Media Literacy: Discovering and Understanding Propaganda Grade Nine Interdisciplinary Lesson

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1 Ohio Standards Connections Technology Technology and Communications Applications Benchmark A Apply appropriate communication design principles in published and presented projects. Indicator 3 Examine how and why image, language, sound and motion convey specific messages designed to influence the audience. Social Studies Social Studies Skills and Methods Benchmark A Evaluate the reliability and credibility of sources. Indicator 1 Detect bias and propaganda in primary and secondary sources of information. Library Information Literacy Benchmark B Determine and apply an evaluative process to all information sources chosen for a project. Lesson Summary: In this lesson, students will learn about the various types of propaganda. They select issues of significance to them and use the techniques of propaganda to design and create posters depicting the chosen topics. Students may use word processing, drawing and painting programs. Completed assignments can be displayed on the walls in the classroom. In addition, students will write narratives describing the audience, voices and emotions identified in the posters. This lesson brings together social studies, technology and English language art and can be taught in collaboration or individually. The School Library Media Specialist (SLMS) could assist with instruction and preparation. Estimated Duration: Five 50-minute periods Commentary: The intent of this lesson is to encourage students to learn how to recognize propaganda messages. It also is intended to make students aware of how human attitudes and emotions can be affected using various techniques of propaganda. The use of technology in this lesson allows students to see and produce a myriad of examples of propaganda in a variety of formats. A variety of learning opportunities are available to meet the diverse modalities of all learners, and students can choose the one modality that best fits their learning style. This lesson also accommodates different student populations, from nonreaders to gifted. Pre-Assessment: Give students a copy of Attachment A, Pre-Assessment. Show students one example of a poster available from resources for illustrations in Attachment B, Web Resources for Graphic Illustrations of Propaganda, that reflects propaganda techniques. 1

2 Indicator 2 Determine the author s authority for all resources and identify points of agreement and disagreement among sources. Technology Literacy Benchmark C Utilize the Internet for research, classroom assignments and appropriate personal interests. Indicator 4 Establish criteria for evaluating the information retrieved through Internet searching (e.g., author s expertise, bias, coverage of topic, timeliness). Media Literacy Benchmark C Critique and evaluate the intended impact of media communications and messages when delivered and received by society as a whole. Indicator 3 Recognize propaganda and rhetorical devices embedded in visual and text media components. Have students complete and then share their answers through class discussion. Collect the pre-assessment from each student. Instructional Tip: You may want to consider using a topic relevant to the student population or what they are studying in other classes. Some suggestions include smoking, music, fast food, student government, automobiles, or an issue of local or national concern, such as contributing to disaster relief, fire safety, ethical treatment of animals or environmental concerns. Scoring Guidelines: As students orally share their answers, pay close attention to the responses and use clarifying questions to explore their depth of understanding. Use these responses to help determine how much students really know about propaganda and to guide what components of propaganda the students need to learn or review during the actual lesson. Also, at this time, determine any need for differentiated instruction. Post-Assessment: Each student chooses an issue to illustrate what he or she knows about propaganda. They should choose a topic or issue that is meaningful to them. Instructional Tips: Using word processing, drawing and/or painting programs, students create a poster utilizing at least one form of propaganda. The narrative describing the audience, voices and emotions identified in the poster will be submitted to the teacher. The teacher or an outside evaluator, such as another teacher, administrator or expert on the subject of the poster, can assess the Post-Assessment. You may want to assist student in selecting a topic. Ideas of topics may include: smoking, music, fast-food, 2

