LEARN NC
Critical Inquiry of Propaganda Posters from
World War I
Students will examine posters from World War I to determine the use of propaganda. The
posters reflect economics, patriotism, environmental issues, recruitment, fear, and investment.
The primary sources, found in Documenting the American South (UNC-CH Libraries), provides
a wide array of posters.
A lesson plan for grade 8 Social Studies
BY PAULETTE SCOTT
Learn more
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RELATED TOPICS

Learn more about North Carolina, World War I, history, media literacy, posters, propaganda, social studies, and visual
literacy.
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Learning outcomes
Students should learn that posters do not always carry a simple message, but can be subtle and aggressive. Students
should realize that governments use posters in varying ways. This lesson also helps with student literacy and
enhances their ability use a critical eye.
Teacher planning
TIM E REQUIRED FOR LESSON
1 day
M AT E R I AL S / R E S O U R C E S
Teacher-made template in order for students to complete chart
Articles from the TAR HEEL JUNIOR HISTORIAN
“Introduction: NC in WWI” by R. Jackson Marshall p.1-2
“The Approaching War” by Sarah McColloh Lemmon p.3-5
“Support from the Home Front” by Richard L. Zuber p.9-13
“Thousands of Miles from Home” by John Lee Bumgarner p.16-17
Images - Propaganda posters from Documenting the American South
TECHNOLOGY RESOURCES
Internet access, computer lab
Pre-activities
Students will have needed to study the causes of WW I
Students will need to know why the US became involved in this global war
Activities
1. Students will read articles from the TAR HEEL JUNIOR HISTORIAN related to WW I
2. Teachers will brainstorm with students the definitions of propaganda and how it has been used historically;
students should be able to distinguish different types of propaganda.
3. The teacher will give instructions as to how the chart should be completed.
4. The teacher will explain how to use the Docsouth website and exactly how to get to posters.
5. Students will select five posters from the website. Each poster should reflect a different slant
(environmental,economic,patriotism,etc.)Students will use information and inference to fill in the chart (I
recommend using a block schedule or use two days to complete the lesson)
6. Students should then be asked to share findings with the class
Assessment
The chart will be used as assessment determining whether or not students grasped an understanding of the concepts
reflected in each selected poster
Supplemental information
Refer to textbook for understanding of the causes of WW I
Posters can be enlarged for better detail
NC Museum of History (for Tar Heel Junior Historian)
R E L AT E D W E B S I T E S
“Propaganda Posters” Created by Libby Chenault
http://docsouth.unc.edu/wwi/posters.html
COMMENTS
Less focus has been placed on this significant global war in the middle level grades. Study of the times also gives
basic information as to causes of WW II. Documenting the American South has a wealth of resources related to WW
I. Students who are war buffs will be fascinated. Students could also work in pairs, especially if technnology is
lmited at your school.
North Carolina Curriculum Alignment
S O C I AL S T U D I E S ( 2 0 0 3 )
Grade 8

Goal 5: The learner will evaluate the impact of political, economic, social, and technological changes on
life in North Carolina from 1870 to 1930.
o
Objective 5.04: Identify technological advances, and evaluate their influence on the quality of life
in North Carolina.
o
Objective 5.05: Assess the influence of the political, legal, and social movements on the political
system and life in North Carolina.
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