Program Flyer: Get The Message? WWI Propaganda & The Home Front


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Contact Information
Bethany Nagle
BNagle@mdhs.org
201 W. Monument St.
Baltimore, MD  21201
Phone: 4106853750x378
Program Title
Get The Message? WWI Propaganda & The Home Front
Program Type
Individual Program
Program Rating
This program has not yet been evaluated.
Target Audience
Education: Grade(s) 7, 8, 9, 10, 11, 12
Maximum Number of Participants
40
Minimum Number of Participants
5
Primary Disciplines
Social Studies/History, Language Arts/English, Literacy, Reading, Gifted & Talented
Video Clip
Program Description
During this live, interactive distance learning program, students will examine the fears, pressures, and motivations experienced by Americans living in Maryland during World War I. Students will digitally annotate World War I propaganda posters, diagramming and drawing on the posters right along with the presenter, in order to understand the intended audience and messages of the posters. Students will then analyze oral histories, data, images, and multi-media clips in order to determine whether the posters were effective, and if so why. In the end students will have to determine if these posters were dangerous, and what the primary sources can tell us about what life was like on the home front. Throughout the program, students will be introduced to the important critical thinking skills they need to be conscious consumers of information today.
Program Format
1. The program will begin with a discussion about what propaganda is and how it differs from advertising.
2. We will engage in a review of what students already know about World War I and the American home front.
3. The participants will help the presenter analyze a World War I poster.
4. The participants will then break up into groups and review sources associated with the poster in order to determine how successful the poster was in shaping public behavior on the American home front.
5. We will engage in a discussion about the sources and what the participants have learned about propaganda and what life was like on the home front.
6. Participants will break into groups and digitally annotate a World War I poster and engage in a discussion about what they learned.
7. The participants will once again break up into groups and review sources associated with the poster in order to determine how successful the poster was in shaping public behavior on the American home front.
8. We will engage in a discussion about how propaganda can be dangerous and beneficial and where we see propaganda today.
9. Time will be allowed for questions and answers.
Objectives
The participant will:
-Explore how propaganda shapes public opinion and behavior.
-Engage in a discussion about whether an example of propaganda was successful.
-Compare examples of propaganda.
-Develop a deeper understanding about the pressures, fears, and motivations experienced by Americans living on the home front of WWI.
-Begin to develop the important media literacy skills needed to be a conscious consumer of information today.
National/Common Core Standards to which this program aligns
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.10 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.2 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.4 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.6 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.SL.1 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.SL.4 -- Speaking and ListeningThis program can be adapted for various grade levels. Outlined below are the 9th – 10th grade benchmarks and standards met by this program.

UNITED STATES HISTORY CONTENT STANDARDS
Era 8 : The Great Depression and World War II (1929-1945)
-- Standard 2C: The student understands the impact at home and abroad of the United States involvement in World War I.

C3 FRAMEWORK FOR SOCIAL STUDIES
D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
D4.7.9-12. Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.

COMMON CORE STANDARDS FOR LITERACY
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone
RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CCR.S&L.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCR.S&L.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
State/Regional Standards to which this program aligns
MARYLAND CONTENT STANDARDS:
United States History
2.A.4.b Describe how World War I led to an increase in nativism and xenophobia in the United States, such as anti-German sentiment, anti-immigration attitudes, anti-Semitism, and the resurgence of the Ku Klux Klan (PNW)

Government
1.1.4 The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions.
Program Length
45-60 minutes
Date/Time Notes
Programs are offered Tuesday through Thursday.
Program Cost
By Request: $125.00
Program Fee Notes
Cancellation Policy
We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 48 hours notice.
Is recording allowed?
No

Program Delivery Mode(s)
Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Zoom

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