World History Lesson Plan
Teacher:
Alison Rund, M’Ed
Social Studies Teacher
Corona del Sol High School
Tempe, AZ 85284
Purpose:
NEH Landmarks: Bay Area Home Front
Unit:
World at War
Lesson:
World War II Propaganda
Summer 2014
Standards:

Arizona State Social Studies Standards:
Strand 2: World History, Concept 8: World at War
PO 4. Examine the period between World War I and World War II:
a. rise of fascism and dictatorships
b. postwar economic problems
c. new alliances
d. growth of the Japanese empire
e. challenges to the world order
PO 5. Analyze aspects of World War II:
a. political ideologies (e.g., Totalitarianism, Democracy)
b. military strategies (e.g., air warfare, atomic bomb, Russian front, concentration camps)
c. treatment of civilian populations
d. Holocaust

Common Core Social Studies:
CCSS ELA-Literacy.RH.9-10.9: Compare and contrast treatments of the same topic
in several primary and secondary sources.
Rund 8/2014
Objective(s):
 Design and produce a historic
World War II era propaganda
poster from an Allied or Axis,
Foreign or Domestic perspective.


By viewing primary sources,
understand the impact of
propaganda on morale.

Distinguish between different
propaganda techniques and
perspectives.

Justify the effectiveness of
propaganda on the war effort.
Create an original WWII era
propaganda poster.
Essential Question: What were the specific goals and strategies used by the United States,
Allies, and Axis powers in propaganda posters during World War II?
Lesson (One to Two 55 minute class periods)
1. Define: What is propaganda?
a. The use of a variety of communication techniques that create an emotional
appeal to accept a particular belief or opinion, to adopt a certain behavior or
to perform a particular action.
2. Discuss: The purpose and power of propaganda:
a. Positive vs. Negative propaganda
b. Propaganda Techniques (PBS Worksheet)
i. Name Calling, Glittering Generalities
ii. Transfer, testimonial
iii. Plain folks, bandwagon, fear
iv. Bad logic, unwarranted extrapolation
3. Compare / Contrast: (with Primary Source Examples): Use attached document,
“Teaching with Primary Sources Lesson—Propaganda, Annotated Resource Set” to
help compare and contrast propaganda posters from World War II Warring
Countries.
a. Overhead project an example of an American, Russian, French, Japanese,
British, German, and Italian World War II Propaganda Posters
b. Students individually note elements of propaganda, similarities, and
differences among the posters
c. Discuss
4. Assignment:
Rund 8/2014
a. Task: Create a World War II Propaganda Poster
i. Select a historic World War II poster
ii. Create your own
b. Using poster board, bright colors, and understanding of propaganda, create
the poster
5. Assessment:
Rubric:
Category
20-25 Points
10-20 Points
0-10 Points
Topic:
The topic is
clearly identified
on the poster.
The topic is clear
and well-focused.
The poster
includes relevant
and historically
accurate details
to support the
poster’s message.
The poster clearly
communicates a
persuasive
message.
The topic is
evident on the
poster, but is not
clearly identified.
No topic is
identifiable on
the poster.
The poster
includes
supporting
details, but some
details are lacking
in their historical
accuracy or
relevancy. The
poster
communicates a
persuasive
message.
The student
makes a number
of grammatical
and spelling
errors that
minimally
distract the
reader from the
poster’s content.
The poster makes
some use of color,
visual images and
words to
communicate the
poster’s intended
message. The
poster is lacking
in overall
neatness and
presentation.
The poster does
not include
historically
accurate or
relevant details in
support of the
poster’s message.
Little or no
persuasion is
evident on the
poster.
_________________
Poster Details
Grammar and The student
makes no errors
Spelling
in grammar or
spelling that
distract the
reader from the
content of the
poster.
Neatness
The poster uses
color, visual
images and words
to clearly
communicate the
poster’s intended
message. The
poster is neat and
cleanly presented.
Total Points
Earned
The student
makes many
grammatical and
spelling errors
that distract the
reader from the
poster’s content.
The poster does
not use color,
visual images, or
words to
communicate the
poster’s intended
message. The
poster is messy
and poorly
presented.
Sources:
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Galligan, Martin., What are the Elements of Propaganda?, Library of Congress: Teaching
with Primary Sources, Spring 2013.
Propaganda and Disinformation, University of California, Berkeley Media Resources Center,
Moffitt Library, 2014.
Propaganda Techniques, Classroom Materials, Reporting American at War, Public
Broadcasting Station, 2014.
The Powers of Persuasion, Poster Art from World War II National Archives Records and
Administration, www.archives.gov/powers_of_persuasion/
Winning Over the Hearts and Minds: Analyzing WWII Propaganda Posters, The National
World War II Museum, New Orleans, 2014.
Examples:
Rund 8/2014