Lesson Plan Rachel HuangLesson 3:

Developing Critical Thinkers Through the Process of Analyzing Nazi Propaganda Posters

Course: Ethics and Religious CultureCycle/ Year: Secondary 4; Cycle 2, Year 2Date: May 10, 2018

Duration of Class: 50 MinutesLocation: Room 303Time of Class: 8:30-9:20Number of Students: 17

RATIONALE:

Lesson Rationale:Propaganda has a long history and everyone has his/her own idea of how to define the term. Propaganda was instrumental in the Nazi Party’s persecution and murder of millions of people during the Holocaust. Through this lesson, students will gain a deeper understanding of the role of Nazi propaganda and assess its power in Germany from the 1930s-1940s. As a result, students will be encouraged to think more deeply about the themes and techniques employed in propaganda posters and recognize its effectiveness on the reception of messages.

I believe that my role as an educator is to help students develop into independent, critical thinkers. By providing students with a relatable hands-on activity that aids their learning, students will be equipped to handle daily problems. As a result, this lesson directly aligns with my teaching rationale, as students exercise their critical thinking skills through the group poster analysis activity. Furthermore, students will gain a greater global awareness through the skills and tools developed in this lesson and its activity.

OBJECTIVES:

Learning Objectives: - By the end of the lesson, students will be able to effectively analyze the assigned Nazi

propaganda poster, as a group, by observing the details, recognizing important symbols and texts, and recalling previous lessons on Nazi attitudes and actions in the 1930s to interpret the Nazi propaganda poster’s meaning.

- Students will be able to state and recognize the different techniques employed in propaganda posters using the information presented in the powerpoint. Additionally, students will apply these learned skills through the assigned analysis activity.

- Students will reinforce their learnings of the different techniques used to construct the propaganda poster, as discussed in the lesson, by communicating their reasoning on its effectiveness with group members in the class time allotted.

- Each individual student will broaden their understanding of propaganda by drawing parallels to current society, as the teacher explains and gives modern examples of the different propaganda.

- Students will develop a stronger sense of civic and moral duties as they explore the negative consequences of remaining silent and importance of being critical thinkers, who speak out against the norm.

Broad Areas of Learning: Media Literacy:

- Through the in-depth analysis of Nazi propaganda, students will develop the skills to exercise critical, ethical, and aesthetic judgment on the construction of media documents.

Citizenship and Community Life:- Students will recognize the importance of exercising one’s individuality while having an

open attitude, in preparation for taking part in the democratic life, outside of the classroom by uncovering the negative impacts of remaining silent.

COMPETENCIES:

Subject-Specific Competencies:- Reflects on ethical questions- Demonstrates an understanding of the phenomenon of religion - Engages in dialogue

Main Cross Curricular Competencies:- Uses information - Exercises critical judgment- Adopts effective work methods- Cooperates with others- Communicates appropriately

LESSON:

Materials: - Nazi propaganda powerpoint (https://docs.google.com/presentation/d/1ad7o7wP-

auBITCtbeFxjo3DP2o9xmKmtv2KPZhc7I4U/edit?usp=sharing) - Guided notes handout - Nazi propaganda posters (4) - Nazi propaganda analysis worksheet

Context/ Background:This lesson is the third one, of a six-lesson unit. Today’s lesson will consist of students applying prior knowledge on the Nazis and their use of propaganda during the Holocaust to the in-class propaganda poster analysis activity. In lesson one, students developed an understanding of the Holocaust by examining the United States Holocaust Memorial Museum’s definition of the Holocaust. Students also defined the term “propaganda” and learned to recognize the difference between propaganda and disinformation. Lesson two focused on Joseph Goebbel and his role as the Minister of Popular Enlightenment and Propaganda to convince the German public opinion to support Hitler and the Nazi party. Students also examined the definition of censorship and understood how it was employed by Joseph Goebbel to create a state of deception. Drawing on their existing knowledge of the Holocaust’s social environment and objective, students will then be able to achieve this lesson’s aim of effectively analyzing Nazi propaganda posters.

Procedure:Introduction: (5 minutes)

- Hook: Analyze the Nazi Propaganda poster, “The Eternal Jew” (1937). (See Appendix 1)- This lesson will begin by asking students to individually analyze the impactful Nazi

propaganda poster, “The Eternal Jew” (1937). Students will be asked to circle key symbols and texts that stand out to them and explain in their own words, through writing, each of its significance on the notes sheet handed out. (See Appendix 2)

- This brief activity adjusts the student’s attention to the lesson’s objective of picture analysis.- This will also act as a form of pre-assessment, informing the instructor of each student’s

analysis abilities. From this, the instructor will also be able to assess each student’s recollection of negative Jewish stereotypes put out by Joseph Goebbel to make the Jews into the state enemy, as discussed in the previous lesson.

