Lesson plan to write a report on republic day parade

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Lesson plan to write a report on republic day parade

Lesson plan to write a report on republic day parade the last lesson, students looked at how the Nazis used laws to accomplish this goal. In this lesson, they will look at the way the Nazis used propaganda—through radio, the press, feature films and newsreels, theater, music, art exhibits, books, the school curriculum, sports, and more—to influence the beliefs, feelings, and actions of individuals to help further this goal.

Begin by having students reflect on the power of media to persuade. Ask them to respond to the following question in their journals: Do you think people are generally skeptical? Or are they too willing to believe what they learn on the internet, see on television, or hear from politicians or celebrities?

How do you decide whether or not to believe what you see and hear? Then tell students that when governments or politicians use media to persuade people, we often call that propaganda.

It is worth reviewing or reminding students of that reading and then establishing a definition for propaganda. Provide students with the following definition: Information that is intended to persuade an audience to accept a particular idea or cause, often by using biased material or by stirring up emotions.

Then guide students through the Crop It strategy to analyze a propaganda image together as a whole class. Then lead them through the series of instructions below, selecting one or two students to approach the image, use their cropping tool to respond to each prompt, and explain their choice.

Move through the prompts one at a time, calling on different students for each prompt to allow for an array of ideas to be contributed.

Use the following prompts: Identify a part of the image that first caught your eye Identify a part of the image that raises a question for you. Identify a part of the image that is designed to make you feel rather than think.

Identify a part of the image that is designed to make certain individuals feel included in or excluded from the German "national community. Students should assume that every detail has a purpose. Finish this activity by discussing the following questions with the class: What is the message the creator of this image is sending?

What does the maker of this image want the viewer to feel? What does the creator of this image want the viewer to do? Day 2 Propaganda Warm-Up Before introducing new examples of Nazi propaganda, spend a few minutes reviewing with students the key ideas from the previous day.

Ask students to look back at their journal responses about the influence of media to see how their thinking might have changed as a result of analyzing the poster The Eternal Jew. Alternatively, you might project the poster again and ask students to work with a partner to make a short list of strategies that the creator s of the image used to convey an intended message.

You could solicit ideas from each pair and record a list on the board to reference later in the lesson. Analyze Additional Nazi Propaganda Images There are three additional examples of Nazi propaganda images for students to examine in this activity using the Crop It teaching strategy that you modeled the previous day.

Lead students through the same series of instructions for the Crop It strategy listed in Day 1. You might project the list of prompts on the board for each group to reference as students work, or copy and paste them onto a handout for each table.

Depending on the amount of time you have available, have each member of each group analyze a separate image, taking notes in response to each prompt and then sharing their observations with the other members of their group.

Alternatively, if you have more time to devote to this activity, you might have every student work with the same image simultaneously, discussing their thinking in their groups along the way.

Consider drawing from the following questions: Do you notice any themes or patterns in this group of propaganda images? Based on the images you have analyzed in this lesson, how do you think the Nazis used propaganda to define the identities of individuals and groups?

Consider the Impact of Propaganda Now that students have seen and analyzed several examples of Nazi propaganda, ask them to think about the impact this media might have had on the beliefs, feelings, and actions of the people who were exposed to them.

It is common for students to conclude after studying propaganda that the Nazis succeeded at brainwashing the German population, but it is important to help them think carefully about this idea. Give students the reading The Impact of Propaganda. They should address the following prompts, which you can project on the board or distribute on the cards: Write down 3 things you learned about how the Nazis used propaganda to influence the way Germans defined their universe of obligation.

Write down 2 questions you have about Nazi propaganda or propaganda and brainwashing. Write down 1 thing you learned that supported or challenged your thinking in your journal response at the beginning of the lesson about the way media can influence our beliefs and actions.

lesson plan to write a report on republic day parade

Assessment Assign students to independently complete the Crop It viewing protocol that they used in this lesson with a new image. Assign students a piece of propaganda, or allow them to choose their own, and have them record their answers to the prompts outside of class.In this lesson, we will learn about the relationship between U.S.

wars and society. We will highlight notable armed conflicts to discover how war affects society in general, and how it has shaped.

Key to any leveled reading program, leveled books support instruction in comprehension, vocabulary, close reading of text, and more. With Common Core Lesson Supplement A Cold Day Level B Fiction. Crows on a Wire Level B Fiction New.

. Students will write reasons why President's Day should be celebrated. Time Allotment: 2 to 3 Procedures: A. Mini-Lesson - In this lesson discuss the qualities and traits that made both George.

Washington and Abraham Lincoln famous men who the country admires. Discuss in. of the Republic changed the name of Decoration Day to Memorial Day.

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PD content to get you through the day. Have each student write a different talent on separate paper strips, then create a mini . Mexican Culture and History through Its National Holidays. Much can be learned about a nation by the events that appear on its calendar.

National holidays provide insight into the values of a country while commemorating its history.

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