![](//blog10.website/777/templates/cheerup2/res/banner1.gif) iRubric: Propaganda Poster rubric '; } delete Do more... Rubric Code: By Ready to use Public Rubric Subject: Type: Grade Levels: 9-12 | ![propaganda poster assignment rubric propaganda poster assignment rubric](https://www.facebook.com/tr?id=301471517123686&ev=PageView&noscript=1) Argument, Persuasion, or Propaganda? Analyzing World War II Posters![propaganda poster assignment rubric propaganda poster assignment rubric](https://www.readwritethink.org/sites/default/files/styles/focal_point_350x350/public/lesson_829_poster_1.jpg?itok=6WmdnrTB) - Resources & Preparation
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In this lesson plan, students analyze World War II posters, chosen from online collections, to explore how argument, persuasion and propaganda differ. The lesson begins with a full-class exploration of the famous "I WANT YOU FOR U.S. ARMY" poster, wherein students explore the similarities and differences between argument, persuasion, and propaganda and apply one of the genres to the poster. Students then work independently to complete an online analysis of another poster and submit either an analysis worksheet or use their worksheet responses to write a more formal essay. Featured Resources- Argument, Persuasion, or Propaganda? : This handout clarifies the goals, techniques, and methods used in the genres of argument, persuasion, and propaganda.
- Analyzing a World War II Poster : This interactive assists students in careful analysis of a World War II poster of their own selection for its use of argument, persuasion, or propaganda.
From Theory to PracticeVisual texts are the focus of this lesson, which combines more traditional document analysis questions with an exploration of World War II posters. The 1975 "Resolution on Promoting Media Literacy" states that explorations of such multimodal messages "enable students to deal constructively with complex new modes of delivering information, new multisensory tactics for persuasion, and new technology-based art forms." The 2003 "Resolution on Composing with Nonprint Media" reminds us that "Today our students are living in a world that is increasingly non-printcentric. New media such as the Internet, MP3 files, and video are transforming the communication experiences of young people outside of school. Young people are composing in nonprint media that can include any combination of visual art, motion (video and film), graphics, text, and sound-all of which are frequently written and read in nonlinear fashion." To support the literacy skills that students must sharpen to navigate these many media, activities such as the poster analysis in this lesson plan provide bridging opportunities between traditional understandings of genre and visual representations. Further Reading Common Core StandardsThis resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming. State StandardsThis lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state. NCTE/IRA National Standards for the English Language Arts- 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
- 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
- 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
- 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
- 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
- 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
- Argument, Persuasion, or Propaganda?
- Document Analysis for Argument, Persuasion, or Propaganda
- Poster Analysis Rubric
Preparation- Make appropriate copies of Argument, Persuasion, or Propaganda? , Document Analysis for Argument, Persuasion, or Propaganda , and Poster Analysis Rubric .
- Explore the background information on the Uncle Sam recruiting poster , so that you are prepared to share relevant historical details about the poster with students.
- If desired, explore the online poster collections and choose a specific poster or posters for students to analyze. If you choose to limit the options, post the choices on the board or on white paper for students to refer to in Session Two .
- Decide what final product students will submit for this lesson. Students can submit their analysis printout from the Analyzing a World War II Poster interactive, or they can write essays that explain their analysis. If students write essays, the printouts from the interactive serve as prewriting and preparation for the longer, more formal piece.
- Test the Analyzing a Visual Message interactive and the Analyzing a World War II Poster interactive on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.
Student ObjectivesStudents will - discuss the differences between argument, persuasion, and propaganda.
- analyze visual texts individually, in small groups, and as a whole class.
- (optionally) write an analytical essay.
Session One- Display the Uncle Sam recruiting poster using an overhead projector.
- Ask students to share what they know about the poster, noting their responses on the board or on chart paper.
- If students have not volunteered the information, provide some basic background information .
- Working in small groups, have students use the Analyzing a Visual Message interactive to analyze the Uncle Sam poster.
- Emphasize that students should use complete, clear sentences in their responses. The printout that the interactive creates will not include the questions, so students responses must provide the context. Be sure to connect the requirement for complete sentences to the reason for the requirement (so that students will understand the information on the printout without having to return to the Analyzing a Visual Message interactive.
- As students work, encourage them to look for concrete details in the poster that support their statements.
- Circulate among students as they work, providing support and feedback.