- Following the individual analysis of the Nazi propaganda poster, the instructor will then discuss the class agenda (see slide 3 of powerpoint).

Body: (10 minutes)

- The lesson will begin by discussing the different techniques used in propaganda. Students will be asked to follow along with the presentation through their guided notes (see Appendix 2 for guided notes)

- The instructor will explain each of the following vocabulary words:(see slide 4) Demonization Name Calling Appeal to Fear. Emotional Appeal Patriotic Appeal Catchy Slogan Bandwagon

- Each technique will be discussed in greater detail to the class by providing them with a modern-day example, which will aid in their comprehension. For instance, the teacher can mention how McDonald’s popular slogan, “I’m loving it” is an example of a catchy slogan that customers immediately recognize and associate with McDonald’s.

- Students will be asked to recall the factors that create effective propaganda from last class: the audience and environment. The educator will review how each were important criterions for creating a state of deception.

- The instructor will then present students with additional elements to focus on when analyzing propaganda posters (see slide 5).

- Using this newly acquired information, students will re-visit the Nazi propaganda poster, “The Eternal Jew,” and re-assess its meaning as a class. This will prepare them with the skills needed to participate in the group activity. The instructor should point out the following symbols in the image and explain each’s

significance (see slide 6). The man’s hutched over position The money in the man’s “begging” hand The USSR/ Communist symbol The whip The font

Activity: (30 minutes)- After demonstrating the process of how to analyze a propaganda poster as a class, students

will then participate in a group student-centered learning activity in which they apply their knowledge on analyzing posters, as discussed in today’s lesson. This should last approximately 30 minutes (15-20 minutes for analysis and 10 minutes for groups to present their findings)

- To begin, students will be asked to form groups of 4-5 students. There should be a total of 4 groups in this class.

- The instructor will assign each group one Nazi Propaganda poster. Each group will receive a different poster to analyze. (See Appendix 3)

- Using their notes and knowledge from previous lessons, students will discuss the meaning of the poster and develop their own analysis with their group members.

- Students will also be expected to fill out a 5-question handout which will be handed in at the end of class. These questions will guide and encourage students to think deeper about each poster’s meaning. It will also act as a form of assessment for the instructor. (See Appendix 4 for handout)

- While students are analyzing their posters, the educator will circulate around the classroom to facilitate a conducive working and learning environment. The instructor will also be able to informally assess student capabilities by observing which symbols they circle and believe are important. If the instructor notices that students are getting off track, he/she can give students clues of important signs to take note of, aiding them in their analysis.

- After 15-20 minutes of group discussion, students will be asked to present their findings to the class. Each poster will be displayed on the board as each group shares their analysis with the class.

- The instructor will aid students in deepening the analysis if any key points are missed.

Conclusion: (5 minutes)- The instructor will instigate a discussion on critical thinking and its importance in relation

to propaganda. - Students will then be presented with the definition of critical thinking (see slide 12).

Students will be asked to copy down the definition in their guided notes. - The instructor will then discuss the importance of being critical thinkers. - To culminate this idea, students will watch a brief video of why critical thinking is

important today (https://www.youtube.com/watch?v=XYviM5xevC8). This notion will relate to the next lesson in which students examine propaganda in modern society.

- Upon leaving the classroom, students will then be asked to write and hand in an exit card. Students will reflect on their favorite part of the lesson and share their beliefs on why critical thinking is important. The prompt will be provided on the back of their guided notes.

- As students complete their exit cards, the instructor will end the lesson by discussing what the focus of the next class will be.

Assessment:- The image analysis handout used in the activity will be a form of formative assessment.- As students complete the analysis and handout during the activity portion of the lesson, the

instructor will walk around and informally assess each’s student’s ability to analyze propaganda.

- Students will be asked to answer the answers on the 5-question worksheet, which will be handed in, at the end of class. If there are major misunderstandings, the instructor will address them while the group is presenting their findings. More time for in-depth discussions can also be allotted to the next class, if necessary.

- To ensure that students fully grasp the skills, the instructor will also a brief review the process of analyzing propaganda posters and provide more examples in the next class.

- It is important that students fully grasp these analysis skills, as they will be necessary to complete their summative assessment which will be introduced in lesson 4. In this final project, students will be expected to apply their knowledge to research, analyze, and present a modern propaganda of their choice. Such capabilities are also important for students to acquire to exercise their roles as future citizens.

