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Critically analyzing media/print bias is an important skill in today's world to avoid being manipulated by advertisers, news sources or politicians.

Students will rotate through four learning centers where they will read primary and secondary sources about injustices during World War I.

Students, after learning about WWI and the Armenian massacres will create newspapers analyzing the role of the media and the U.S. in the massacres.

Students will work in learning communities (small groups) to create a presentation explaining the role of The Hello Girls in WWI.

This lesson will help students understand how Americans felt about WWI before we entered it and understand that it was not necessarily widely supported like WWII.

The lesson incorporates an online exhibition from the National World War I Museum with primary and secondary sources regarding the African American experience in World War I.

Students will take a letter from Harry Truman to Bess Wallace and compare it to the war material from their textbook.

This lessons aims to present an event in history through the eyes of Wilfred Owen to the students, so they can understand the pain, struggle, and consequences of war. Students will then also see how literature can portray history.

Student will analyze Wilson's Address to Congress Requesting a Declaration of War with Germany.

This exercise will enable students to understand how each individual’ personal bias could be affected by evidence presented to them, in this case, posters of WWI.