Before: Students should discuss the Uncle Sam Wants You poster created in 1917 and how that poster was used to lure young men to enlist. Ask the students to brainstorm what they "see" about the poster; e.g. the slogan (short and to the point), the colors (patriotic red, white, and blue), the actions (finger pointing, stern face). Allow the students to brainstorm the causes and posters that became visual reminders of a wide variety of actions during the war. (Rationing, enlisting, women at work, buying Liberty bonds, etc).
Display the propaganda poster, "Books Wanted for Our Men in Camp and Over There" of the marine holding a stack of books and asking citizens to donate books for soldiers overseas. Distribute the propaganda techniques (under attachments) and discuss each one. Allow the students to share examples of each type in current commercials or advertising. Be sure to stress that propaganda is used to sway people to do something (some students may believe that it was not used by the "good guys"). Ask the students to decide what techniques were a part of the marine poster. Accept all answers that can be justified by the illustration or wording.
Encourage students to discuss the figure included on the poster, the colors used, and the term "over there". Discuss how propaganda posters are often simple artwork with few strong words or phrases. Colors and symbols make an impact on the artwork. Encourage students to discuss why books might be an important cause to work for during the war.
The teacher should discuss or read the background information about the book drives that took place during the war from "For the Boys Over There" (see background information for the handout). Discuss the statistics on Alabama enlistees from "Send the Alabamians: World War I Fighters in the Rainbow Division" that can also be found in the background information.
During: Pass out the Letter from Cullman, Alabama, Concerning Teaching Illiterate Soldiers. This letter is from a Cullman County Defense Committee asking for assistance in teaching new soldiers how to read and write. Allow the students to first read the letter silently, then read the letter together and discuss. Have the students highlight phrases that they find interesting and "catchy". Have students also highlight the reasons that the writer listed for benefits of having soldiers that are literate. Allow students to share what they highlighted and justify why they felt the phrases are important. The teacher may encourage students to highlight who may participate in the literacy lessons, when and where it will take place, and why.
After: After the students have analyzed the primary document, tell them that they will create their own propaganda poster advertising the Cullman County literacy drive. Students may work individually or with a partner. Give each student, or pair, a sheet of copy paper and have other art materials (colored pencils, rulers, and markers) available. Remind the students that they should select one of the types of propaganda techniques to use in their artwork and slogan. Remind students that the artwork can be simple...sketch books and pencils if drawing a soldier is difficult.
Pass out the rubric (under attachments) in advance and discuss the criteria so students may know what is expected of them.
Allow students to share their literacy drive propaganda posters with the class, using a document camera if possible.
Before: Students should discuss the Uncle Sam Wants You poster created in 1917 and how that poster was used to lure young men to enlist. Ask the students to brainstorm what they "see" about the poster; e.g. the slogan (short and to the point), the colors (patriotic red, white, and blue), the actions (finger pointing, stern face). Allow the students to brainstorm the causes and posters that became visual reminders of a wide variety of actions during the war. (Rationing, enlisting, women at work, buying Liberty bonds, etc).
Display the propaganda poster, "Books Wanted for Our Men in Camp and Over There" of the marine holding a stack of books and asking citizens to donate books for soldiers overseas. Distribute the propaganda techniques (under attachments) and discuss each one. Allow the students to share examples of each type in current commercials or advertising. Be sure to stress that propaganda is used to sway people to do something (some students may believe that it was not used by the "good guys"). Ask the students to decide what techniques were a part of the marine poster. Accept all answers that can be justified by the illustration or wording.
Encourage students to discuss the figure included on the poster, the colors used, and the term "over there". Discuss how propaganda posters are often simple artwork with few strong words or phrases. Colors and symbols make an impact on the artwork. Encourage students to discuss why books might be an important cause to work for during the war.
The teacher should discuss or read the background information about the book drives that took place during the war from "For the Boys Over There" (see background information for the handout). Discuss the statistics on Alabama enlistees from "Send the Alabamians: World War I Fighters in the Rainbow Division" that can also be found in the background information.
During: Pass out the Letter from Cullman, Alabama, Concerning Teaching Illiterate Soldiers. This letter is from a Cullman County Defense Committee asking for assistance in teaching new soldiers how to read and write. Allow the students to first read the letter silently, then read the letter together and discuss. Have the students highlight phrases that they find interesting and "catchy". Have students also highlight the reasons that the writer listed for benefits of having soldiers that are literate. Allow students to share what they highlighted and justify why they felt the phrases are important. The teacher may encourage students to highlight who may participate in the literacy lessons, when and where it will take place, and why.
After: After the students have analyzed the primary document, tell them that they will create their own propaganda poster advertising the Cullman County literacy drive. Students may work individually or with a partner. Give each student, or pair, a sheet of copy paper and have other art materials (colored pencils, rulers, and markers) available. Remind the students that they should select one of the types of propaganda techniques to use in their artwork and slogan. Remind students that the artwork can be simple...sketch books and pencils if drawing a soldier is difficult.
Pass out the rubric (under attachments) in advance and discuss the criteria so students may know what is expected of them.
Allow students to share their literacy drive propaganda posters with the class, using a document camera if possible.