Differentiation:- Many instructional approaches are used ranging from images, videos, a hands-on group

activity, and oral communication (group discussion). These various forms of learning will address the different learning needs.

- The images shown will enhance the important points discussed on each slide. Additionally, the relevant memes/ gifs will draw the student’s attention to the lesson’s objective.

- Students will watch a video about how the lack of critically thinking affects society. By taking a comical approach to the material, students can better relate to the lesson

- Changing the learning environment from independent study to group work will also benefit the different styles of learners.

- Students who have difficulty staying concentrated will also benefit from the guided notes, as it ensures that they are following along with the lesson.

Use of Technology:- The educator will incorporate various technological experiences into the lesson to enhance

the student’s learning opportunities.- Powerpoints projected onto the smartboard will make lessons more visually appealing,

encouraging students to follow along with the lesson. - Creating the presentation on Google slides will also benefit students who may be absent

from class, as they can easily access the material from the comfort of their own home and take part in a form of E-learning.

- By posting the slides online, students will also be able to pace their own learning. - Through the web, the educator will be able to enhance learning opportunities by showing

videos on Youtube that relate to the content.

Progressions of Learning (PoL)1. Reflects on Ethical Questions

D. Tolerance - Formulates ethical questions about tolerance- Makes connections between tolerance and recognition of others

E. The Future of Humanity- Explains some possible actions or opinions, given the challenges in human relations- Religious references in art and culture-

2. Demonstrates an understanding of the phenomenon of religion G. Religious References in Art and Culture

- Identifies, in work of art, characters, objects, or a scene that contains a religious reference- Explains the symbolism of certain religious references in works of art.

3. Engages in DialogueD. Types of reasoning

- Recognizes and questions by deductionE. Means for examining a point of view

- Recognizes and questions an appeal to the crowd, prejudice, and stereotype.

TARGET PROFESSIONAL COMPETENCIES:(specific attributes of the competencies addressed)

The teacher establishes meaningful links with the students’ culture by relating the subject matter to events related to the content. For instance, how critical thinking and analysis skills can be applied to modern forms of media. By watching the comical Jimmy Kimmel video, the importance of critical thinking is further communicated to the students. C1

The teacher communicates ideas and instructions in a precise, grammatically-correct manner with students. Additionally, the educator will correct student’s verbal language, during group discussions and presentations, and written language, when they hand in their group analysis worksheet. C2

The lesson objectives are met through a variety of instructional approaches. This includes the use of visual, auditory, and kinesthetic modes of learning. Furthermore, different forms of Gardner’s multiple intelligences, like interpersonal, intrapersonal and spatial intelligence, are used throughout this lesson. C3

Students are provided with the effective resources to guide their own learnings on how to analyze propaganda. This includes a step-by-step class analysis and a copy of their guided notes. C4

Through the pre-assessment activity/ hook, the class analysis, and group activity, the educator will be able to gather a base understanding of how well each student comprehends the material. As each group fills out the group analysis worksheet, the educator can take stock of each learner’s mastery level and progress in analyzing propaganda. C5

By walking around the classroom while lecturing to ensure students are paying attention or aiding students in the group activity, the teacher will maintain a classroom climate that is conducive to learning. C6

Educators can best manage disruptive students by standing near them or giving them a stern look, to remind them of how to behave appropriately. If these methods are unsuccessful, the

teacher can move the student to a better working location. C6 Competencies 9 and 10 are reached through this lesson as it was created in cooperation with

the cooperating teacher and other members of staff. C9 & C10 Competency 12 is targeted through a fair teaching practice using one’s own personal

professional judgment and rationale. By having students reflect on the lesson through exit cards, educators will learn which learning approaches were most effective, allowing teachers to grow and better their learning styles. C12

Appendix 1:

Appendix 2:

Name: _______________________________ Date:_______________________

Nazi Propaganda: NOTES 3DO NOW:

Techniques of Propaganda:1.

2.

3.

4.

5.

6.

7.

Critical Thinking:____________________________________________________________________________________________________________________________________________________________

EXIT CARD: What was your favorite part of today’s lesson? Do you think it is important to be critical of the information you receive? Explain.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix 3:

Group A:

Group B:

Group C:

Group D:

Appendix 4: Ethics and Religious Culture: Holocaust Date: _______________________________Secondary 4, Cycle 2Group Activity: Nazi Propaganda Poster Analysis

Group Members:Question 1: Who created this poster? How can you tell?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Question 2: Why was this poster created? What message is it communicating?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Question 3: Which propagandist techniques are being used? How?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Question 4: Who is this poster targeting? Who is its intended audience? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________Question 5: Do you think this poster is effective? Why? Why not?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________