World War I Poster Project

Lisa Goughnour

Quincy Junior High School; Quincy, IL

Overview

Main Ideas

During the course of our study of World War I students will study the effect of support for the war effort at home and abroad. This assignment is designed to be completed at the end of our two sections of study: American Power Tips the Balance and The War at Home from our text. This lesson is designed with the opportunity for student to apply what they have learned from their study of World War I.

Teaching Level

This lesson is designed for ninth grade students.

Materials for Each Student

• Copy of the student text: The Americans: Reconstruction through the 20th Century, McDougal Littell.
• A pair of cards for each pair of students.
• Directions.
• Paper and pen to write their letter.
• Access to the internet.

Objectives for Each Student

At the conclusion of this lesson, students should be able to...

• Describe ways in which the United States government prepared the nation for war at home and abroad.
• Locate, use and interpret primary source posters to support the war effort through the use of the internet.
• Analyze the importance of positive support for the war effort.

Suggestions for Teaching the Lesson

Opening the Lesson

At the beginning of the class students will respond to the question: What ways can people show support for war at home and abroad? After obtaining responses from students we will break up into pairs and continue with the project.

Developing the Lesson

Student pairs will receive their directions and cards for the activity. First, students will need to define, in their own words, the following terms: propaganda, Selective Service Act, Committee on Public Information, George Creel and Espionage and Sedition Acts.

Next, the pair will be asked to select one of the two cards: At Home or Abroad. They will need to follow the directions on the opposite side of the card title. Students will continue to the internet site: The Library of Congress. After following internet directions each student will select 5 posters to represent and print supporting the war At Home or Abroad. Based on the 5 choices the student will select the poster that makes the biggest impression on them to support the war effort. The student will write a letter to their partner explaining how this poster made such an impact on their decision to support the war. In this letter students need to describe the poster, where they saw it, why they feel this need to support the war and any other information that they may want to add to the letter.

Directions for World War I Poster Project

• Students are to define the following term using the text, notes or other handouts you have received. These vocabulary words are to be put in your own words: propaganda, Selective Service Act, committee or Public Information, George Creel and Espionage and Sedition Acts.
• Each pair of students will receive two cards: At Home and Abroad. You are to pick one. Follow the instructions on the back of the card.
• At Home: You are going to stay at home to support the war effort. You are to go to the following internet site and select five posters that you might see around town that would influence your decision to support the war. Print the 5 off and select the one that has the biggest impact on you. Write your partner a letter explaining the poster and your decision to support the war effort in this way. You should include but do not restrict yourself in the letter to how this poster made such an impact on your decision to support the war, describe the poster, where did you see it and any other information. When you have your letter finished you will share it with your partner.
• Abroad: You will be going overseas to support the war effort. you are to go to the following internet site and select five posters that you might see around town that would influence your decision to support the war. Print the 5 off and select the one that has the biggest impact on you. Write your partner a letter explaining the poster and your decision to support the war effort in this way. you should include but do not restrict yourself in the letter to how this poster made such an impact on your decision to support the war, describe the poster, where did you see it and any other information. When you have your letter finished you will share it with your partner.
• When you have finished reading your partner's letter create a T-chart to list ways to support the war At Home and Abroad.

• Internet Directions:
  • Type in http://www.loc.gov.
  • Click on Library Catalogs.
  • Go to right of page: Other Online Catalogs, click under Prints and Photographs Start Searching.
  • Click I understand I'm ready to Search the Catalog.
  • Scroll down to #51. Posters: World War I Posters and click.
  • Type in American and click search.
  • It's much easier to view pages if you press preview images. If you find a poster you like for a larger image click on the picture and if you want to select it as one of your five press print.

Concluding the Lesson

Students will read/share their letter with their partner and their poster of choice. Together they will add to the question to begin the class by creating a T-chart to list ways to support the war At Home and Abroad.

Extending the Lesson

One way students could expand their lesson would be to create a World War I poster of their own design. Students could also relate the information to the war in Iraq and ways we can support our troops At Home and Abroad. Perhaps a soldier who has served would be willing to come and share their experience and why support is so important to any war effort.

Assessing the Lesson

At the conclusion of the lesson students will respond to an essay question: What conclusions can you draw from your project that would justify positive support for the war effort At Home or Abroad?

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