Harry S. Truman Presidential Library & Museum


Propaganda vs Patriotism
Author:
Nancy Ohmart
Course:
US History
Time Frame:
2 class periods
Subjects:
World War I

Grade Levels:
8, 9, 10, 11, 12

Classroom/Homework Activity to be performed:

This exercise will enable students to understand how each individual’s personal bias could be affected by evidence presented to them, in this case, posters of WWI.

Rationale:

The primary purpose of this lesson is to enable students to clarify the differences between Propaganda and Patriotism through answering the Essential Question: (Analyze, synthesis, and be ready to support your opinion with evidence) – When WWI broke out in Europe; the US adopted a “policy of neutrality in fact, as well as in name.” However, with the publication of public opinion, many people were being plied to join through patriotism and propaganda. Students, explain your opinion of the difference of these two words and how they caused the US to leave our “policy of neutrality” by “weighing the evidence’ presented in the provided posters. 

District, state, or national performance and knowledge standards/goals/skills met:


  SS 2. continuity and change in the history of Missouri, the United States and the world

   SS 3. principles and processes of governance systems

   SS 6. relationships of the individual and groups to institutions and cultural traditions

   SS 7. the use of tools of social science inquiry (such as surveys, statistics, maps, documents)

   SS7B-Distinguish between primary and secondary sources.

Kansas Standards:

 Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890-1930).

6. (A) analyzes the reasons for and impact of the United States’ entrance into World War I.

Secondary materials (book, article, video documentary, etc.) needed:

Good, short site for definition of propaganda – https://infogram.com/power-or-propaganda-in-the-world-war-1

Prezi to use at the beginning of teaching of Patriotism - https://prezi.com/how-patriotism-affected-world-war-1

great site for reinforcement evidence- https://www.nypl.org/events/exhibitions/overhere/more

Primary materials (book, article, video documentary, etc.) needed:

For propaganda posters during WWI - www.trumanlibrary.org

Also, several are on the DocsTeach website.

Students can look at samples of Propaganda Posters -  http://www.ww1propaganda.com

National Archives – www.archives.gov

Library of Congress – www.loc.gov

Full description of activity or assignment.

Day One: As students arrive in the classroom, give them an entrance ticket which asks either question, “What is Propaganda?” or “What is Patriotism?” Please write a sentence of your inference. Once class starts, ask students to discuss one subject at a time. Explain to students they are to keep their tickets because they will utilize it again at the end of the hour.

At that point the instructor will explain this lesson and give students a direction paper along with showing a slide in front of the classroom for our visual learners. Students will then redefine the differences between primary and secondary sources (if needed, the teacher could show examples of both again). I would then show one WWI poster and go over the Document Analysis form with the class - https://www.archives.gov/files/education/lessons/worksheets/poster_analysis_worksheet.pdf

Students will find, analyze, synthesis, and be prepared to explain why they placed 6 posters on the different sides of “weighing the evidence,” Is the Poster Propaganda or is the Poster Patriotism?’

Students will then research, in groups of 3-4, to find their 6 posters, discuss within their group, why they are placing the poster on the side they did AND be prepare to defend their point of view.

Day TWO: Finally, students will reveal their groups point of view through the evidence weighed; which side did their group place the posters they utilized. (IF you opted for an actual created presentation they could share), discuss why they place what posters they utilized on the side they did AND be prepared to defend through discussion, their point of view.

The last activity will be the exit ticket, on the back of their entrance ticket from their first activity from the first class period; Now that you have be able to synthesis all that you have taught each other, redefine your term and turn in your exit ticket before leaving the classroom.

Full explanation of the assessment method and/or scoring guide:

 

Collaborative Work Skills : Propaganda vs Patriotism


Student Name:     ________________________________________

 

CATEGORY

4

3

2

1

Time-management

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause negativity in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Preparedness

Brings needed materials to class and is always ready to work.

Almost always brings needed materials to class and is ready to work.

Almost always brings needed materials but sometimes needs to settle down and get to work

Often forgets needed materials or is rarely ready to get to work.

research

Was prepared through adequate research with all posters relevant to project

Was prepared through adequate research with 5 posters relevant to project

Was somewhat prepared through adequate research with 4 posters which were somewhat relevant

Was not prepared through adequate research with proper number of posters

Finished project

Project was completed in its entirety. Was creative and educational. Was written well. Supported your point of view

Project was completed in its entirety. Was creative and educational. Was somewhat written well. Supported your point of view to a degree.

Project was almost completed in its entirety. Was creative and educational. Was somewhat written well. Supported your point of view to a degree.

Project was not completed. It was creative and education however, was lacking in written information and in support of your point of view.

entrance/exit ticket

completed both sides in well thought-out, full, complete sentences

Completed both sides in full sentences however, not well-thought out ideas.

Completed both sides however, not in full, complete sentences well-thought out.

Didn't complete both sides following directions.