Learning+Activity+4-C-1

= Home > Learning Activity 4-C-1: Photos and Posters Lesson Plan=

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==Mary's Lesson Plan (final) == Design a lesson plan using both photographs and posters. Consider the following questions in your plan:
 * What method will students use to analyze the photos and posters? (SEA or NARA worksheet)
 * Will your students use a graphic organizer like a KWL chart or Venn diagram?
 * What final product will your students create, if any?
 * How will your activity promote critical thinking skills?
 * How will this lesson integrate with the rest of your curriculum?

**Overview **
 (I am adapting a lesson from[| Read Write Think] ...this is a great resource for English and Social Studies teachers.)

Students will use the NARA photo analysis tool for propaganda posters and images of Buchenwald. As a final project, students will utilize a photo/information collage tool to explore symbolism in **Night** by Elie Wiesel.

One topic that comes up frequently is the harsh reality of many images that came out of this time period in history. For example, the swastika has come to be a very polarizing symbol over the years. We will discuss different symbols that are seen in contemporary society (such as brands) and relate how metaphorical symbols can create an emotional response,.

Students begin with a discussion of everyday symbols, such as those found in WWII propaganda posters, photos street signs and hand gestures, to help them come up with their own definition for symbolism. Students then choose and analyze passage from the era, and the novel itself.

Students will break into groups and use a passage in **Night** that uses symbolism, and then brainstorm how they might reinterpret their selected passage as an image. After learning about symbolism and discussing its use in the book, students create visual representations using Pages on the iPad. in Glogster. Students then express their response to the symbolism in the book by creating a Glogster page using images from multiple websites about the Holocaust, text from survivor stories, and **Night**.


 * Night** is a novel that is currently taught at the 10th grade level, 2nd semester.

Here is a sample Glogster, created for a similar purpose (just an example...some elements are clickable)

media type="custom" key="19756026"



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Resources Elie Wiesel Foundation for HumanityFounded using Wiesel’s monetary award from the Nobel Prize. Sponsors interdisciplinary conferences on the subjects of hatred and oppression as well as an annual essay contest for college and university students.
 * ======First Person Singular: Elie WieselCompanion site to the PBS special. Includes information on Wiesel’s life and work, descriptions of life in Sighet before the war, a teacher’s guide, and a fully-annotated bibliography.======
 * ======Holocaust Encyclopedia: Elie WieselBrief introduction to Wiesel’s life and work, with links to other online resources.======
 * ======Nobel.org: 1986 Peace Prize: Elie WieselPresents a brief biography of Elie Wiesel as well as the text of his Nobel Lecture, videos of a 35-minute interview and symposia speech by the laureate, and links to other online resources.======
 * ======O, the Oprah Magazine: Interview with Elie Wiesel Audio and video of Oprah Winfrey's November, 2000, interview with Wiesel======
 * [|Read Write Think]
 * [|Glogster]



Photographs from []

== Tricia Dotson - Photos and Poster Lesson (Finished) ==

__** Essential Question for lesson: **__ What is perspective?
__** Objectives: **__ The learner will use prior knowledge as well as images (prints and posters) about the Women's Suffrage Movement to formulate ideas about the different perspectives held by the people living in that generation.

__** Final Product: **__ The final product for this project will be a three fictional diary entries written by the student. The first diary entry will come from the perspective of a 25 year old woman living in the United States in 1910. The second diary entry will come from a 25 year old man living in the United States in 1910. The third diary entry will come from a 12 year old girl living in 1910. The rubric for this product will include catagories that address writing, critical thinking, supporting with evidence and and creativity. __** Curriculum Integration: **__ This lesson will require students to evaluate photos and posters using the NARA analysis organizer in small groups. Each student will take a turn adding infomation onto the NARA and discussions along the way will be encouraged. This will support the Speaking and Listening skills that are being reinfoced in other subject areas. Because the topic of womens suffrage is historical in nature, the social science skills will be addressed. Because the activity requires students to analyze something closely they will be practicing ELA skills of critical thinking and close reading. Because the activity requires students to create a written end product, they will be practicing ELA skills of writing purpose, conventions, narrative skills and supporting assertions with evidence.

