Inquiry Based Lesson Plan

Teachers: Manuel Leal

Subject: World History

Propaganda

Standard: High School

SSHighSchool-S2C8-O5: Analyze aspects of World War II: Political ideologies (totalitarianism and
Democracy) military strategies (air warfare, atomic bomb, Russian front, concentration camps)
treatment of civilian population Holocaust

Objective (Explicit):

Students will evaluate the spread of ideologies (a belief system) by comparing propaganda of all
political parties involved in WWII and pull out information from the propaganda to find the truth
behind them that relate to military strategies, treatment of civilian population and the holocaust.

Evidence of Mastery (Measurable):

Students will work with their elbow partner to dissect a propaganda poster from WWII and will find evidence from
their text books and internet to support their discovery.

Students will look for the emotions behind the propaganda.

Students will look for the message the propaganda conveys.

Students will look for what is constantly repeated.

Students will look for stereotyped phrasing.

Students will look for who does the propaganda support

Students will look for the villain behind the propaganda.

Students will look for how citizens are criticized and attacked.

Students will look for phrases or slogans that label people or events.

Students will look for whether something in the propaganda is true or false.

Students will look for the what the propaganda evokes emotionally and what responses come from
the people.

Students will look for cultural symbols used to obtain the emotional responses. Such symbols may be
verbal or visual. Posters make great use of symbols.

Sub-objectives, SWBAT (Sequenced from basic to complex):

6-8.RH.6. Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
Students will analyze the spread of political ideologies like and democracy during WWII through
propaganda posters. Students then identify the authors purpose by analyzing propagandas word
choice and persuasive techniques. SSHighSchool-S1C9-O1

Key vocabulary:

Propaganda
Totalitarianism
Socialism
Democracy
Civilian population
Holocaust

Materials/Technology Resources to be used:

iPad
Pen or Pencils
Paper
Propaganda poster (provided by teacher)

Engage (Make content and learning relevant to real life and connect to student interest)

Elaborate

Explain

Explore

Students will look at an anti-tobacco magazine ad from a popular magazine that teens associate with.
The ad will be posted on projector screen from the overhead projector. The students needs to write a
sentence describing how the ad makes them feel about tobacco use. The students also need to think
about what in the ad made them feel the way they felt about the ad.
Teacher Will: Go over the anti-tobacco ad and ask
students what are some aspects of this ad that are
poignant in making its propaganda case.

Student Will: Provide feedback about how the antitobacco ad made them feel and what from the ad
made them feel that way. ELL students will be
provided a sentence frame to assist in their response.

Co-Teaching Strategy/Differentiation
One Teach, One Observe One teacher has primary responsibility while the other gathers specific
observational information on students or the (instructing) teacher. The key to this strategy is to focus the
observation-where the teacher doing the observation is observing specific behaviors.
Teacher Will: Dissect the components of propaganda Student Will: Take notes identifying the components
from WWI. The propaganda posters will be from
of propaganda posters. They will also ask questions
U.S., Japanese, and Russians to show biases and
for clarification. ELL students will have written
points of view clearer.
instructions handed to them for further clarification.
Co-Teaching Strategy/Differentiation
Supplemental Teaching This strategy allows one teacher to work with students at their expected grade
level, while the other teacher works with those students who need the information and/or materials retaught,
extended or remediated.
Teacher Will: work with students as they work with
Student Will: work with their elbow partner to
their elbow partner developing their propaganda
develop a hypothesis about a propaganda poster they
hypotheses .
have been given to dissect.
Co-Teaching Strategy/Differentiation
One Teach, One Observe One teacher has primary responsibility while the other gathers specific
observational information on students or the (instructing) teacher. The key to this strategy is to focus the
observation-where the teacher doing the observation is observing specific behaviors.

Evaluate
Students will give a presentation about their finding on the propaganda poster. With their elbow partner, students will
be graded on the following aspects of their presentation.

Did they find the emotional connection of the propaganda poster to it citizens?

They were able to find the message or slogan.

Found stereotyped phrasing.

Pointed out who was being attacked.

Where able to tell what was true or false related to the WWII

Students will look for cultural symbols used to obtain the emotional responses. Such symbols may be
verbal or visual. Posters make great use of symbols.