3 Student government, automobiles or an issue of local or national concern such as contributing to disaster relief, fire safety, ethical treatment of animals, environmental concerns. Students could score each others projects using the Attachment C, Post-Assessment Rubric. This gives them additional practice in recognizing the propaganda techniques. Scoring Guidelines: See Attachment C, Post-Assessment Scoring Rubric for the scoring guidelines. Instructional Procedures: Day One 1. Distribute the copies of Attachment A, Pre-Assessment and have students answer the questions. 2. Allow 10 minutes of class time to write responses to questions. 3. Collect the pre-assessment from students. 4. Using the same graphic shown in the pre-assessment, display the following questions to initiate a class discussion about the various techniques of propaganda. See Attachment D, Analyzing the Message. 5. Solicit responses to the questions from the class, recording the responses on a chalk board, overhead projector, chart paper, presentation device or white board. 6. Based on the responses, have students help create a list of ideas that illustrate techniques of propaganda. This list should be recorded. 7. Add any techniques that have not been mentioned to the list. Refer to Attachment E, Vocabulary Definitions, for the different types, and give each student a copy. 8. Discuss the vocabulary and examples associated with propaganda techniques. 9. Ask students to share additional descriptive examples of propaganda techniques. Record all examples. 10. Ask students how technology can be used to manipulate messages. Record all examples. Instructional Tips: Be sure to explain that propaganda techniques are not inherently bad. Those techniques are sometimes used for very good purposes. Students need this skill to question the purpose or motive of all advertising. You can select a student as the scribe to assist you in recording the class discussion. Concept mapping software works well with this type of classroom activity and may be used to organize the list. See Attachment F, Concept Mapping Example. Some examples of how technology can be used to manipulate messages include photoediting software used to alter graphic images, altering voices or sound and use of color and text. 3

4 Day Two 11. Review the propaganda techniques with students; refer to Attachment E, Vocabulary Definitions. 12. Answer any questions students may have related to understanding the techniques. 13. Review appropriate Internet search strategies with students. 14. Provide sites where students may find examples see Attachment B, Web Resources for Graphic Illustrations of Propaganda. Point out to students the difference between primary and secondary sources of information. 15. Ask students to choose at least two examples. 16. Have students copy and paste these examples into a word-processing program. 17. Have students type below the graphic the technique of propaganda illustrated. 18. Have students explain in writing why these choices would be considered examples of propaganda. 19. Have students share examples with the class. Day Three 20. Review with students how technology can be used to manipulate information. 21. Share with students that they will be creating examples of propaganda posters on issues of local or national concern. Ask them to reflect on the classroom discussion about what defines a graphic as propaganda. 22. Have students generate a list of potential topics that is written on the board or overhead projector for all students to see. 23. Have each student select and illustrate one propaganda technique in the poster. Choices include: Bandwagon, Card-Stacking, Testimonial, Plain Folks, Transfer, Fear, Logical Fallacies, Glittering Generalities or Name-Calling. Briefly discuss elements of design that should be considered, such as font size and type, color, graphics and placement. 24. Share and review the scoring rubric with students. See Attachment C, Post- Assessment Scoring Rubric. 25. Answer any questions about the scoring guidelines for the project. 26. Using a word-processing, drawing and painting programs, have students begin to produce their own visual examples of propaganda. Day Four 27. Using word-processing, drawing and painting programs, have students complete their own visual examples of propaganda. 28. Using word processing, have students write narratives describing the audience, voices and emotions identified in their posters. Day Five 29. Have students present their posters and orally explain the propaganda examples. 30. Collect the posters and narratives from the students. 4

5 Instructional Tips: If possible, students should be allowed the opportunity to stay after school to use the computer lab to work on their projects. Students can submit hard copies of their posters to display on the walls of the classroom. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Provide additional information on basic terms, definitions and concepts for those who may need it. Provide written and verbal instructions on how to use the software for those who may need it. Demonstrate how to use equipment and software in small groups for those students who may need extra assistance. Encourage students to interview classmates, friends and family about products that uses propaganda techniques to persuade people to buy them. Extensions: Tell students to bring in examples of propaganda found in magazines, newspapers, comics, advertising, videos, speeches, audiotapes, radio broadcasts, television, Web resources, billboards, etc. Have them describe the types of propaganda techniques used. Have students count and record the numbers or types of propaganda they encounter in one day. Encourage students to research in more depth the issues they chose for the propaganda illustrations and write brief essays about them. Explaining if their viewpoints were altered after additional investigation. Have students discuss ways to determine the credibility of the information presented in resources. Have students analyze advertisements to see how propaganda techniques are applied to sell products. Allow students to analyze ethical and legal issues associated with propaganda. As a class, discuss the social issues of presenting information manipulated with technology innovations and formulate strategies that pose solutions to these issues. Tell students to write brief essays on the responsible use of technology. Allow students to create videos illustrating at least one technique of propaganda. Allow students to create audio newscasts illustrating at least one technique of propaganda as it relates to political action, social protest or historical revolution. Have students use photo-editing software, scanners and poster making printer or enlarge their design to poster size. 5

