Propaganda Pop: Past to Present Posters

11th Grade

Project
2 weeks

Propaganda Pop: Past to Present Posters

Victoria Douglass

Purpose

This project aims to deepen students' understanding of the impact of propaganda during World War One and its relevance to contemporary media practices. By engaging in hands-on research and creative expression, students will critically analyze historical techniques and apply them to modern social issues. The project fosters analytical thinking, creativity, and communication skills, encouraging students to draw meaningful connections between past and present media influences.

Learning goals

Students will critically analyze the role of propaganda in shaping public perception during World War One, drawing connections to contemporary media practices. They will develop skills in researching primary sources and applying historical techniques to modern contexts. Through creative expression, students will enhance their ability to communicate complex ideas and engage in meaningful discussions. Reflective journaling will foster personal connections to historical content, encouraging deeper understanding and self-awareness.

Standards

Common Core - CCSS.ELA-LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
Common Core - CCSS.ELA-LITERACY.WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Common Core - CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions, building on others' ideas and expressing their own clearly and persuasively.

Products

Students will create a series of visually compelling posters that utilize World War One propaganda techniques to address a contemporary social issue, such as climate change or digital privacy. These posters will be designed to convey a clear message and target a specific audience, demonstrating an understanding of historical and modern media influence. Throughout the project, students will refine their posters based on peer feedback, ensuring that their final products effectively communicate their intended impact.

Launch

To kick off the project, host an immersive "World War One Propaganda Day" where students explore a recreated historical setting filled with replica posters, speeches, and newspaper articles from the era. Begin with a brief dramatic reading of a WWI speech to set the tone, followed by a guided gallery walk where students analyze the propaganda techniques used. Conclude with a brainstorming session where students discuss initial ideas for their own projects, drawing connections between historical and modern media influences.

Exhibition

Students will showcase their projects in a 'Propaganda Gallery Walk' set up in a school hallway or auditorium. Each student will display their series of posters or digital campaigns, allowing visitors to explore the creative interpretations of historical and modern propaganda. Peers, teachers, and parents will be invited to view the work, sparking discussions about the parallels between World War One propaganda and contemporary media practices. The exhibition will serve as an interactive platform for students to articulate their insights and engage with the audience's perspectives.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	World War One Propaganda Day Launch - Immerse students in a recreated historical setting with replica posters, speeches, and newspaper articles from the era to set the tone for the project (30 min) Guided Gallery Walk - Lead students through an analysis of World War One propaganda techniques and messages in the recreated setting (40 min) Brainstorming Session - Facilitate a discussion to help students generate initial ideas for their creative projects, connecting historical and modern media influences (20 min)	Primary Source Analysis - Guide students in researching and analyzing World War One propaganda posters, speeches, and newspaper articles to understand techniques used and messages conveyed (45 min) Reflective Journal Entry - Have students document their thoughts on the impact of propaganda during World War One and its modern parallels (20 min) Small Group Discussions - Organize students into groups to share research insights and receive feedback to refine their understanding (25 min)	Introduction to Modern Media Practices - Present examples of contemporary media techniques that parallel historical propaganda, encouraging students to draw connections (30 min) Research and Ideation - Assist students in researching current social issues and brainstorming how to apply World War One propaganda techniques to address these issues (40 min) Reflective Journal Entry - Encourage students to reflect on how modern media influences public perception and their project ideas (20 min)	Design Principles Workshop - Teach students fundamental design principles to effectively create compelling visual messages (30 min) Drafting Initial Concepts - Support students as they begin drafting their series of posters or digital campaigns, applying learned techniques to chosen social issues (40 min) Feedback Session - Facilitate peer feedback on initial drafts to encourage constructive critique and revision (20 min)	Revise and Develop - Provide time for students to incorporate feedback and further develop their creative projects (45 min) Reflective Journal Entry - Prompt students to reflect on their progress and any challenges faced with their projects (15 min) Plan for Next Week - Guide students in creating a plan for completing their projects and preparing for the Propaganda Gallery Walk (30 min)
Deliverables	1. Reflective journal entries documenting thoughts on WWI propaganda and its modern parallels. 2. Group presentation on a selected WWI propaganda poster, including analysis of techniques and messages. 3. Initial draft of poster concepts addressing a chosen contemporary social issue.
Preparation	1. Acquire and set up replica WWI propaganda materials for 'World War One Propaganda Day.' 2. Prepare a dramatic reading script from a WWI speech. 3. Curate a selection of primary source materials, including posters, speeches, and newspaper articles. 4. Organize materials for students to conduct research, such as access to digital archives or printed resources. 5. Provide art supplies for students to draft initial poster concepts, including paper, markers, and design templates.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Research Presentation Preparation - Students collaborate in small groups to prepare presentations on World War One propaganda techniques based on their research findings, focusing on how these techniques influenced public perception (30 min) Group Critique Session - Groups present their research findings to the class and receive constructive feedback to refine their understanding and application in their projects (30 min) Propaganda Poster Drafting - Students begin drafting their posters using historical propaganda techniques to address a chosen contemporary social issue, considering the intended impact and audience (30 min)	Final Poster Creation - Students complete their series of posters, incorporating peer feedback and ensuring clarity in their messaging and visual appeal (45 min) Reflective Journal Entry - Students write a journal entry reflecting on the connections between World War One propaganda techniques and modern media practices, including personal insights and observations (20 min) Exhibition Planning - Students plan the layout and logistics for the 'Propaganda Gallery Walk,' deciding on display arrangements and preparing presentation talking points for the exhibition (25 min)	Gallery Walk Setup - Students set up their posters in the designated exhibition space, ensuring each display is visually engaging and ready for visitors (30 min) Peer Review Session - Students review each other's displays in a mock gallery walk, offering feedback to enhance presentation quality and engagement (30 min) Final Adjustments - Students make final tweaks to their posters and presentation materials based on peer review feedback, ensuring readiness for the exhibition (30 min)	Propaganda Gallery Walk Exhibition - Students showcase their projects in the gallery walk, inviting peers, teachers, and parents to view and discuss the parallels between historical and modern propaganda (60 min) Audience Engagement - Students engage with visitors, articulating their insights and responding to questions about their creative choices and research findings (30 min)	Reflection and Discussion - Students participate in a class discussion to reflect on the exhibition experience, sharing thoughts on audience reactions and their personal learning journey (30 min) Final Reflective Journal Entry - Students complete their reflective journals, summarizing their understanding of propaganda's impact and connecting historical insights to modern media practices (30 min) Project Wrap-up and Evaluation - Students evaluate their learning outcomes, discussing the challenges and successes of the project and receiving teacher feedback on their work (30 min)
Deliverables	1. Final series of posters addressing a current social issue using World War One propaganda techniques, ready for exhibition. 2. Reflective journal entries documenting the process and insights gained during the project, focusing on historical and modern media parallels.
Preparation	1. Gather materials for students' creative projects, including poster boards, markers, digital tools for design, and access to printers. 2. Set up the 'Propaganda Gallery Walk' space in a school hallway or auditorium, ensuring ample display areas for student work. 3. Coordinate invitations for peers, teachers, and parents to attend the exhibition, including scheduling and communications. 4. Prepare feedback sheets for gallery visitors to provide constructive comments on student projects.