Lesson Plane

Teachers: Manuel Leal

Subject: World History

Kristallnacht Night of Broken Glass

Standard: High School

SSHighSchool-S2C8-O5: Analyze aspects of World War II: Political ideologies (totalitarianism and
Democracy) military strategies (air warfare, atomic bomb, Russian front, concentration camps)
treatment of civilian population Holocaust
Objective (Explicit):
The students will analyze how political ideologies that led to racism and intolerance caused the Holocaust by
differentiating and extracting the necessary information from educational sources.
Evidence of Mastery (Measurable):
Students have been introduced to three sources (primary, secondary, & tertiary) used to instruct about Kristallnacht
and how it led to the holocaust. Source Analysis Assignment is an activity that allows the student to become
familiar with the idea of interpreting and analyzing source materials, which is a crucial aspect of all historical
study. There are numerous types of sources, and students must learn to differentiate and extract the necessary
information from such sources.
Students will select one source from the three sources used to teach Kristallnacht Night of Broken Glass. The
sources will be listed on the board in APA citation format to help with Source Analysis Activity. Using the
selected source, paired students will answer each of the questions on the worksheet with their elbow partner. The
research question should be about political ideologies that led to racism and intolerance causing the Holocaust.
Once the signal of raising hand for silence is given, the students will submit one worksheet and two research
ideas. Check for understanding of the procedure to be followed before giving the students permission to begin.
Ask: Please point to your elbow partner.
How many worksheets do happy partners turn in?
How many research questions should happy partners turn in?
Someone please summarize for us what we are about to do.

Teacher will walk around the room listening for correct answers.

Sub-objectives, SWBAT (Sequenced from basic to complex):

6-8.RH.6. Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).

Explain

Explore

Students will identify secondary and primary sources; they will go over several examples. The examples will
help students look for clues helping the students to tell what kind of source their documents are, secondary or
primary source.
Key vocabulary:
Materials/Technology Resources to be used:
SA
SS
iPad
Aryan
Third Reich/Reich
Paper
Treaty of Versailles
Pen or pencil
Kristallnacht
Dry erase board
Synagogue
Dry erase makers
Star of David
Paper towels
Holocaust
Prejudice
Engage (Make content and learning relevant to real life and connect to student interest)
Students will: Remember a time when you were picked on or left out because of the way you looked or
because of something someone else did but you got blamed. Write down what that was and how it made you
feel.
Teacher Will: Inform the student that today we are
Student Will: share what they wrote, utilizing askgoing to be going over how the Jews were
pause-call strategy
discriminated against and how this eventually led to Question: What were some of the feelings or
the holocaust.
emotions felt when you were discriminated against
for being different?
ELL - The question sets up the connection between
the student and the period of history that is being
studied to encourage the students desire to learn
and understand the Holocaust subject.
Co-Teaching Strategy/Differentiation
One Teach, One Observe One teacher has primary responsibility while the other gathers specific
observational information on students or the (instructing) teacher. The key to this strategy is to focus the
observation-where the teacher doing the observation is observing specific behaviors.
Teacher Will: show a letter written by a soldier from Student Will: then work together to figure out if the
source shown on the screen is a primary or
WWI. We will then show the students how, by
secondary source. They will write their answer on a
looking at the date, author and the context of the
whiteboard and they will show it when asked. After
letter, we can determine that it is a primary source.
doing three of these sources we will explain the
We will then show an article about the life of a
source analysis assignment again.
soldier in WWI. By doing a little research about the
author and article, we will determine that the source Before we start on it, we will check for
understanding using these questions:
is secondary.
What sources will you be analyzing?
How many sources do you have to pick to complete
this assignment?
Can you use the video we watched?
Who will be writing answers on the paper?
We will then let them begin

Elaborate

Co-Teaching Strategy/Differentiation
Supplemental Teaching This strategy allows one teacher to work with students at their expected grade
level, while the other teacher works with those students who need the information and/or materials retaught,
extended or remediated.
Teacher Will: work with students as they work with
Student Will: take their research topic idea and
utilizing the skills they learned in class, find at least
their elbow partner developing their propaganda
two sources, one primary and one secondary. Using
hypotheses.
these two sources the students will then have to
write a two paragraph description of Kristallnacht
using sources from National Archive Experience,
http://digitalvaults.org/
Co-Teaching Strategy/Differentiation
One Teach, One Observe One teacher has primary responsibility while the other gathers specific
observational information on students or the (instructing) teacher. The key to this strategy is to focus the
observation-where the teacher doing the observation is observing specific behaviors.

Evaluate
Students will have to submit their two paragraph paper on Kristallnacht citing two sources one primary and secondary
Source and answer the following questions:

1) Why is it important to know the author/creator of a source?

2) What makes a source an academic source?
3) What is a secondary source?
4) What does Kristallnacht mean in English?
5) Why did the Nazis burn down synagogues?
6) Why were 20,000 Jewish men taken on Kristallnacht?
7) Where did Kristallnacht happen?
8) What kind of source is the Kristallnacht film?