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Get The Message? WWI Propaganda & The Home Front

from Maryland Historical Society (Timeline Studios)

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Propaganda is meant to shape public behavior, but how does it do so? During this live program, students will examine the experience of Americans living on the home front during World War IWWI. Using personal or school devices, students will digitally annotate WWI propaganda posters right along with the presenter!

Program Rating

This program has not yet been evaluated.

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About This Program


By Request: $125.00


45-60 minutes

Target Audience

Education: Grade(s) 7, 8, 9, 10, 11, 12

Minimum participants:


Maximum participants:


Primary Disciplines

Social Studies/History, Language Arts/English, Literacy, Reading, Gifted & Talented

Program Delivery Mode

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

Booking Information

Programs are offered Tuesday through Thursday.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's 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.

About This Provider

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Maryland Historical Society (Timeline Studios)

Baltimore, MD
United States

Timeline Studio offers dynamic, interactive programs on topics in United States history for K-12, collegiate, and adult audiences. By exploring and discussing original historical evidence, including documents, images, artifacts, and audio and video clips, participants draw conclusions about important compelling questions about our nation's past.

Bethany Nagle

Program Details


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.


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.

Standards Alignment

National Standards

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.

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.

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.

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 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)

1.1.4 The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions.