|The student will classify information from
war posters to identify problems in the United States
related to World War II.
|| The student makes exceptional classifications and states
three or more problems in the United States related to
World War II.
||The student makes sufficient classifications and states
two problems in the United States related to World War
||The student makes weak classifications and only states
one problem in the United States related to World War
|The student will be able to analyze a WWII
poster make inferences about the purpose of propaganda
based on visual analysis.
||The student clearly identifies the problem addressed
and explains three or more ways in which the image persuades
or motivates the viewer.
||The student identifies the problem addressed and explains
two ways in which the image persuades or motivates the
||The student may not be able to identify the problem
addressed and explains only one way the image persuades
or motivates the viewer.
|The student will deconstruct an advertisement
based on marketing purpose, target audience, and visual
||Analysis is based on composition, text, and overall
impression of the ad. Marketing strategies and goals,
as well as the target audience are clearly identified.
||Analysis is based on two of the three visual elements.
The target audience is clearly identified.
||Analysis is based on one of the three visual elements.
The student may not be able to identify the target audience.
|The student will create an original poster
illustrating a current issue or problem, or an original
version of a modern advertisement.
||The poster clearly expresses an opinion and motivates
||The poster expresses an opinion and identifies an audience.
||The poster does not express a clear bias and the audience
|The student will reflect on and describe
the process of creating persuasive art.
||The student clearly describes choices made concerning
marketing goals, visual elements, use of persuasive technique
and changes made to the original work.
||The student is familiar with the concepts of marketing
goals, use of visual elements, and the persuasive technique,
but may not be able to apply them to their work.
||The student is unclear in their descriptions and may
be unfamiliar with the vocabulary and concepts of persuasive
Transparencies and Student Handouts for this Unit:
A list of the Office of War Administration poster themes and a chart for
documenting goals of each war poster.
Vocabulary of Art A
brief review of elements of art and principles of design.
A guideline for students to use when evaluating persuasive art.
War Poster Images A
collection of images provided by University of North Texas Library: Government
Documents and Digital Projects Departments
Ad Images A collection of links
to still ad images
Televison Commercials A collection
of links to multimedia advertising
Online Material using Flash Shockwave:
Logo Design An examination of factors in
the design of company logos and trademarks.
Image Comparison A comparison
of the war poster image, Rosie the Riveter, and an image from the Viginia
Slims ad campaign
(Netscape users: Netscape 6 does not support Macromedia
You may use Netscape 7 or 4.5, Internet Explorer recommended.)
Return to NTIEVA Newsletter Home vol.15,no.1