Record student questions in a “parking lot” (on a poster, white board, google doc) so that the class can readily access them. Throughout the inquiry, return to these questions and, if possible, weave them into your instruction and formative assessment. By intentionally soliciting and then addressing/using students’ questions, you develop their ability to ask questions, plan for future steps, and think about their thinking (metacognition). NOTE: It is possible to use these students’ questions as the supporting questions for the inquiry. If you do, you may need to make adjustments to your teaching and the resources identified for this inquiry. Supporting Question 1 (50-60 Minutes) Supporting Question Was propaganda used effectively during WWII? Formative Performance Task Students will examine propaganda posters to determine their purpose and discuss the overall effectiveness of propaganda. Featured Source(s) A: “When you Ride Alone, You Ride with Hitler” propaganda poster B: “Salvage Scrap” propaganda poster C: “Keep Us Flying” propaganda poster D: “She’s a WOW” propaganda poster E: “Are you a Girl with a Star-Spangled Heart” propaganda poster F: for Careless Talk” propaganda poster G: “Avenge Pearl Harbor” propaganda poster Process and Formative Performance Task The formative performance task asks students to examine 7 propaganda posters to determine their purpose and then discuss the effectiveness of these posters and propaganda in general. Process: Say to students, “Now that you have compared two recruitment posters, let’s take a look at propaganda pieces used during WWII. The propaganda piece you just saw helped to recruit Americans for the war effort, but recruitment was not the only purpose of WWII propaganda. Let’s take a look at some other pieces of propaganda to determine their purpose.” Show students the propaganda (source A- G) one at a time. You may opt to have students examine these individually or in small groups. You may further opt to have students all examine the same propaganda at once or jigsaw the pieces. Students should record their conclusions in the appropriate spaces of Appendix A. Allow time to lead a class discussion about student findings. Some of their purposes should include: financing the war, recruiting military personnel, recruiting factory workers, rationing materials, involving women in the war effort, and preserving classified information. Have students answer the “Questions to Consider” found in Appendix A. Students may do this individually or in groups, but teachers should follow up with a class-wide discussion of these themes.
Appendix C: General Rubric for Summative Performance Task CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards 1 - Below Standards Score Thesis Statement The thesis statement takes a position on the media’s influence on the outcome of WWII and outlines the main points to be discussed. The thesis statement takes a position on the media’s influence on the outcome of WWII and outlines some of the main points to be discussed. The thesis a position on the media’s influence on the outcome of WWII or outlines some of the main points to be discussed. The thesis statement does not take a position on the media’s influence on the outcome of WWII or outline some of the main points to be discussed. Support for Thesis Student work includes multiple pieces of evidence from a variety of sources that support the thesis statement. Student further has provided at 1 counter-argument. Student work includes multiple pieces of evidence from a variety of sources that support the thesis statement. Student work includes few pieces of evidence that support the thesis statement. Student work includes little to no evidence that support the thesis statement.
Evidence and Examples All of the evidence and examples used are specific, relevant and explanations are given that show how each piece of evidence supports the thesis statement. Most of the evidence and examples used are specific, relevant and explanations are given that show how each piece of evidence supports the thesis statement. At least one of the evidence and examples used are specific, relevant and explanations are given that show how each piece of evidence supports the thesis statement. Evidence and examples are NOT relevant AND/OR are not explained. Sentence Structure, Grammar, and Spelling All sentences are with varied structure. There are no significant errors in grammar or spelling. Most sentences are well-constructed with varied structure. There are no significant errors in grammar or spelling. Few sentences are with varied structure. There are few significant errors in grammar or spelling. Most sentences are not well-constructed. There are multiple errors in grammar or spelling that detract from the essay. Visual Appeal, Overall Presentation Student work is visually appealing and presents information in a clear and logical manner. Overall presentation is clear to the audience. Student work is visually appealing and presents information in a clear and logical manner. The overall presentation presents few areas of ambiguity or confusion. Student work is visually appealing but information may not be clear or logical. The audience may have difficulty understanding the overall presentation. Student work is either not visually appealing or the overall presentation is distracting, confusing or unclear to the extent that the audience cannot understand student arguments and/or support.