6 Home Connections: Have students discuss project with family or friends to help plan their posters. Have students present projects to family or friends for practice prior to the class presentation. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page; therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time; therefore, the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. Note: Some Web sites contain material that is protected by copyright. Teachers should ensure that any use of material from the Web does not infringe upon the content owner's copyright. For the teacher: For the student: Internet access; computer; word-processing, drawing and painting software to produce product; color printer Internet connection; word-processing, drawing and/or painting software to produce product; computers, preferably one for each student (If one computer per student is not available, teacher can have students rotate using available computers.); internet access; color printer The Instructional Management System (IMS) offers a valuable pool of standard-based resources. Listed below are lessons that can support Technology ACS implementation. Suggested IMS Linked Lessons: English language arts Writing and Presenting a Persuasive Paper, Grade Nine; English language arts Information, Technical and Persuasive Text, Grade Eight; English language arts Delivering a Persuasive Speech, Grade 10; Science Scientific Inquiry, Grade 11. Vocabulary: bandwagon - technique that appeals to the idea that everyone is doing it and so should you; getting on the bandwagon. Example: Everyone is buying it and so should you! Don t be left out! 6

7 card stacking - the propagandist stacks the cards against the truth, omitting facts and offering false testimony. Example: Snake-oil salesman fear technique that employs scare tactics to get us to follow a particular course of action. glittering generalities technique that links a person or idea to a positive symbol. logical fallacies technique deliberately manipulates logical ideas to promote a cause. name calling technique that links a person or idea to a negative symbol. plain folks brings the ordinary, everyday person in touch with the issue or product, etc. Example: a famous person is shown eating at a popular restaurant or shopping in the grocery store. propaganda information that is shared for the purpose of promoting a particular cause testimonial uses the endorsement of a celebrity or famous person. Example: The picture of a famous sports figure that appears on a cereal box endorsing that eating this particular cereal will make you perform like him or her. transfer technique that attempts to link an important person, place or thing to something that is desired for us to accept. Library Connections: In 2003, the State Board of Education and the Ohio Department of Education established library guidelines that represent a standards-based education approach to school library programs. Entitled Academic Content Standards K-12 Guidelines Library, Ohio s library guidelines provide a variety of content-specific, grade-level indicators describing information literacy, literacy linked to library-based technologies, and media literacy experiences for students. Featured on pages are sample activities for making library connections across academic content standards and disciplines. Also included are grade-band models for student research and specific information concerning copyright and fair use of materials laws. K-12 teachers are encouraged to utilize the library guidelines and collaborate with the school library media specialist whenever possible. Ohio s library guidelines can be found under the heading of Library at keyword search Library. Research Connections: Arter, Judith and Jay McTighe. Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance. Thousand Oaks, CA: Corwin Press, Daniels, Harvey and Marilyn Bizar. Methods that Matter: Six Structures for Best Practice Classrooms. ME: Stenhouse Publishers, Smutny, Joan F. Differentiation and Creativity (Content). A Professional Development Offering of Phi Delta Kappa International. 5 November Presentation materials. 7

8 Sousa, David A. How the Brain Learns: A Classroom Teacher s Guide. Reston, VA: NASSP, Stiggins, Richard J. Student-Involved Classroom Assessment. Upper Saddle River, NJ: Merrill Prentice Hall, Torrance, E. Paul. The Search for Satori and Creativity. Buffalo, NY: Creative Education Foundation, Technology for All Americans Project, Measuring Progress: A Guide to Assessing Students for Technological Literacy, Reston, VA: International Technology Education Association, Standards-based student assessment supports the systematic, multi-step process of collecting evidence on student learning, understanding and abilities and using that information to inform instruction and provide feedback to the learner, thereby enhancing learning. Students should be assessed often using a variety of tools and methods. The design of student assessments should follow set principles, such as utilizing authentic assessment that provides students the opportunity to demonstrate their knowledge and abilities in real-world situations. Note: the complete publication and other resource materials are available online at the Ohio page of the ITEA Center to Advance the Teaching of Technology and Science [CATTS] web link: General Tips: A computer lab setting is preferred but not required. Attachments: Attachment A, Pre-Assessment Attachment B, Web Resources for Graphic Illustrations of Propaganda Attachment C, Post-Assessment Scoring Rubric Attachment D, Analyzing the Message Attachment E, Vocabulary Definitions Attachment F, Concept Mapping Example 8