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== ==Cindy Palm's Lesson Plan Final Copy==

4-A-2

“That was Then, This is Now”

= In the beginning of a discussion on immigration, I would assign students a “then picture” and a “now picture” to complete the SEA Advanced worksheet on both. They could either work on one each or work together on both. Then students would complete a Venn Diagram and compare/contrast the information. Groups would share their analysis summaries of both pictures with the class displaying all pictures for the class. As a class, students would brainstorm, based on all the pictures, what they know about immigration and what they wonder/question about on a KWL in order to stimulate their own immigration questions to research. This would be the introductory lesson for the bigger Immigration Unit (see larger immigration lesson plans - Essential Question: How can America Fix the Immigration System for America’s 21st Century Economy and National Security?) =

When thinking about this introductory lesson, I had at first thought that I would have students work in small groups and complete a NARA worksheet rather than the SEA. After further pondering, I decided that I really just wanted to have them do a more generalized analysis using the SEA advanced that allows for both to be recorded side by side, rather than the more detailed NARA. In choosing the SEA, students would be able to use their own creative thinking and observations. I also wanted to try to make this as objective an analysis as possible leaving subjectivity and opinions for later on in our research. Venn Diagram would be used to bring this information all together, especially to show what the two pictures had in common, but what was/is very different at the same time. A KWL would be used as a class to pull all the information on all the pictures together and stimulate questions for further research.

Both pictures and posters are used for this lesson.

Immigrants on deck of S.S. "Amerika"

 * Digital ID: (digital file from b&w film copy neg.) cph 3a22068 http://hdl.loc.gov/loc.pnp/cph.3a22068
 * Reproduction Number: LC-USZ62-20877 (b&w film copy neg.)
 * Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA http://hdl.loc.gov/loc.pnp/pp.print

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Immigration station, Angel Island, Cal.

 * Digital ID: (digital file from intermediary roll film copy) pan 6a01878 http://hdl.loc.gov/loc.pnp/pan.6a01878
 * Reproduction Number:
 * Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

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 * http://www.flickr.com/photos/jonathanmcintosh/3972468663/in/photostream/
 * Immigration Checkpoint by Jonathan McIntosh
 * [|http://www.flickr.com/photos/jonathanmcintosh/3972468663/lightbox/]

http://libertarianreview.us/2012/04/21/illegal-immigrants-good-for-economy-good-for-america/

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==Darlene's Lesson Plan -- Final Copy==

Topic: The Art of Persuasion

 * Grade Level: Grade 9 **

How will this lesson integrate with the rest of your curriculum?
After students have completed the unit on Eli Wiesel's memoir //Night,// they will complete this lesson on the Art of Persuasion. Although the lesson supplements/enhances their study of WWII, it is primarily tied to their upcoming study of persuasive techniques used in both oral and written communication.
 * Description: **

For the first segment of the lesson, students will pretend that they are working for the War Department in 1942. Their job is to locate posters and pictures that they believe will best promote their specific assignment regarding promoting the war effort (e.g. rationing, war bonds, war jobs). Students will analyze the posters in small groups and then present their choices and "sales pitches" to the class.

For the second segment of the lesson, students will pretend that they are working with a modern day organization (e.g. a school club or organization, Relay for Life, a recycling organization, a local crime watch group). Using what they have learned regarding persuasive techniques, they will create a poster and find two pictures that will promote their cause. Students will then present their original "campaign creations" to the class.
 * Objectives: **
 * To use critical thinking skills to analyze posters and photographs.
 * To identify target audiences.
 * To identify and discuss persuasive techniques.
 * To construct and present a persuasive argument.

A. Listen to others. C. Speak using skills appropriate to formal speech situations. D. Contribute to discussions. E. Participate in small and large group discussions and presentations. F. Use media for learning purposes. B. Locate information using appropriate sources and strategies. C. Organize and present the main ideas from research.
 * PA Standards: **
 * 1.6 Speaking and Listening **
 * 1.8 Research **

1. The instructor will first ask students how clubs and organizations promote their causes.
 * Procedures: **

2. Using a presenter, the instructor will project a poster and a photograph from WWII (please see below for some models that can be used by the instructor) and will explain that both the poster and the photograph were used during WWII to promote the war effort.



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[|http://www.history.com/topics/us-home-front-during-world-war-ii/photos#women-factory-] workers-of-world-war-ii



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3. The class as a whole will use the NARA worksheets to analyze both the photograph and the poster to determine why each was effective in promoting the cause. 4. After debriefing the discussion, the instructor will break the class into small groups. 5. The instructor will explain that each group is to pretend that they are employed by the War Department in 1942 to promote a certain aspect of the war effort on the homefront.

6. Each group will be assigned a different aspect of the war effort. Suggested subtopics are as follows:
 * Rationing
 * Canning food and growing victory gardens
 * Maintaining secrecy
 * Buying war bonds
 * Applying for a war job

7. The task for each group is to find 2 posters and 2 photographs that they believe best promote their particular aspect of the war effort.

8. In their small groups, students will use the SEA method to analyze their photographs and posters.
 * Students will pay particular attention to the target audience, slogans, and graphics used.

9. Next, students will use a Venn diagram to compare and contrast their posters. Then they will repeat the process for the photographs. 10. Small group members will then present their "sales pitches" to the Board (the remainder of the class). 11. The instructor will debrief the activity by having students discuss the strategies used that caused their posters and photographs to be effective.

12. Then, to extend this activity, students will work in their small groups to create a poster that will promote a cause for a modern day organization (e.g. a school club or organization, Relay for Life, a recycling organization, a committee to save energy, a local crime watch group). 13. Students will present their original "campaign creations" to the class. SEA Method Worksheets Venn diagrams Original Posters Photos for original campaign ====Using the appropriate NARA worksheets, the entire class will analyze one poster and one photograph together. Students will then know specifically the type of information that they should include on their worksheets. In their groups, they will then use the advanced SEA worksheets to analyze their posters and photographs.====
 * Assessment: **
 * ===**What method will students use to analyze the photos and posters? (SEA or NARA worksheet)**===
 * ===**Will your students use a graphic organizer like a KWL chart or Venn diagram?**===

presentations, they will then be able to pinpoint both the unique qualities and the commonalities of the posters and photographs.

 * ===**What final product will your students create, if any?**===

Students will deliver two oral presentations and create a poster.

 * ===**How will your activity promote critical thinking skills?**===

Students will analyze their posters and photographs and then synthesis that information. Finally, they will apply what they have learned to design and create an original poster.
==Michele Shawver - Lesson Plan Final Copy== In my classroom we discuss the process of campaigning, which then leads to an election and a vote. This past year I decided to not only discuss and teach the process, but to enlighten my students on the history behind our current election process. During this lesson/discussion I think it would be very beneficial to incorporate political photographs and posters from different historical eras so that the students could compare and contrast how candidates promoted themselves.
 * Lesson Essential Question:** How has campaigning and voting evolved throughout our history?


 * Pennsylvania Academic Standards**
 * Government and Civics**
 * 5.3.4.A:**Identify the roles of the three branches of **government.**
 * 5.3.4.B:** Describe how the elected representative bodies function in making local and **state** laws.
 * 5.3.4.C:** Identify the services performed by local and state **governments.**
 * 5.3.4.D:**Identify positions of **authority** at the local and **state**, and national level.
 * 5.3.4.E:** Explain the voting process.

(Steps 1-3 will be a review from a previous lesson on the levels and branches of government) 1. Activating Strategy - Students will view a picture of the White House, Supreme Court, and Capitol Building. Students will be asked to identify the buildings. 2. Students will discuss the 3 branches of the Federal Government that are housed in these 3 buildings. 3. Students will discuss who is in charge of each branch of government. 4. Students will brainstorm ways in which people are choosen to lead a group. (appointed, voted, etc.) 5. Students will create a 3 door foldable in which they will take notes on important vocabulary terms. 6. Students will define democracy and understand that the United States operates under a democracy. Students will record in foldable. 7. Students will define voting and understand that every American citizen over the age of 18 has the right to vote in an election. Students will record in foldable. 8. Students will define campaighn and understand that people who run for poltical office must campaign in order to tell the American people what they stand for and why they should vote for them. Students will record in foldable. 9. Students will brainstorm ways in which a candidate might campaign. Students may respond with things such as commercials, posters, signs, radio advertisements, etc. 10. The students will then be split up into 5 groups. Each group will be assigned one of the campaign posters below. The groups will use the NARA poster worksheet to anaylze the posters. 11. When each group has completed their analysis, the class will come back together to share the findings. 12. Using a Venn Diagram the class will compare and contrast political campaign posters from the past and present.
 * Lesson Procedure**







[] (12 Best Political Campaign Posters) 12. Students will be introduced to the topic of Presidential debates. Students will understand that during campaigning candidates for president debate certain topics in order to show how they are different and again why the American people should vote for them. 13. Students will view a photo of the Kennedy vs. Nixon debate, which was the first televised Presidential Debate.

14. Students will use the SEA method to examine this photograph. (As a class) 15. Students will view a photo of the most recent Presidential Debate, McCain vs. Obama. 16. Students will use the SEA method to examine this photograph. (As a class) 17. Students will compare and contrast photographs from both debates. 18. Students will then pair up with their numbered heads partner. They will decide which partner will be the vice presidential candidate and which partner will be the presidential candidate. 19. Using the previous posters as examples, the students will design a campaign poster highlighting both candidates. Students will be responsible for developing a campaign slogan and designing an attractive background. 20. The students will orally present their posters to their classmates. 21. The posters will be kept for the next lesson on the voting process, where the students will be involved in a mock election.

==Brian Wiewiora's Lesson Plan== Photographs and Posters:

**Comparing and Contrasting** **WWI & WWII**

Note: This lesson would take place before students have studied WWI or WWII. While this may seem like an odd way to start, I'm hoping that it provides some engagement for students as we continue on and study these wars further. I would not expect students to have a full understanding of the photos and posters, but I would hope that looking at these will help to generate questions in their minds about both conflicts. Since my 8th grade curriculum already contains WWI and WWII, this lesson fits in perfectly.

__ Common Core Standards in this lesson: __ RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

**Essential question**: How are WWI and WWII similar and different?

Activities: 1) Students will work with a partner to analyze propaganda posters from WWI and WWII. I would assign students a specific country (USA, Britain, France, Germany, Russia). For their country they would have to find one example of a propaganda poster from WWI and one from WWII. For example, here are 2 posters from Germany.

from [] and [] Students would analyze both posters using the NARA worksheet, and then complete a Venn diagram for their analysis.

2) Next, with their partner, students will examine two photographs of soldiers. One would be from WWI and one from WWII. Again, I would have them complete a NARA worksheet for each photo and a Venn diagram to analyze the photos. Again, here are two example photos: from []



from []

<range type="comment" id="523398">3) For a final activity, students will generate a list of good questions they want to know after looking at both the posters and the photos. These questions will be shared with the class and students will have the opportunity to revise their list after seeing the ideas of others. Throughout the study of both wars, students will be tasked with trying to find the answers to those questions.

NARA sheets Venn diagram Questions
 * __ Assessment __**

Enter Lesson Plan here.

==Sara Sepelyak's Lesson Plan==

California Gold Rush FINAL Grade 4 Objectives • use photo analysis strategies to complete NARA photo analysis worksheets to compare photographs from the past and present. • use a Venn diagram to place their findings from the NARA photo analysis worksheets comparing the past to the present photographs. • read “The Gold Rush” from our reading anthology to learn how the discovery of gold affected the population and settlements of California • gain a deeper understanding of the history of the California gold rush through analyzing primary sources. 1.1.4.D Identify the basic ideas and facts in text using strategies (e.g., prior knowledge, illustrations and headings) and information from other sources to make predictions about text.
 * Students will**:
 * PA State Standards:**

1.8.4.B Locate information using appropriate sources and strategies.

