Lesson Plan

Reading Can Save a Soldier

Subject Area

Social Studies

Grade(s)

6

Overview

At the turn of the 20th century, illiteracy was common across the United States. Percentages ranged from 10-30%, depending on location. Rural Alabama suffered from a high illiteracy rate. During this lesson, students will read and analyze primary documents that focus on the importance of literacy for Alabamian soldiers - LIT2010 (6-8)(2 & 7). Students will create a propaganda poster that asks citizens to do their part [SS2010 (6)(3)] in changing the culture of Alabama illiteracy and for teaching  Alabama soldiers that literacy is a powerful weapon [SS2010 (6)(1)].

This lesson was created in partnership with the Alabama Department of Archives and History.

Social Studies (2010) Grade(s): 6

SS10.6.3

Identify causes and consequences of World War I and reasons for the United States’ entry into the war.

Unpacked Content

UP:SS10.6.3

Vocabulary

  • WWI
  • Lusitania
  • Zimmerman Note
  • alliances
  • militarism
  • imperialism
  • nationalism
  • modern warfare
  • isolationism
  • Treaty of Versailles
  • League of Nations
  • Red Scare

Knowledge

Students know:
  • The causes and consequences of U.S. involvement in WWI (sinking of the Lusitania, the Zimmerman Note, Alliance System, Militarism, Imperialism, and Nationalism).
  • The roles of military and civilians played in WWI.
    • Important people involved in WWI (Woodrow Wilson, Archduke Franz Ferdinand).
  • The impact of technological advances of WWI on modern warfare (machine guns, tanks, submarines, airplanes, poison gas, and gas masks).
  • How to locate countries involved in WWI on a map and boundary changes that occurred after WWI.
  • The factors contributing to isolationism in the United States after WWI (Treaty of Versailles debate, Red Scare, League of Nations).
  • Strategic locations of military bases in Alabama.

Skills

Students are able to:
  • Locate places on a map.
  • Read and interpret primary source documents.
  • Cite evidence to support historical events.

Understanding

Students understand that:
  • There were many reasons for United States entry and involvement in World War I and there were causes and consequences of this involvement.

Primary Learning Objectives

Students will differentiate between the various types of propaganda techniques used in World War One.

Students will create World War One propaganda posters using a propaganda technique.

Additional Learning Objective(s)

Students will read and annotate a primary document. 

 

Procedures/Activities

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.

Assessment Strategies

Formative: 

The teacher should monitor the class discussion about propaganda techniques and encourage all students to participate. The students should be able to share examples of techniques they see and hear in today's advertisements.

The teacher should monitor the information that is highlighted in the primary document, reminding students to highlight only relevant phrases.

Summative: 

Students should turn in final propaganda posters and the rubric (see attachments) may be used to score the projects.

Students may also present their posters if time allows. 

Acceleration

Students may include cartoon characters in the propaganda (see Disney's WWII propaganda). 

Students may select other topics to create propaganda posters for (women enlisting, rationing, liberty bonds).

See attachment for further research on creating propaganda. 

Students may write a newspaper article about the book drives that took place in Alabama. 

Students may write thank-you notes from the soldiers that received the books.

Intervention

Students may work with a partner to create the propaganda poster. 

Students may use digital assistance in printing the visuals for the poster.

Approximate Duration

Total Duration

31 to 60 Minutes

Background and Preparation

Background/Preparation

The students should have background knowledge about how soldiers volunteered and were ultimately drafted during World War One. 

The teacher should be able to lead a discussion about propaganda techniques (see handout in attachments) and 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"). 

The teacher should read and share information about the literacy drives that took place during World War One. Many states had problems enlisting soldiers due to their lack of education. The following information will offer students background information for the reading of the primary document:  

For the Boys Over There: http://unitedwarwork.com/groups/the-american-library-association/

Information on Alabama Literacy Facts - "Send the Alabamians:  World War I Fighters in the Rainbow Division" https://books.google.com/books?id=mbZiAwAAQBAJ&lpg=PA33&ots=gKLXkegJ3O&dq=send%20the%20alabamians%20world%20war%20i%20literacy&pg=PA33#v=onepage&q=literacy&f=false

The following information is background information for teachers from the Encyclopedia of Alabama about Fort McClellan, in Anniston, AL, where the reading postcard was created.

Fort McClellan background: http://www.encyclopediaofalabama.org/article/h-3525

Materials and Resources

Materials and Resources

Uncle Sam poster: http://www.sonofthesouth.net/uncle-sam/images/uncle-sam-wants-you.jpg (to use at beginning of lesson - 1 copy to display)

Each student should have a copy of:

Letter From Cullman, Alabama, Concerning Teaching Illiterate Soldiers: http://digital.archives.alabama.gov/cdm/ref/collection/voices/id/8097

Seven Techniques of Propaganda hand out - see attachment

Rubric - see attachment

Copy paper for each student to create posters

Colored pencils, rulers, markers for outlining

Highlighters

The teacher should print and display for students each of the following:

"Books Wanted for Our Men in Camp and Over There" poster: http://digital.archives.alabama.gov/cdm/ref/collection/p17217coll1/id/35

Reading in the Camp Library, American Library Association, Camp McClellan, Alabama postcard: http://digital.archives.alabama.gov/cdm/ref/collection/photo/id/19371

Technology Resources Needed

Document camera to display primary documents, if possible

Approved Date

2017-08-01
ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme