Quick Overview - Students will:
*Read the Introduction and the Task.

*Convene groups of four. Discuss the task, the roles, the overarching question at hand, and their Final Product assignments/options.

*Choose one of four roles.

*Work through the Process – some independent and some group work involved.

Independently, access primary (including the Montana Historical Society virtual footlocker containing documents, letters, photographs, posters, narratives, and biographies) and secondary websites, gathering information, and responding using the appropriate Resource Response Guides.

*Independently, respond to the Four Key Questions Response Guide.

*Within the group, maintaining their individual roles, and supported by their research, the students argue, defend, challenge and come to a consensus – answering the overarching question:
Should the President of the United States engage the country in a propaganda campaign for the purpose of unification … or not?

*Prepare their Final Product(s).

*Participate in Forum Day, if applicable.

*Eight evaluation options – some based on independent work, others based on group work.

DETAILS OF STUDENT PROCESS:

Level: Middle and high school

Time needed: 5 – 8 class periods, depending on Final Product choices

Students are asked to participate and contribute both independently and communally in a group of four. They will be exercising reading, thinking, decision-making, comprehension, direction-following, writing, computer technology, and creative skills. Each assumes a role, and individually explores facets of propaganda as used to unite U.S. citizens behind the momentous endeavor of waging World War II. By opening this specific window, student viewers will look at and consider what propaganda is, how is relates to advertising, why propaganda techniques were heavily used during this time in U.S. History, what was effective and why, and specifically Montana’s response to WWII.

Students are directed to both primary and secondary web sites and are provided with Resource Response Guides at each step of the way. The Montana Historical Society virtual footlocker The Home Fires: Montana In World War II shows the Montana story and its connections to the U.S. and the world during this time period by means of historical narratives, biographies, documents, photographs, posters, objects, clothing, ephemera, and misc.

While accessing information, they are guided by these four KEY QUESTIONS:
1. How are propaganda and advertising related?
2. What were some of the propaganda strategies used during WWII? Identify and explain at least three of them with examples.
3. How was the WWII propaganda campaign ethical and/or not ethical?
4. Would a similar propaganda campaign work in today’s world? Be prepared to explain.

As part of a group, they will also consider the ethics of this propaganda movement and relate their findings and conclusions to their contemporary world. Next, each group will come to a consensus and address this overarching topic:
Do you recommend that the President engage the country in a propaganda campaign for the purpose of unification … or not?

Finally, depending on their assigned and/or chosen FINAL PRODUCTS, they complete their final statements and possibly deliver them during a Forum Day.

There are eight possibilities for evaluation. Rubric options provided.
* Summary consensus rubric (PowerPoint) (WORD DOCUMENT)
* Collaborative work skills rubric  (WORD DOCUMENT)
* Forum Day Evaluation rubric (Oral Presentation) (WORD DOCUMENT)
* Response Guide rubric (Advertising and Propaganda, Historical Narrative, Documents, Harrison Letters, Photographs, Posters, Key Questions) (WORD DOCUMENT)

Content areas addressed: U.S. History, Montana history, English, media literacy, and technology (CLICK to see OPI's integrated standards charts)

Resources needed: Internet access

Amazing Montanans
A WASP and a teacher.
Photo courtesy Ann Goldhahn
Read the story ... Amazing Montanans - p. 9