7.3.6. C. Describe the human characteristics of places and regions by their settlement characteristics. 8.2.6. C. Identify how continuity and change have influenced settlement patterns (e.g. Development of towns) NARA photo analysis worksheet []
 * Materials:**

Photo – Sutter’s Mill in 1850 []

Photo – Sutter’s Mill after reconstruction []

Poster – 1849 Gold rush handbill []

Venn diagram (student made) KWL chart (student made) Reading anthology The Gold Rush

This lesson will take place over several class periods. The students will be reading a non-fiction story (The Gold Rush) from their reading anthology.
 * Procedure**:
 * Background**


 * Activities**
 * Have students create a KWL chart on a piece of paper. Explain to them that they will be reading a nonfiction story about the California gold rush. Have the students fill out the K and W of the chart independently about the California gold rush and then discuss as a whole group.


 * Display photo of Sutter’s Mill in 1850. Have students informally Turn and Talk to one another about anything that they can infer about the photo. (example: Where was the photo taken? What time period was it? Why is this might this photo be important?) Place students in groups of 4-5 and have each group complete the NARA photo analysis worksheet.


 * Read “The California Gold Rush” completing the guiding reading activities.


 * Display photo of Sutter’s Mill after modern day reconstruction. Have students informally ‘Turn and Talk’ to one another about anything that they can infer about the photo. (example: Where was the photo taken? What year was it? Why is this important?) Place students in different groups of 4-5 and have each group complete the NARA photo analysis worksheet.


 * Inform the students that the photos are both Sutter’s Mill. Explain to the students the importance of Sutter’s Mill in regards to the California gold rush (it was where gold was discovered). Have each group create a Venn diagram on a sheet of paper. Then, have the groups complete the Venn diagram based on their analyses from both NARA photo analysis worksheets. Discuss group findings as you create a class Venn diagram.


 * Display the 1849 gold rush handbill. Have students use the SEA method in their small groups to analyze the poster.


 * <range type="comment" id="38446">As a whole group, share findings of poster analysis. Teacher will inform students of the facts and history about the poster and how it relates to our story, The Gold Rush. The teacher will then allow an additional 10 minutes for students to add anything they missed to the SEA worksheet before moving on.


 * <range type="comment" id="659376">Take students to the computer lab. Explain the importance of studying primary sources along with our lessons to students. Explain to students that they will be finding their own primary sources like the ones that we just viewed and that they will need to research, analyze, and write a summary of their findings for. Allow necessary time not to exceed two class periods. Display findings in the classroom to be shared.


 * <range type="comment" id="369523">Have the students create a poster from the current time to be used as a primary source in the future. Discuss questions that people will want to know when analyzing this poster in the future. Students will present and explain posters to the class.


 * Wrap-up with completing the L of the KWL chart. As a whole group, discuss student KWL charts.

KWL chart NARA photo analysis worksheets Venn diagram SEA worksheet Primary source with analysis and summary Poster creation
 * Assessment**

Cartoon – CA gold rush [] San Francisco Virtual Museum [] Historic photos of gold miners [] Cartoon – Travel to CA [] Diary of Edward Jackson and his travels to CA http://memory.loc.gov/cgi-bin/query/h?ammem/upboverbib:@field(NUMBER+@band(upbover+dia2137))
 * Extended Activities Materials**: Use primary sources below for further analysis and study

==Christina's Lesson Plan== <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Christina Butz <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Photos and Posters <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Activity 4-C-1

**__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using Primary Sources to Learn about Child Labor __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade 6 **
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Objectives __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">develop an understanding of the importance of historical inquiry
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">evaluate primary source materials as artifacts for greater understanding of the past
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">identify the nature of a social problem