- Once students have completed the questions included in the Analyzing a Visual Message interactive, display the poster again and ask students to share their observations and analyses.
- Emphasize and support responses that will tie to the next session, where students will complete an independent analysis.
- Pass out and go over copies of the Argument, Persuasion, or Propaganda Chart .
- Ask students to apply genre descriptions to the Uncle Sam poster, using the basic details they gathered in their analysis to identify the poster's genre.
Session Two- Review the Argument, Persuasion, or Propaganda? chart.
- Elicit examples of argument, persuasion, and propaganda from the students, asking them to provide supporting details that confirm the genres of the examples. Provide time for students to explore some of the Websites in the Resources section to explore the three concepts.
- When you feel that the students are comfortable with the similarities and differences of the three genres, explain to the class that they are going to be choosing and analyzing World War II posters for a more detailed analysis.
- Pass out the Document Analysis for Argument, Persuasion, or Propaganda , and go over the questions in the analysis sheet. Draw connections between the questions and what the related answers will reveal about a document's genre.
- Demonstrate the Analyzing a World War II Poster interactive.
- Point out the connections between the questions in the interactive and the questions listed on the Document Analysis for Argument, Persuasion, or Propaganda .
- If students need additional practice with analysis, choose a poster and use the Analyzing a World War II Poster interactive to work through all the analysis questions as a whole class.
- Explain the final format that students will use for their analysis—you can have students submit their analysis printout from the Analyzing a World War II Poster interactive, or they can submit polished essays that explain their analysis.
- Pass out copies of the Poster Analysis Rubric , and explain the expectations for the project.
- Posters on the American Home Front (1941-45), from the Smithsonian Institute
- Powers of Persuasion, from the National Archives
- World War II Poster Collection, from Northwestern University
- World War II Posters, from University of North Texas Libraries
Session Three- Review the poster analysis project and the handouts from previous session.
- Answer any questions about the Analyzing a World War II Poster interactive then give students the entire class session to work through their analysis.
- Remind students to refer to the Poster Analysis Rubric to check their work before saving or printing their work.
- If you are having students submit their printouts for the final project, collect their work at the end of the session. Otherwise, if you have asked students to write the essay, ask them to use their printout to write the essay for homework. Collect the essays and printouts at the beginning of the next session (or when desired).
- If desired, students might share the posters they have chosen and their conclusions with the whole class or in small groups.
The Propaganda Techniques in Literature and Online Political Ads lesson plan offers additional information about propaganda as well as some good Websites on propaganda. Student Assessment / ReflectionsUse the Poster Analysis Rubric to evaluate and give feedback on students’ work. If students have written a more formal paper, you might provide additional guidelines for standard written essays, as typically used in your class. - Calendar Activities
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This resolution discusses that understanding the new media and using them constructively and creatively actually requires developing a new form of literacy and new critical abilities "in reading, listening, viewing, and thinking." This strategy guide clarifies the difference between persuasion and argumentation, stressing the connection between close reading of text to gather evidence and formation of a strong argumentative claim about text. Add new commentExplore Resources by Grade- Arts & Humanities
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You're the Author: WWI Propaganda Creation ProjectIn this lesson, students will view a variety of examples of WWI propaganda posters and discuss their message and why they were important for the war effort. After the discussion, students will create their own examples of WWI propaganda posters. To inform students why WWI propaganda posters were so effective and important for the war effort. - Define the concept of propaganda.
- Explain why the use of propaganda was of particular significance during this time period.
- Evaluate the different strategies and tools used in the creation of propaganda.
- Demonstrate their knowledge of propaganda characteristics, strategies, and tools by creating their own piece of propaganda.
- 9-12.AH.3.CC.B - Evaluate the motivations for United States’ entry into WWI.
- 9-12.AH.3.PC.D - Assess the impact of WWI related events, on the formation of “patriotic” groups, pacifist organizations, and the struggles for and against racial equality, and diverging women’s roles in the United States.
