1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Designed by Smith,Adam A, Soto,Joshua A, Bartchak,Brent, Williams,Annette B Josh.s2009@gmail.com Josh.s2009@gmail.com, abw21@zips.uakron.edu bmb81@zips.uakron.edu, aas72@zips.uakron.edu abw21@zips.uakron.edu bmb81@zips.uakron.edu aas72@zips.uakron.edu Propaganda Analysis for High Schoolers

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Many objects are placed in the media daily. Often times these objects are forms of propaganda that are used to sway ones opinion for a certain topic and make one feel a particular way. Propaganda has made an enormous impact on affecting history. You will be using pieces of propaganda and analyzing their major impacts. Introduction

3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are an Archivist and are surveying a box of an unprocessed collection of materials. Your task is to examine various propaganda pieces from 20th century America and deduct how people of the time thought. In this activity, students sharpen their ability to source documents and learn to think critically about what sources tell us about the culture of the time. You will be asked to participate in a discussion over any two (2) propaganda pieces. Your final product will include an oral presentation of those two(2) pieces describing the purpose, context, and perspective of the author and the time they lived in.Archivistpropaganda Make sure you read the rubrics under section "Evaluation" before you begin. This will give you an idea what is expected from this presentation when grading. Title The Task

4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The Process First, you'll be choosing (2) propaganda posters from the list or another one if cleared with the instructor. Second, once you've picked your posters of choice conduct an analysis on the source: (click on each to explore what is required of you on this assignment. 4. Further questioning2. Critically analyzing 3. Context of the time1. Source’s Creation Third, you will need to create and turn in a 12pt font, Times New Roman, one inch margins, and double spaced formal paper, which includes your images. Handwritten assignments will receive reduced points. Students will have one (1) month to complete assignment for when it’s assigned. Fourth, based on the information you have gathered you will be asked to participate in an informal class discussion. Propaganda Choices

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Evaluation

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]        Conclusion * Disclaimer: Abraham Lincoln did not really say this.

7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] All images used are in the public domain. Propaganda posters were retrieved through Library of Congress American Memory Digital Archieve, while the other two images were received from free image site Morguefile.com. Permissions We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the Creative Commons Attribution Non- Commercial Share-Alike license for details. Credits & References

8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for xth Grade (Put Subject Here) Designed by Put Your Name Here Put Your E-mail Address Here Based on a template from The WebQuest Page The WebQuest Page Evaluation Teacher Script Conclusion Put the Title of the Lesson Here (Teacher)

9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant. In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students. Evaluation Teacher Script Conclusion Introduction (Teacher)

10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given. Evaluation Teacher Script Conclusion Learners (Teacher)

11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example: Social Studies Standards Addressed Recognize the relationships among the various parts of a nation's cultural life. Learn about the mythology, legends, values and beliefs of a people. Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise? Evaluation Teacher Script Conclusion Curriculum Standards (Teacher)

12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You can paste in the process description given to students in the “You can paste in the process description given to students in the “studentYou can paste in the process description given to students in the “student”You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need.“student” process slide Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example? If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Evaluation Teacher Script Conclusion The Process (Teacher)

13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Describe what's needed to implement this lesson. Some of the possibilities: Class sets of books E-mail accounts for all students Specific software (how many copies?) Specific hardware (what kind? How many?) Specific reference material in the classroom or school library Video or audio materials If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here. Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson? Evaluation Teacher Script Conclusion Resources (Teacher)

14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to make use of this lesson.Evaluation Teacher Script Conclusion Evaluation (Teacher)

15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things. Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest. This page will include step by step directions to the facilitator, including: What to say at each point in the process What to click on What questions and misconceptions to anticipate How long to take at each point When to direct learners to work away from the computer To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point. This page is linked to the Process segment off of the Teacher PageProcess segment Evaluation Teacher Script Conclusion Teacher Script (Teacher)

16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach. Evaluation Teacher Script Conclusion Conclusion (Teacher)

17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well. Include a link back to The WebQuest Page Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion Credits & References (Teacher)

18. 1. Source’s Creation: Firstly, as an archivist you must first know how to categorize your piece. You must consider who wrote or created the source as well as the circumstances of its creation. Answer: 1.Who created this, and why? 2. When and where was it written/created? 3. Is this source from a reliable institution? Why? Why not? [Back to Process]

19. 2. Critical Analysis: Second, to better understand the source one must uncover the details, assumptions, and perspectives of the source's creator. Answer: 1.What does the author argue? 2.How does the author argue their point? 3.What language (words, phrases, images, symbols) does the author use to persuade the source's audience? 4.How does the source's language indicate the author's perspective? 5.Given this, What do you suspect is the author’s perspective? [Back to Process]

20. 3. Context of the Time: This means to locate a source in time and place and to understand how these factors shape its content. This requires knowledge of the history through lectures and readings. Answer: 1.How different were times then, or are they similar in some ways as today? 2. What was it like to be alive at this time seeing these propaganda pieces? 3.What was going on at the time this was written? [Back to Process]

21. 4. Further Questioning: Now that you have examined the source, try to summarize what you learned from it and answer questions about that particular subject or historical question. Ask yourself: 1.What does this source tell me about this time period, the people, events, issues etc. happening then? 2.What questions do I have after examining this source? 3.What else would I need to know to understand more on this subject? [Back to Process]