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WebQuest
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WebQuest
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WebQuest
WebQuest
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WebQuest

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  • 1. Student Page Top Introduction Task Process Evaluation World War II Propaganda Posters A WebQuest for 9th Grade History Designed by Gracie Morton MEDA 5400 Conclusion Teacher page Credits Based on a template from San Diego State University’s The WebQuest Page
  • 2. Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Introduction We experience visual information constantly. There are billboards and signposts everywhere telling us all kinds of things. One of the most basic and most popular forms of visual information is the common, lowly poster. Posters are very useful things, they can give us a lot of information with just a few words and some images. Some posters inform and others try to persuade us to do or not do something. There is actually an art to creating a really good, persuasive poster and that's what we're going to explore now. In the following WebQuest, you will be government intelligence officers and use the power of teamwork to learn all about WWII Propaganda Posters. You will divide up into teams with each person on your team becoming an expert on some aspect of WWII Propaganda in order to find and judge the merits of American propaganda posters. Then you will come together at the end to share what you've learned from the research and present your own propaganda posters.
  • 3. Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits The Task Your team has been assigned a specific role. You will use the links provided as well as other resources (library, etc) to become experts on your roles. You and your team will work together to create a Group Report that presents your team's answer to the Quest(ion). By completing this WebQuest, you should achieve the following goals: 1) develop an interest in the study of WWII Propaganda Posters; 2) use the power of the Internet for advanced exploration; 3) learn information about key aspects of WWII Propaganda Posters; 4) realize that complex topics can be looked at from various perspectives; 5) work with teammates to create your own propaganda poster using elements discovered during the WebQuest. 6) formulate and support an opinion based on your own propaganda The posters can be created by hand (drawing/painting/collage) or they can be created digitally using paint software, clipart, and/or Photoshop.
  • 4. Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits The Process 1. As a class, study example poster: what kinds of images are being used; what is the message? 2. Watch Propaganda Techniques--1950 video and list the 7 types of propaganda. 3. Using the video and http://www.propagandacritic.com/, look at the poster again as a class. What type of propaganda is being used here? What is the message? Do you think it is effective? 4. Dividing into teams of three, students will receive/print out three Poster Analysis Worksheets, one for each poster studied. Teams will designate a manager, a recorder, and a researcher. 5. Each team will go the websites provided to explore American WWII Propaganda Posters. Using the worksheets, the teams will find and print out three posters that fit three different propaganda categories. 6. After exploring and identifying posters, teams will work to create their own propaganda posters with their own persuasive message that conforms to one of the seven types of propaganda. 7. Teams will present their posters to the class. Posters will be analyzed and discussed as a class.
  • 5. Student Page Evaluation Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. Top Exemplary 4 Accomplished 3 Developing 2 Beginning 1 The poster includes all required elements as well as additional information. Incl udes a simple message. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Score Several required elements were missing. Introduction Task Required Elements Process Evaluation Conclusion Attractiveness Teacher page Credits Worksheet The poster is exceptionally attractive in terms of design, layout, and neatness. Makes the viewer want to take action. Has strong visual impact. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive, though cluttered, messy, a little vague or confusing. The poster is disorganized, very confusing or vague. Poster is very poorly designed. It is not attractive or persuasive. Worksheets are completed, questions are fully answered using details and match posters chosen. Required printouts are included. Worksheets are completed with adequate information, details are lacking. Printouts included. Worksheets are mostly completed, details missing or inadequate. Worksheet info doesn’t match print-outs. Worksheets are only partially completed, no details included. No print-outs included. more
  • 6. Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Conclusion You have learned what propaganda is, that there are several different types, and how to identify them. You have learned that propaganda posters are actually quite complicated. There is an art to crafting your message and using visuals to persuade others. You have learned what elements are effective at persuading others to accept your message. However, propaganda isn’t the only kind of persuasive message out there. Watch What is Propaganda to learn how classic government propaganda techniques can be used for other purposes.
  • 7. Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Teacher Page 1. Internet projection and screen 2. Decide whether to assign groups or let students sort themselves 3. Three Poster Analysis Worksheets per group 4. Classroom printer and paper 5. Colored pencils, markers, crayons, construction paper, scissors, glue, tape, magazines (for those groups that want to craft a physical poster)
  • 8. Student Page Top Introduction Task Credits •Propaganda Techniques—1950 video •http://www.propagandacritic.com/ •Poster Analysis Worksheet Evaluation •WWII American Propaganda Poster Links: •Powers of Persuasion National Archives Exhibit •Northwestern University Library of WWII Posters •Miami University Libraries WWII Posters Conclusion •What is Propaganda video Process Teacher page Credits • Include a link back to The WebQuest Page so others can obtain training materials and information.

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