WWI Propaganda posters - examples can be found at http://www.ww1propaganda.com/ , http://www.loc.gov/pictures/collection/wwipos/background.html , http://americanhistory.si.edu/collections/object-groups/women-in-wwi/war-posters , and other various internet and print sources DAY 1 Students will walk into the classroom that has various examples of WWI propaganda posters (see primary sources above) on the walls. Students will walk around the classroom examining the posters and write quick notes about the posters. Students will pay close attention to: - Message/theme
- Effectiveness
- Author/organization
After students have had time to examine the posters, the class will discuss propaganda What does propaganda mean? Propaganda is information that is spread for the purpose of promoting a cause or belief. During WWI, posters were used to - Recruit men to join the army
- Recruit women to work in the factories and in the Women’s Land Army
- Encourage people to save food and not to waste it
- Keep morale high and encourage people to buy government bonds
Why were propaganda posters needed during WWI? Countries only had small standing, professional armies at the start of the war They desperately needed men to join up and fight Most people did not own radios and TVs had not yet been invented The easiest way for the government to communicate with the people was through posters stuck on walls in all the towns and cities How were men encouraged to join the army? Men were made to feel unmanly and cowardly for staying at home How were women used to encourage men to join the army? Women were encouraged to pressurise their husbands, boyfriends, sons, and brothers to join up How was fear used? Some posters tried to motivate men to join up through fear Posters showed the atrocities that the Germans were said to be committing in France and Belgium People were encouraged to fear that unless they were stopped, the Germans would invade Britain and commit atrocities against their families How were women encouraged to work in the factories or to join the army or the land girls? When the men joined the war, the women were needed to do their jobs There was a massive need for women in the factories, to produce the weapons, ammunition and uniforms needed for the soldiers There was a major food shortage and women were desperately needed to grow food for the people of Britain and the soldiers in France Posters encouraged everyone to do their bit Through joining up Through working for the war effort By not wasting food Through investing in government bonds Why are WWI propaganda posters important? For historians today, propaganda posters of WWI reveal the values and attitudes of the people at the time They tell us something about the feelings in Britain during WWI Class will discuss the assignment (poster creation) Students will begin brainstorming ideas for their own propaganda posters in small groups Students will begin creating their propaganda posters DAY 2 Students will continue working to create their propaganda posters DAY 3 Students will be given 15 minutes to finish their posters and hang them up around the classroom Students will walk around the room and look at the posters created by their classmates Students will play close attention to: Directions: You will create an effective propaganda poster on one of the topics below that could have been used in World War I. • Possible topics: • Enlistment and recruitment • The role of women • Financing the war • Food conservation • Aiding our allies • Entering the war • Guidelines • The poster will be drawn or printed (using photoshop or etc) on 8 ½” by 11” paper and graded on your use of message/theme, creativity, neatness, historical accuracy, explanation, and use of characteristics/techniques ![propaganda poster assignment rubric propaganda poster assignment rubric](https://www.trumanlibrary.gov/sites/default/files/kingsolver1_0.jpg) - Rating Count
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Propaganda Rubric. Your assignment is to create a propaganda poster related to what you have learned about the current governments of the former Soviet Bloc countries we have studied. Think of an appropriate slogan or quote that reflects your feelings about the trends in these societies. Your poster should have a clear point of view and a clear ...
World War 1 Propaganda Poster Project Final Project Due: _____ Directions: Create a World War I themed propaganda poster. You must decorate the poster to be ... Your project will be graded according to the rubric below. World War I Propaganda Poster Grading Rubric Name: _____ Total Points Earned: _____ / 50 CATEGORY 7-10 Points 2-6 Points 0-1 ...
Rubric ID: 1343803. ... Propaganda Poster Project. CATEGORY 4 Points 3 Points 2 Points 1 Point Content knowledge Students can accurately explain their poster's message, how it uses propaganda, and its relevancy to their chosen event or issue. Students can only accurately explain two of the following: their poster's message, how it uses ...
iRubric L8X874: Create a propaganda poster selling something or convincing the public of something. You must have a slogan and at least 2 other propaganda techniques present on your poster.. Free rubric builder and assessment tools.
poster. Propaganda Technique The poster clearly demonstrates the use of a propaganda technique. The poster does not clearly demonstrate the use of a propaganda technique. The poster demonstrates no propaganda technique. Grammar and Spelling The student makes no errors in grammar or spelling that distract the reader from the content of the poster.
