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Propaganda in the Civil War

In this lesson, students will analyze multiple types of media, and also identify the different propaganda techniques used in each form. Students will be given political posters, a map, sheet music, pictures, or a poster from a civil war play as a primary source for a propaganda analysis. Students will be divided into cooperative learning groups of four. The lesson will begin with a brain storm of prior knowledge about the Civil War, and then students will analyze their primary sources in their cooperative learning groups. At the end of the lesson, each cooperative learning group will present their information to the class. This lesson is an originally created lesson plan inspired by ideas from lesson plans off the Library of Congress’s teacher sources. #VegasPBS-INST342

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Content Area

  • NVACS English Language Arts

Resource Type(s)

  • Lesson Plan

Grade(s)

  • 6th Grade
  • 7th Grade
  • 8th Grade
  • 9th Grade
  • 10th Grade
  • 11th Grade

Course(s)

  • English 6
  • English 7
  • English 8
  • English 9
  • English 10

Standard(s)/Course Objective(s)

  • W.6.1 - Write arguments to support claims with clear reasons and relevant evidence.
  • W.6.1a - Introduce claim(s) and organize the reasons and evidence clearly.
  • W.6.1b - Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
  • W.6.1c - Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
  • W.6.1d - Establish and maintain a formal style.
  • W.6.1e - Provide a concluding statement or section that follows from the argument presented.
  • W.6.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • W.6.2a - Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • W.6.2b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  • W.6.2c - Use appropriate transitions to clarify the relationships among ideas and concepts.
  • W.6.2d - Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • W.6.2e - Establish and maintain a formal style.
  • W.6.2f - Provide a concluding statement or section that follows from the information or explanation presented.
  • W.6.3c - Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
  • W.6.3d - Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
  • W.6.6 - Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
  • W.6.7 - Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
  • W.6.8 - Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
  • W.6.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.6.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • SL.6.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
  • SL.6.1a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • SL.6.1b - Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
  • SL.6.1c - Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
  • SL.6.1d - Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
  • SL.6.3 - Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • SL.6.4 - Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
  • SL.6.5 - Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
  • SL.6.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade L.6.1-3 for specific expectations.)
  • L.6.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.6.1e - Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
  • L.6.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • L.6.3a - Vary sentence patterns for meaning, reader/listener interest, and style.
  • L.6.3b - Maintain consistency in style and tone.
  • L.6.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Textbook Unit(s)

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