Propaganda

=Propaganda=

With a major election taking place in November of this year, curiosity piques about government and politics. With this in mind, I wanted to choose a topic along these lines. I wanted to choose something that would be interesting to students who may or may not be able to vote in the election, but have opinions and ideas about the election.

With this in mind, I chose to cover the topic of propaganda in the media. The grades I chose for this topic were eighth and twelfth. The lesson for the eighth grade students will be a basic overview, including a handout on some propaganda techniques and some real-life examples. The lesson for the twelfth graders will deal with propaganda in politics. Because some of these twelfth graders may be voting in the upcoming election, this topic will be well suited for them. Being able to recognize propaganda in commercials and other mediums will help students as they study these candidates for the best choice for President.

The eighth grade lessons cover standards one and two of the AASL Standards for the 21st-Century Learner:
 * 1) inquire, think critically, and gain knowledge;
 * 2) draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge;

The twelfth grade lessons cover all four AASL standards, especially focusing on numbers two and three:
 * 1) inquire, think critically, and gain knowledge;
 * 2) draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge;
 * 3) share knowledge and participate ethically and productively as members of our democratic society;
 * 4) pursue personal and aesthetic growth.

These lessons also cover this content area standard from the Indiana Academic Standards: S.8.7 Define propaganda and discuss the methods of propaganda used to influence social behavior. These lessons cover the following Information Literacy Standards as well: ILS 1: accesses information efficiently and effectively. ILS 2: evaluates information critically and competently. ILS 3: uses information accurately and creatively. ILS 7: recognizes the importance of information in a democratic society. ILS 8: practices ethical behavior in regard to information and information technology.

The eighth grade lesson will be more guided and confined to the classroom. While some students may have heard of propaganda or understand it, some might not fully understand what it is and its significance. This lesson is designed to give an overview of the topic – it will lay a good foundation for further study. A homework assignment will be given to find an outside example of propaganda. The students can print off a picture or speech or even give a link to an online video. They must also give an explanation of the technique used. These techniques can be from the handout given in class, but if they prefer, they can go beyond.

The twelfth grade lesson builds on the basic knowledge of the eighth grade students. They should already be familiar with what propaganda is and be able to recognize some of the techniques. This lesson focuses on propaganda in politics. In class activities will illustrate how to identify these techniques in Presidential campaigns and then they will be required to create their own piece of propaganda – a persuasive ad. This can be in any form: a video (such as a mock commercial), a print ad, or a persuasive essay. They must use at least one propaganda technique and the techniques don’t have to be ones covered in class.

Resources
[|The Partial List of Propaganda Techniques.doc] - 8th Grade handout [|Some Propaganda Techniques.doc] - 12th Grade handout [|Project Guidelines.doc] - 12th Grade Project Guidelines [|Online resources.doc] - Web and video links for classroom use

8th Grade Lesson

 * Purpose:** To introduce students to propaganda.


 * Objectives:**
 * Learn the definition of propaganda and some of the techniques used.
 * Analyze and identify examples of propaganda.


 * Session One (30-35 minutes):**
 * Begin by asking the students the question, “What is propaganda?”
 * Discuss the idea of propaganda. For visual effect, write some of the ideas on the board.
 * Share a proper definition of propaganda. You can find a great one at Wikipedia.
 * Pass out the handout called “[|The Partial List of Propaganda Techniques.doc]”. Have the students review it for a few minutes and then ask if they have seen any of these techniques used.
 * Discuss the power of propaganda and why these techniques are effective.


 * Session Two (45 minutes):**
 * Have students take out the handout given to them the previous day.
 * Do a quick review of the techniques on the handout.
 * Show two examples of print ads using propaganda. Ask the students what the message of this ad would be – what does it want you to do or believe? Then have students discuss what technique(s) might be used and have them give support for their answers.
 * Break up the class into groups of 2 or 3. Give each group a different print ad and give them a few minutes to discuss them. They need to identify at least one technique used. Make sure these ads use only techniques found on the handout! Once the groups have discussed, make sure each group appoints a “speaker” and give each group a turn to present their thoughts. Give opportunity for other groups to respond with their opinions, if desired.
 * Homework assignment: Find an example of propaganda, such as a print ad (not seen in class), video clip, or persuasive essay. The print ads and essays need to be printed out; the videos can be given by web address. Each student should write a short summary of technique(s) used. These techniques can go beyond the handout, as long as sufficient citation is given for the definition of the technique.

12th Grade Lesson

 * Purpose:** To expand on the idea of propaganda and see its effect on politics.


 * Objectives:**
 * Analyze and identify propaganda in the media, specifically in an electronic medium.
 * Identify propaganda in political campaigns.
 * Create a solid example of propaganda.


 * Session One (40 minutes):**
 * Give a quick overview of propaganda.
 * Discuss its place in politics. Are there specific examples any student can think of?
 * Pass out the handout “[|Some Propaganda Techniques.doc]”. This handout includes some techniques found on the eighth grade version, but also adds a few more, with blanks for students to fill out. Review the handout and ask students to give examples. They will put these examples in the blanks on the handout.


 * Session Two (45 minutes):**
 * Show a few video clips using at least one propaganda technique. Give the students a blank worksheet to fill in as these clips are shown. After each clip, discuss them with the students. What made this clip effective?
 * Give handout called [|Project Guidelines.doc]. Each student should create some form of propaganda, utilizing at least one technique. Dividing into groups with at least 2 members, students are responsible to create a video (such as a commercial), print ad, or persuasive essay. They will have 4 weeks to complete this project.


 * Session Three (45 minutes):**
 * Students will spent this time at the media center, working in their groups. They can research propaganda, specifically the mediums they choose to present. The media specialist will have a list of websites, books, and video clips that will help them brainstorm.


 * Sessions Four+ (45 minutes):**
 * These sessions will be used for presenting the projects. The students will show their project and each will lead the class in a short discussion about techniques and their effect.