{"id":30359,"date":"2021-08-21T08:45:24","date_gmt":"2021-08-21T12:45:24","guid":{"rendered":"https:\/\/www.frankwbaker.com\/mlc\/?page_id=30359"},"modified":"2023-12-07T10:07:26","modified_gmt":"2023-12-07T15:07:26","slug":"lesson-plan-4","status":"publish","type":"post","link":"https:\/\/www.frankwbaker.com\/mlc\/lesson-plan-4\/","title":{"rendered":"Lesson Plan 4"},"content":{"rendered":"\n\n\n\n\n\n\n\n\n\n\n\n
Understanding by Design (UbD) Unit Plan<\/strong><\/td>\n<\/tr>\n
Title:<\/strong><\/td>\nUse of enlistment posters during WWI<\/td>\nSubject\/Course:<\/strong><\/td>\nWorld History<\/td>\n<\/tr>\n
Topic:<\/strong><\/td>\nPoster design\/analyzing a poster<\/td>\nGrade:<\/strong><\/td>\n10<\/td>\nDesigners:<\/strong><\/td>\n <\/p>\n

Chris Hanson<\/td>\n<\/tr>\n

\u00a0<\/strong><\/td>\n<\/tr>\n
Stage 1 \u2013 Desired Results (PLAN) <\/strong><\/td>\n<\/tr>\n
Established Goals:\u00a0 <\/strong>(What do students need to learn and be able to do?)<\/strong>
\n<\/strong>Visual Arts Anchor Standard 11<\/p>\n

Students will relate artistic ideas and works with societal, cultural and historical context to deepen understanding.<\/p>\n

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  • During WWI posters were a powerful method of communicating with a\u00a0 population.<\/li>\n
  • Common themes included enlistment; food issues such as rationing and growing victory gardens; \u00a0funding the war effort with war bonds, and general support for the military effort.<\/li>\n
  • Common symbols were used in posters.\u00a0 American posters often included Uncle Sam or Columbia.\u00a0 British posters showed John Bull and Britannia. \u00a0Marianne represented the French people.\u00a0 In the allied posters Germany was often depicted by a gorilla-type character \u00a0wearing a \u00a0German helmet, called a \u201cHun.\u201d<\/li>\n
  • Students will analyze enlistment posters from WWI, looking at the design of the poster, the message, the intended audience and the intended outcomes.<\/li>\n<\/ul>\n

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Understandings:\u00a0 <\/strong><\/p>\n

Students will understand that\u2026<\/em><\/p>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All messages are constructed<\/em><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Media messages are constructed using creative techniques to attract attention.<\/em><\/p>\n

o\u00a0\u00a0 Color<\/em><\/p>\n

o\u00a0\u00a0 Line<\/em><\/p>\n

o\u00a0\u00a0 Size of text<\/em><\/p>\n

o\u00a0\u00a0 Shapes <\/em><\/p>\n

o\u00a0\u00a0 Composition<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Different [people experience the same media message differently.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Media have embedded values and points of view.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Most media messages are organized to gain profit and\/or power.<\/p>\n

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Essential Question\/Big Idea:<\/strong><\/p>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Who created this message?<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What creative techniques are used to attract my attention?<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How might different people understand this message differently from me?<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What lifestyles, values and points of view are represented in, or omitted from, this message?<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Why is this message being sent?<\/p>\n

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Students will know\u2026.<\/em><\/p>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How to use elements of art in poster design<\/p>\n

o\u00a0\u00a0 Color<\/p>\n

o\u00a0\u00a0 Line<\/p>\n

o\u00a0\u00a0 Size of text<\/p>\n

o\u00a0\u00a0 Shapes<\/p>\n

o\u00a0\u00a0 Composition<\/p>\n

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Students will be able to\u2026.<\/em><\/p>\n

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Analyze a poster using the Poster Analysis Worksheet<\/p>\n

