. This way the
students are only responsible for analyzing the sources given to them.