K-12 Teaching and Learning From the UNC School of Education

Important Announcement about Online Courses and LEARN NC.

Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

Learn more

Related pages

  • War is...: Upon consideration of the perspectives on war from their classmates, the poet Stephen Crane in "War is Kind," and various characters from All Quiet on the Western Front, students will write an editorial for the school newspaper in which they share opinions about war.
  • The Metamorphosis by Franz Kafka: Students study the symbolism, setting, and characterization in Kafka's work.
  • Using extended similes to elaborate and add style: Students will analyze a series of extended similes, develop criteria for strong and weak extended similes, and begin using extended similes as a tool for elaboration in their own writing.

Related topics

Help

Please read our disclaimer for lesson plans.

Legal

The text of this page is copyright ©2008. See terms of use. Images and other media may be licensed separately; see captions for more information and read the fine print.

Learning outcomes

Students will examine the propaganda used in Erich Maria Remarque’s novel All Quiet on the Western Front and relate it to the propaganda posters from the United States during WWI.

Teacher planning

Time required for lesson

Two days

Materials/resources

  • a copy of All Quite on the Western Front by Erich Maria Remarque
  • Poster paper, markers, crayon, colored pencils

Technology resources

Computer lab or individual student computers

Pre-activities

Students should have read chapter one of All Quiet on the Western Front.

Students should have prior knowledge of propaganda.

Activities

  1. Have students define propaganda. Discuss as a class how propaganda is used in the students’ lives.
  2. Look at chapter one in All Quiet on the Western Front. Have students discuss what caused Paul and his friends to join the army. What types of propaganda were used?
  3. Have students find a poster from the military propaganda posters section of DocSouth. Have students discuss the purpose of the poster. Who was the intended audience? What types of propaganda are used?
  4. As a class, discuss how both sides (Germany and the US) used propaganda to get young men to join the army. Would the students join based on the posters? What would make them join the armed forces?
  5. In small groups, have students create a poster that Paul may have seen before joining the army. Be sure to use propaganda in the poster. Have students define propaganda. Discuss as a class how propaganda is used in their lives.

Assessment

Students should be assessed on participation in activities. Assessment of the poster can be given for completeness and use of propaganda.

Comments

This lesson can be used as an extension of the novel or as a free standing lesson.

  • Common Core State Standards
    • English Language Arts (2010)
      • Language

        • Grade 9-10
          • 9-10.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when...
        • Speaking & Listening

          • 9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and...

  • North Carolina Essential Standards
    • Social Studies (2010)
      • United States History II

        • USH.H.1 Apply the four interconnected dimensions of historical thinking to the United States History Essential Standards in order to understand the creation and development of the United States over time. USH.H.1.1 Use Chronological thinking to: Identify the...

North Carolina curriculum alignment

English Language Arts (2004)

Grade 10

  • Goal 1: The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives.
    • Objective 1.01: Produce reminiscences (about a person, event, object, place, animal) that engage the audience by:
      • using specific and sensory details with purpose.
      • explaining the significance of the reminiscence from an objective perspective.
      • moving effectively between past and present.
      • recreating the mood felt by the author during the reminiscence.
    • Objective 1.02: Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by:
      • relating personal knowledge to textual information or class discussion.
      • showing an awareness of one's own culture as well as the cultures of others.
      • exhibiting an awareness of culture in which text is set or in which text was written.
      • explaining how culture affects personal responses.
      • demonstrating an understanding of media's impact on personal responses and cultural analyses.