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">PA State Standards: __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8.1.6 A: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Understand chronological thinking and distinguish between past, present, and future time: people and events in time.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8.1.6 B: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explain and analyze historical sources.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8.1.6 D: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Describe and explain historical research.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8.3.6 A: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Identify and explain the political and cultural contributions of individuals and groups to United States History.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8.4.6 B: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Identify and explain important documents, material artifacts, and historic sites in U.S. History.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Historic Poster <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Child Labor [] Child Labor not Needed Poster []
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials: __**

Historic Photos Farming Photos [] Sleeping Newsboy [] Oyster Shuckers []


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Procedures __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students have already begun a unit studying Child Labor in the 1900’s and have some background knowledge about the topic.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"><range type="comment" id="356200">Introduction: **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students and teachers will briefly review what information has already been covered in this unit including the documents and political cartoons pertaining to child labor.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher asks students to explain what primary sources are and why they would be important to finding out more information about child labor.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students would come up with a list of possible primary sources that would offer meaningful information for the study of child labor.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"><range type="comment" id="630675">Activity: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher explains that the students will work as a whole class to evaluate and discuss three photographs of child labor in the early 1900’s. They will use the NARA photo analysis worksheet to evaluate and analyze all three photographs and fill it out on an overhead or smart-board as a whole class.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The students will then view the two posters about child labor. They will complete a poster analysis worksheet for both posters as a whole class.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Once students have evaluated the photographs and posters they will use a blank poster analysis worksheet as a guide for creating their own public service announcement poster about child labor in the 1900’s.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work in pairs to create their poster. They will use the NARA poster analysis worksheet as a guideline for creating their poster, looking at each element and question and planning their poster accordingly. This plan will be filled out on the worksheet to be used at a later point in the activity.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given a copy of the Evaluation Rubric before beginning their project.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Once the pairs of students have completed their poster, they will be displayed in the classroom. Students will have the opportunity to answer questions about their poster and discuss certain elements with their peers before the individual analysis.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Individual students will be assigned a poster to analyze and complete the NARA analysis sheet for that student work. They will then be able to compare and contrast their analysis worksheet with the one the designers used to plan their poster and see if their analysis matches the planned purpose and goal.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">As a closure, students will discuss the purpose and impact political posters can have on the public.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher observation of student participation in whole group activity.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Completed:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">NARA Poster Analysis Worksheet from partners <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">NARA Poster Analysis Worksheet from individual students <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student Created Child Labor Posters

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"><range type="comment" id="590573">Evaluation Rubric


 * || <span style="display: block; font-family: 'times new roman',serif; font-size: 9pt; text-align: center;">4 || <span style="display: block; font-family: 'times new roman',serif; font-size: 9pt; text-align: center;">3  || <span style="display: block; font-family: 'times new roman',serif; font-size: 9pt; text-align: center;">2  || <span style="display: block; font-family: 'times new roman',serif; font-size: 9pt; text-align: center;">1  ||
 * **<span style="font-family: Cambria,serif; font-size: 9pt;">Required Elements ** || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">The poster includes all required elements as well as additional information.  || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">All required elements are included on the poster.  || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">All but 1 of the required elements are included on the poster.  || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">Several required elements were missing.  ||
 * **<span style="font-family: Cambria,serif; font-size: 9pt;">Subject Knowledge ** || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.  || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">Student is at ease with expected answers to all questions, but fails to elaborate.  || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">Student is uncomfortable with information and is able to answer only rudimentary questions.  || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">Student does not have grasp of information; student cannot answer questions about subject.  ||
 * **<span style="font-family: Cambria,serif; font-size: 9pt;">Mechanics ** || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">Presentation has no misspellings or grammatical errors.  || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">Presentation has no more than two misspellings and/or grammatical errors.  || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">Presentation has three misspellings and/or grammatical errors.  || <span style="display: block; font-family: cambria,serif; font-size: 9pt; text-align: center;">Student's presentation has four or more spelling errors and/or grammatical errors.  ||

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