Record student questions in a lot” (on a poster, white board, google doc) so that the class can readily access them. “parking Throughout the inquiry, return to these questions and, if possible, weave them into your instruction and formative assessment. By intentionally soliciting and then addressing/using students’ questions, you develop their ability to ask questions, plan for future steps, and think about their thinking (metacognition). NOTE: It is possible to use these students’ questions as the supporting questions for the inquiry. If you do, you may need to make adjustments to your teaching and the resources identified for this inquiry. Supporting Question 1 (50-60 Minutes) Supporting Was propaganda used effectively during WWII? Question Formative Students will examine propaganda posters to determine their purpose and discuss the overall Performance Task effectiveness of propaganda. A: you Ride Alone, You Ride with Hitler” propaganda poster “When B: Scrap” propaganda poster “Salvage C: Us Flying” propaganda poster “Keep Featured Source(s) D: a WOW” propaganda poster “She’s E: you a Girl with a Star-Spangled Heart” propaganda poster “Are F: for Careless Talk” propaganda poster G: Pearl Harbor” propaganda poster “Avenge Process and Formative Performance Task The formative performance task asks students to examine 7 propaganda posters to determine their purpose and then discuss the effectiveness of these posters and propaganda in general. Process: Say to students, that you have compared two recruitment posters, let’s take a look at “Now propaganda pieces used during WWII. The propaganda piece you just saw helped to recruit Americans for the war effort, but recruitment was not the only purpose of WWII propaganda. Let’s take a look at some other pieces of propaganda to determine their purpose.” Show students the propaganda (source A- G) one at a time. You may opt to have students examine these individually or in small groups. You may further opt to have students all examine the same propaganda at once or jigsaw the pieces. Students should record their conclusions in the appropriate spaces of Appendix A. Allow time to lead a class discussion about student findings. Some of their purposes should include: financing the war, recruiting military personnel, recruiting factory workers, rationing materials, involving women in the war effort, and preserving classified information. Have students answer the to Consider” found in Appendix A. Students may do this “Questions individually or in groups, but teachers should follow up with a class-wide discussion of these themes.
Record student questions in a “parking lot” (on a poster, white board, google doc) so that the class can readily access them. Throughout the inquiry, return to these questions and, if possible, weave them into your instruction and formative assessment. By intentionally soliciting and then addressing/using students’ questions, you develop their ability to ask questions, plan for future steps, and think about their thinking (metacognition). NOTE: It is possible to use these students’ questions as the supporting questions for the inquiry. If you do, you may need to make adjustments to your teaching and the resources identified for this inquiry. Supporting Question 1 (50-60 Minutes) Supporting Question Was propaganda used effectively during WWII? Formative Performance Task Students will examine propaganda posters to determine their purpose and discuss the overall effectiveness of propaganda. Featured Source(s) A: “When you Ride Alone, You Ride with Hitler” propaganda poster B: “Salvage Scrap” propaganda poster C: “Keep Us Flying” propaganda poster D: “She’s a WOW” propaganda poster E: “Are you a Girl with a Star-Spangled Heart” propaganda poster F: for Careless Talk” propaganda poster G: “Avenge Pearl Harbor” propaganda poster Process and Formative Performance Task The formative performance task asks students to examine 7 propaganda posters to determine their purpose and then discuss the effectiveness of these posters and propaganda in general. Process: Say to students, “Now that you have compared two recruitment posters, let’s take a look at propaganda pieces used during WWII. The propaganda piece you just saw helped to recruit Americans for the war effort, but recruitment was not the only purpose of WWII propaganda. Let’s take a look at some other pieces of propaganda to determine their purpose.” Show students the propaganda (source A- G) one at a time. You may opt to have students examine these individually or in small groups. You may further opt to have students all examine the same propaganda at once or jigsaw the pieces. Students should record their conclusions in the appropriate spaces of Appendix A. Allow time to lead a class discussion about student findings. Some of their purposes should include: financing the war, recruiting military personnel, recruiting factory workers, rationing materials, involving women in the war effort, and preserving classified information. Have students answer the “Questions to Consider” found in Appendix A. Students may do this individually or in groups, but teachers should follow up with a class-wide discussion of these themes.