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EDSU 531 WWI  propaganda narrated slideshow
EDSU 531 WWI  propaganda narrated slideshow
EDSU 531 WWI  propaganda narrated slideshow
EDSU 531 WWI  propaganda narrated slideshow
EDSU 531 WWI  propaganda narrated slideshow
EDSU 531 WWI  propaganda narrated slideshow
EDSU 531 WWI  propaganda narrated slideshow
EDSU 531 WWI  propaganda narrated slideshow
EDSU 531 WWI  propaganda narrated slideshow
EDSU 531 WWI  propaganda narrated slideshow
EDSU 531 WWI  propaganda narrated slideshow
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EDSU 531 WWI propaganda narrated slideshow

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  • 1. WWI Propaganda Ms. A. Oliveira Spring I 2012 EDSU 532
  • 2. Goals & Objectives• Instructional Goals (Content Objectives): – Students will understand propaganda and the influence it had on the war and soldiers fighting in the war by demonstrating the meaning in their own propaganda poster.• Specific Objectives:• Cognitive:• Students will identify and define propaganda.• Students will analyze the effects of propaganda during WWI and in their own lives.• Students will produce their own WWI propaganda poster using their knowledge of propaganda and WWI.• Affective:• Students will discuss the definition of propaganda, how propaganda was used during WWI and how it is used today.• Psychomotor:• Students will describe the emotions evoked by propaganda in WWI and in their lives today.• Students will describe the effects and impact that propaganda posters had on WWI.
  • 3. Content Standards:• Content Standards:10.5 Students analyze the causes and course of the First World War.• 1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”
  • 4. Common Core Standards• CA CCS 9-10th Grades (Reading for Literature) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (See grade 9/10 Language standards 4-6 on page 46 for additional expectations.)• CA CCS 9-10th Grades Listening and Speaking 1.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions• Visual Arts Grades 9-12 Diversity of the Visual Arts 3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art. 3.4 Discuss the purposes of art in selected contemporary cultures. Derive Meaning 4.1Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
  • 5. English Learner Standards• English–language arts sub strand Intermediate ELD level*Listening & Speaking• Ask and answer instructional questions with some supporting elements (e.g., “Which part of the story was the most important?”).• Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.• Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject-matter content• Identify a variety of media messages (e.g., radio, television, movies) and give some details supporting the messages
  • 6. Propaganda, what does that mean to you?With your group, please brainstorm a possible definition for the word, “Propaganda”- Come up with any examples you may have seen or heard about - Be prepared to share this with the class You have 3 minutes, Go!
  • 7. Current Propaganda• Now that we have discussed the meaning of Propaganda, and know that it’s used to stir up emotions of the general public let’s see some examples. http://jw669360.wordpress.com/ http://motherjones.com/mojo/2008/04/us-army-marines-recruiting-best-and-brightest
  • 8. Examples of Propaganda• You may have seen this before, it’s one of the most famous pieces of propaganda from WWI:• Notice the colors used• Notice the use of body language• What emotions is this poster meant to evoke?• How does it make you feel? http://www.toptenz.net/top-10-wwii- propaganda-posters.php
  • 9. More Propaganda: http://empirecall.blogspot.com/2012/01/british-ww1-propaganda-posters.htmlhttp://www.read-em-again.com/?page=shop/flypage&product_id=11161&CLSN_1714=1310725745171453a86da6dd791aff13
  • 10. Propaganda Analysis – Students will complete this worksheet for one of the posters, View and discuss propaganda posters and the reasoning behind the images, colors, language• http://www.archives.gov/education/lessons/ worksheets/cartoon.html
  • 11. Now it’s your turn!• Propaganda Poster• For this assignment, you will need an 11x14” paper, and coloring tools (e.g. crayons, colored pencils, markers, paint, etc.)• Your task for this assignment is to create a propaganda poster that may have been seen in the streets of Germany, France, Russia, Great Britain or the U.S. during WWI. Use what you know about propaganda and the First World War to guide your creativity. Please use school appropriate language and drawings in your poster.

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