2. Student
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Top
Introduction
Task
Process
Evaluation
Conclusion
Teacher page
Credits
Introduction
We experience visual information constantly. There are
billboards and signposts everywhere telling us all kinds of things. One of
the most basic and most popular forms of visual information is the
common, lowly poster. Posters are very useful things, they can give us a
lot of information with just a few words and some images. Some posters
inform and others try to persuade us to do or not do something.
There is actually an art to creating a really good, persuasive
poster and that's what we're going to explore now. In the following
WebQuest, you will be government intelligence officers and use the power
of teamwork to learn all about WWII Propaganda Posters. You will divide
up into teams with each person on your team becoming an expert on some
aspect of WWII Propaganda in order to find and judge the merits of
American propaganda posters. Then you will come together at the end to
share what you've learned from the research and present your own
propaganda posters.
3. Student
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Introduction
Task
Process
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Conclusion
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The Task
Your team has been assigned a specific role. You will use the links
provided as well as other resources (library, etc) to become experts on
your roles. You and your team will work together to create a Group
Report that presents your team's answer to the Quest(ion).
By completing this WebQuest, you should achieve the following goals:
1) develop an interest in the study of WWII Propaganda Posters;
2) use the power of the Internet for advanced exploration;
3) learn information about key aspects of WWII Propaganda Posters;
4) realize that complex topics can be looked at from various perspectives;
5) work with teammates to create your own propaganda poster using
elements discovered during the WebQuest.
6) formulate and support an opinion based on your own propaganda
The posters can be created by hand (drawing/painting/collage) or they can
be created digitally using paint software, clipart, and/or Photoshop.
4. Student
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Introduction
Task
Process
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The Process
1. As a class, study example poster: what kinds of images are being used;
what is the message?
2. Watch Propaganda Techniques--1950 video and list the 7 types of
propaganda.
3. Using the video and http://www.propagandacritic.com/, look at the
poster again as a class. What type of propaganda is being used here?
What is the message? Do you think it is effective?
4. Dividing into teams of three, students will receive/print out three
Poster Analysis Worksheets, one for each poster studied. Teams will
designate a manager, a recorder, and a researcher.
5. Each team will go the websites provided to explore American WWII
Propaganda Posters. Using the worksheets, the teams will find and
print out three posters that fit three different propaganda categories.
6. After exploring and identifying posters, teams will work to create their
own propaganda posters with their own persuasive message that
conforms to one of the seven types of propaganda.
7. Teams will present their posters to the class. Posters will be analyzed
and discussed as a class.
5. Student
Page
Evaluation
Describe to the learners how their performance will be evaluated. Specify whether there will be a
common grade for group work vs. individual grades.
Top
Exemplary
4
Accomplished
3
Developing
2
Beginning
1
The poster
includes all
required
elements as well
as additional
information. Incl
udes a simple
message.
All required
elements are
included on the
poster.
All but 1 of the
required
elements are
included on the
poster.
Score
Several required
elements were
missing.
Introduction
Task
Required Elements
Process
Evaluation
Conclusion
Attractiveness
Teacher page
Credits
Worksheet
The poster is
exceptionally
attractive in
terms of design,
layout, and
neatness.
Makes the viewer
want to take
action.
Has strong visual
impact.
The poster is
attractive in
terms of design,
layout and
neatness.
The poster is
acceptably
attractive, though
cluttered, messy,
a little vague or
confusing.
The poster is
disorganized,
very confusing or
vague. Poster is
very poorly
designed. It is
not attractive or
persuasive.
Worksheets are
completed,
questions are
fully answered
using details and
match posters
chosen.
Required printouts are
included.
Worksheets are
completed with
adequate
information,
details are
lacking. Printouts included.
Worksheets are
mostly
completed,
details missing or
inadequate.
Worksheet info
doesn’t match
print-outs.
Worksheets are
only partially
completed, no
details included.
No print-outs
included.
more
6. Student
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Introduction
Task
Process
Evaluation
Conclusion
Teacher page
Credits
Conclusion
You have learned what propaganda is, that there are several
different types, and how to identify them. You have learned that
propaganda posters are actually quite complicated. There is an art to
crafting your message and using visuals to persuade others. You have
learned what elements are effective at persuading others to accept your
message.
However, propaganda isn’t the only kind of persuasive message
out there. Watch What is Propaganda to learn how classic government
propaganda techniques can be used for other purposes.
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Introduction
Task
Process
Evaluation
Conclusion
Teacher page
Credits
Teacher Page
1. Internet projection and screen
2. Decide whether to assign groups or let students
sort themselves
3. Three Poster Analysis Worksheets per group
4. Classroom printer and paper
5. Colored pencils, markers, crayons, construction
paper, scissors, glue, tape, magazines (for those
groups that want to craft a physical poster)
8. Student
Page
Top
Introduction
Task
Credits
•Propaganda Techniques—1950 video
•http://www.propagandacritic.com/
•Poster Analysis Worksheet
Evaluation
•WWII American Propaganda Poster Links:
•Powers of Persuasion National Archives Exhibit
•Northwestern University Library of WWII Posters
•Miami University Libraries WWII Posters
Conclusion
•What is Propaganda video
Process
Teacher page
Credits
• Include a link back to The WebQuest Page so others can obtain training materials and information.