Pass out copies of the Poster Analysis Rubric, and explain the expectations for the project. If time allows, post the World War II Poster Collection URLs below, and invite students to begin exploring the collections for a poster to analyze. Posters on the American Home Front (1941-45), from the Smithsonian Institute
r viewing the poster display, ask students to use what 12. time remaining to search newspapers and news he 13. aint, MS Word or similar s 14. Poster Gallery: Day 2 or 3. Students use the Poster Rubric and Peer Critique of WWI paganda Posters chart to view and evaluate peer displays. As s • valuation of Group WW I Propaganda Posters guidelines
Feel free to use the back of this sheet to create your poster (making my rubric easy to use!) Your Poster Needs: 1. A clear promotion. or element of persuasive propaganda. 2. Color, graphics, and . artwork. 3. A . phrase. to pull in the reader, whether it's one word or a slogan. Assigned Days = Due Date = Rubric for Propaganda Poster
This is a rubric for the propaganda mini-project for lower level students. Subjects: Social Studies - History. Grades: 7 th - 11 th. Types: Rubrics. Also included in: Propaganda poster mini project with 2 rubrics. $3.00.
Propaganda Poster: Rubric for Evaluation. Student:_____ Required Level 4 Level 3 Level2 Level 1 Level X. Poster is correct size Poster was neatly mounted on Bristol board or other medium Poster clearly uses 2 well known propaganda techniques Colour, imagery and text are used to catch the attention of the intended audience Highly persuasive ...
World War II - Propaganda Poster Project. Your job is to create a WWII poster using techniques of propaganda that were used during that time period and discussed in class. The poster should reflect a clear message and content so as to provide enough information to the reader. Your Poster Needs To: You will select one of the topics outlined below.
Example and Break Down of Propaganda Poster Assignment. Download. Jenny Huggins. 2,855 Views. 9th - 12th Grade 6th - 8th Grade. History. During this project students will create their own propaganda poster using photoshop. Learning Objectives Tools. During this project students will create their own propaganda poster using photoshop.
This assignment is a great follow-up to a lesson on rhetorical devices and can be used in ELA classes, Government, History, or any of the Social Sciences. ... Propaganda Poster Project & Rubric. Rated 5 out of 5, based on 3 reviews ... This rubric helped with grading my students propaganda posters. They had a blast designing thier own poster ...
INSTRUCTIONS. Part 1: Create a propaganda poster that utilizes four propaganda techniques. discussed in class throughout the PowerPoint. Part 2: Write a 200-word description explaining your propaganda poster and the. four techniques used. Complete this section using third person point of view. Free essays, homework help, flashcards, research ...
prepare for this assignment, gather suggested issues or topics for posters and make copies of the Poster Rubric and Propaganda Posters Peer Critique forms. Gather copies of newspapers and news magazines, which students will use to research current issues. 6. Divide the class into groups of 2 or 3 students. 7.
Table of Contents. A rubric in student language used by high school students as they work on their presentations to make sure they are including all the necessary components and doing high-quality work. Compare your work to this rubric as you create your presentation to make sure you include all the required components and that it is high quality.
Propaganda is information that is spread for the purpose of promoting a cause or. belief. During WWI, posters were used to. Recruit men to join the army. Recruit women to work in the factories and in the Women's Land Army. Encourage people to save food and not to waste it.
Portray a clear propaganda technique on your topic through powerful words. Include appropriate and engaging color and visuals to effectively communicate your message. Demonstrate understanding and use of the assigned technique. Be neat and easy to read. The topic and propaganda technique should be written on a separate slide.
This group assignment will allow students to take a deeper dive into the types of propaganda posters that blanketed the country during WW1 as part of the government's CPI (Committee on Public Information) plan to win support for the war effort. The lesson allows the students to fully understand what propaganda was (including music, posters, media) , the different techniques of propaganda, and ...
Propaganda Poster Rubric Categories Excellent 4pts Good 3pts Mediocre 2pts Poor 1pt. Creativity The ideas included are original, not taken directly from the information given; the poster is very persuasive slogan graphic combo. Impactful. Most of the ideas are original, but there are a few taken directly from the information given;
Creative/Artistic Project designed to get students thinking about reasons Americans might have been for or against entry into World War I, but also methods of persuasion and how propaganda attempts to influence us. Rubric Included.NOTE: The thumbnails preview pics are not an always an accurate repre...
Propaganda Poster Rubric Requirements Content and Development Organization Mechanics and Conventions The extent to which the poster incorporates the required elements, effectively completes the task, and shows understanding of the purpose and audience The extent to which the poster fully develops ideas, utilizing relevant
This is designed to be a NO PREP center or project for American Revolution Battles. Students choose a battle using the provided battles choice board, research their battle, and then complete two different propaganda posters about the outcome of the battles. This project is both print AND digital ready!