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Be sure to include both language and content objectives.<\/em><\/strong><\/p>\n

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Stage 2 \u2013 Assessment Evidence (STUDY)<\/strong><\/td>\n<\/tr>\n
Performance Task <\/strong>(How will we know if they learned it?)<\/strong><\/p>\n

\u00a0<\/em><\/strong><\/p>\n

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  • Two enlistment posters will be displayed, one showing the perspective of the German population and one from the allied population.\u00a0 Students will analyze the posters using the Analyze a Poster worksheet that is linked below.<\/li>\n<\/ul>\n

    The teacher will lead students in a discussion of the analysis.<\/p>\n

    Discussion questions: \u00a0How does this poster \u00a0raise the national pride in ones\u2019 country?<\/p>\n

    Why would young men volunteer to fight?<\/p>\n

    Why would they want to go to war knowing they could be injured or killed?<\/p>\n

    \u00a0<\/em><\/p>\n

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Key Criteria:\u00a0 <\/strong>to reflect Performance Tasks:\u00a0 Examples<\/em><\/strong>: Rubric, Checklist, etc.<\/p>\n

<\/em>Analyze a Poster<\/a> worksheet<\/p>\n

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Other Evidence <\/strong>(How will we know if they learned it?)<\/strong><\/p>\n

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\nStage 3 \u2013 Learning Plan (DO)<\/strong><\/td>\n<\/tr>\n
Learning Activities <\/strong>(How will students learn it?)<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Read chapter in the World History text book on the causes of WWI.<\/p>\n

Read the materials on the use of posters during WWI at the National Archive website.<\/p>\n

Watch the Graphic Design PPT and take notes.<\/p>\n

Read the Graphic Design document and take notes.<\/p>\n

Read excerpts from All Quiet on the Western Front<\/em> for perspectives on the German soldiers during WWI.<\/p>\n

Read excerpts from Intimate Voices From the First World War<\/em> for perspectives on soldiers and civilians throughout Europe during WWI.<\/p>\n

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Resources <\/strong><\/p>\n

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All Quiet on the Western Front\u00a0\u00a0 <\/strong>https:\/\/en.wikipedia.org\/wiki\/All_Quiet_on_the_Western_Front<\/a><\/p>\n

\u00a0<\/strong><\/p>\n

Intimate Voices from the First World War <\/strong>https:\/\/www.amazon.com\/Intimate-Voices-First-World-War\/dp\/0060582596<\/a><\/p>\n

\u00a0<\/em><\/p>\n

Graphic Design PPT<\/a> \u00a0by Morgan Piercer<\/p>\n

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Graphic Design Document<\/a> by Morgan Piercer<\/p>\n

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Intimate Voices from the First World War <\/strong>https:\/\/www.amazon.com\/Intimate-Voices-First-World-War\/dp\/0060582596<\/a><\/p>\n

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History Alive! World Connections\u00a0 ISBN: 978-1-934534-91-5<\/p>\n

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Literacy for the 21st<\/sup> Century at https:\/\/www.medialit.org\/sites\/default\/files\/01a_mlkorientation_rev2_0.pdf.\\<\/a><\/p>\n

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Posters for Analysis <\/a>\u00a0Use the 2 posters at the top of the page<\/p>\n

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World War 1 Posters at https:\/\/www.loc.gov\/collections\/world-war-i-posters\/about-this-collection\/<\/a><\/p>\n

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Reflection (ACT)<\/strong><\/td>\n<\/tr>\n
Were the lessons successful?\u00a0 How do you know?\u00a0 What would you do differently next time?<\/p>\n

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Intervention <\/strong>(What will we do if students don\u2019t learn it?)<\/strong>\u00a0 <\/strong><\/p>\n

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Enrichment <\/strong>(What will we do if students don\u2019t learn it?)<\/strong>\u00a0 <\/strong><\/p>\n

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 <\/p>\n","protected":false},"excerpt":{"rendered":"

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