9 Attachment A Pre-Assessment Student Name: Poster Analysis Observation Knowledge Interpretation Describe exactly what you see in the poster. What audience, voices and emotions are identified in this poster? What can you conclude from what you see? 9

10 Attachment B Web Resources for Graphic Illustrations of Propaganda Under the Search category, select Calvin s Web site. Type in Propaganda in Google search bar. Multiple links to propaganda examples are available. World War II examples Select the link to Departments Choose special collections. In Researching Special Collections type in amposter. Click on the link that appears for amposter. World War I examples Select the link for the Site Map. Under Research Sources, select Government Information. In the Search box, type in mapsandposters. Choose the link to WWII posters. WWI and WWII posters depicting propaganda In the search box, type in Propaganda. Wikipedia, a free encyclopedia, has numerous resources on propaganda. This is an excellent site. Choose the link to galleries. Choose the link to leaflet galleries. Propaganda leaflet drops from U.S. Military In the search box, type in posters on propaganda. Select Collections and Exhibitions. Choose any of the links to examples of posters depicting propaganda. The Smithsonian Institute offers some information and posters depicting propaganda. In the search box, type in politics and propaganda. Select any of the links to examples. Politics and Propaganda from the Library of Congress Prints and Photographs: An Illustrated Guide 10

11 Attachment B Web Resources for Graphic Illustrations of Propaganda, Continued Choose Online Exhibits under Explore and Interact. Click on Powers of Persuasion Posters from World War II. Click on Now. Click on Politics and the Economy. In the second search box, type in propaganda. 11

12 Attachment C Post Assessment Scoring Rubric Student Name: Beginning Developing Accomplished Exemplary Evidence of propaganda technique Comprehension of propaganda techniques Originality Poster is visually attractive Narrative- evidence of audience, voice and emotions Oral presentation No evidence of propaganda technique. Shows little comprehension. Shows little originality. Lacks color and images. Only one element of the narrative is identified in the written component. Fails to give an oral presentation. Attempt to include a technique. Shows some comprehension. Shows some originality. Uses some colors and images. Two elements of the narrative are identified in the written component. Lacks some components for a good oral presentation. Evidence of at least one technique. Shows adequate comprehension. Shows originality. Colors and images match the content. The audience, voices and emotions are identified in written component. Delivers a good oral presentation to the class. Evidence of more than one technique. Shows exceptional comprehension. Shows exceptional originality. Colors and images enrich the content. Narrative is well-written and elements are easily identified. Delivers an excellent oral presentation to the class. 12

13 - For whom is the message intended? Attachment D Analyzing the Message - To what audience is it being addressed? - Whose perspective is being presented? - Whose voices are heard? - Whose voices are absent? - What is depicted in the poster? - How are the elements arranged? - What is the effect of the arrangement? 13

14 - How is color used? Media Literacy: Discovering and Attachment D Analyzing the Message, Continued - What is the effect? - What other elements are used to enhance the message? (Font size and type, pictures, graphics) - What emotions does the poster arouse? - Who is the audience for whom this poster is designed to appeal? - What message do you get besides the one that s printed on the poster? - When is propaganda bad? 14

15 Attachment E Vocabulary Definitions Bandwagon - technique that appeals to the idea that everyone is doing it and so should you; getting on the bandwagon. Example: Everyone is buying it and so should you! Don t be left out! Card stacking - the propagandist stacks the cards against the truth, omitting facts and offering false testimony. Example: Snake-oil salesman Fear - technique that employs scare tactics to get us to follow a particular course of action. Glittering generalities - technique that links a person or idea to a positive symbol. Logical fallacies - technique deliberately manipulates logical ideas to promote a cause. Name calling - technique that links a person or idea to a negative symbol. Plain folks - brings the ordinary, everyday person in touch with the issue or product, etc. Example: a famous person is shown eating at a popular restaurant or shopping in the grocery store. Propaganda - information that is shared for the purpose of promoting a particular cause Testimonial - uses the endorsement of a celebrity or famous person. Example: The picture of a famous sports figure that appears on a cereal box endorsing that eating this particular cereal will make you perform like him or her. Transfer technique that attempts to link an important person, place or thing to something that is desired for us to accept. 15

16 Attachment F Concept Mapping Example 16