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High School — Social Studies
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      Activities: Advanced Work

      These activities can help your students reach the next level in their understanding.

      Analyzing Wartime Propaganda

      Ask students to connect developments related to World War I with the onset of World War II by viewing World War II wartime propaganda, which often took the form of posters and political cartoons. In viewing the propaganda, students can consider:

      • The intended audience and how they were affected by post-World War I developments;
      • The emotional appeal attached to the propaganda;
      • How the propaganda was intended to advance support for the war;
      • The point of view represented.

      Students can also use further evaluative skills by answering questions such as the following:

      • Would this have been an effective use of propaganda from its creator's point of view? Why?
      • Which groups of people might this propaganda be attempting to harm?
      • How did this propaganda touch on key issues that emerged from World War I and played a role in the onset of World War II?
      Understanding Daily Life During Industrialization Through a Review of Primary Sources

      Help students build a complete understanding of the Industrial Revolution through an analysis of primary sources. Challenge students to find primary sources describing the lives and points of view of this period for: farmers, factory workers, reformers, politicians, factory owners, labor organizers and members of the middle class.

      In analyzing primary sources, students can draw conclusions about how the writer felt about the changes that took place during the Industrial Revolution. Did the writer consider the changes to be favorable or unfavorable, or both? Have students write up their findings and present what they have learned in class.

      Consider the Personal Impact of the Civil Rights Movement

      The civil rights movement had a dramatic impact on many individuals who consider the events of the period to be part of their own personal history. Students can identify ways in which life today is different for individuals from American life prior to the civil rights movement of the 1960s. Have students research the civil rights movement. Students can identify primary sources that might be available, and might even interview family and community members who were alive during the rallies and sit-ins and marches that took place during this era. Students can consider asking:

      • How was life different for black Americans and white Americans prior to the civil rights movement?
      • What was the impact of speeches, sit-ins and rallies on different individuals during the civil rights movement?
      • What were the struggles of the civil rights movement?
      • What were the controversies of the civil rights movement?
      • How did people feel changed by the efforts of the civil rights movement?
      • What are the struggles for racial equality that were not solved by the civil rights movement?

      Students can analyze the results of their interviews and present their findings in class, for the school, or at other public forums.

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