Lesson #2: What is Propaganda?
Lessons Page
Date of Lesson: Wed. 21st – Mon. 26th April 2010
Teacher: Alexis
Grade Level: 3rd
Subject Area: Social Studies
Time Needed: 1 hour
Class Size: 16
Topic: What is Propaganda?
UW-Madison Standards Addressed:
· Standard #1: Incorporates Understanding of Human Learning and Development -- Teachers design learning environments and pedagogical practices for students that are grounded in concepts and interpretative frameworks provided by disciplines that study human development and learning.
· Standard #8: Employs Varied Assessment Processes -- Teachers understand and thoughtfully use formal and informal evaluation strategies to assess students’ achievements, strengths, challenges and learning styles for continuous development.
MMSD Standards Addressed:
· Behavioral Sciences #3: Demonstrate confidence in expressing one’s own beliefs and feelings.
· Behavioral Sciences #4: Identify similarities and differences in individuals (i.e. actions, feelings, appearance, and abilities).
· Behavioral Sciences #5: Assess self and others’ behavior in a variety of groups and situations.
NCSS Standards Addressed:
· X: Civic Ideals and Practices
Materials Needed:
· The Three Billy Goats Gruff/ Just A Friendly Old Troll (Another Point of View) by Alvin Granowsky
· Henny Penny, The Gingerbread Boy, Three Billy Goats Gruff, the Ugly Duckling (Another Point of View) by Jim Lawrence
· The True Story of the Three Little Pigs by Jon Scieszka
Objectives – SWBAT:
· Define what propaganda is to them.
· Explain where propaganda can be found in society i.e. ways in which people propagate.
· Explore what propaganda feels like and looks like in real life situations.
Context:
The students were introduced to various forms of media in the beginning of the week and they explored how and why these medias are used. The next step in their media investigation will be to be introduced to propaganda separately from its influence only in media.
Essential Questions:
· What is propaganda?
· What does propaganda look like?
· What does propaganda feel like?
· Who is involved in propaganda?
· Why do people propagate?
· How is propaganda different than a different point of view?
Lesson Opening:
· I will begin this lesson by reading both versions of The Three Little Pigs. One by Golden Books and the other The True Story of the Three Little Pigs by Jon Scieszka.
· The class will have a discussion about the difference of these two stories, why they thought they were so different. This will lead into an introduction and a discussion of how viewpoints differ and about stories that are purposely skewed to give a certain impression or opinion.
Procedures:
· The students will get into three different groups by drawing different colored cards and finding their matching color-mates.
· On the first day, all of the groups will receive a version of the story the Billy Goats Gruff – one of the groups will receive the original version, one of the groups will receive a version written from a different point of view, and the last group will receive a version written with propaganda.
o On this first day, the groups will practice performing their pieces in front of the class rehearsing their roles and finding props that are fitting.
o On the second day, the groups will perform their pieces in front of the class and once all of the various stories have been performed there will be a class discussion on which one they think is the propaganda story and which one they think is the alternative viewpoint.
o On the third and fourth days, the students will repeat this process with The Ugly Duckling to further solidify the differences between points of view and propaganda.
Closure:
· Once the class has performed both of their pieces and the class has had a discussion on the difference between point of view and propaganda, the class will begin to think about how propaganda and points of view are woven into media to lead into the next lesson series. One important thing for students to think about is if a point of view can be propaganda.
· They will wrestle with the tough questions of what propaganda feels like, looks like, and why it may be found in media.
Special Considerations:
· This may be a difficult idea for many students to grasp without even including opinions into the discussion, it’s important for me to observe to see how the students are coming along with the idea of points of view and propaganda to see if I need to slow it down even slower and get deeper into the issues of both.
· It’s important that the classroom remains a space where the students feel safe to speak their minds because these issues are debatable. I want to make sure that if any students have strong opinions, questions, or comments that they feel safe and encouraged to do so.
Assessment:
· I will informally assess the class based on their whole group discussion on what is propaganda and what is a point of view.
· I will look to see how the students are describing the different points of the stories, how they looked and felt, and why someone would use it.
· While students are discussion their activity I will assess on their reasoning of how the story was propagated and challenge them to answer where this may happen in real life.
Lessons Page
Date of Lesson: Wed. 21st – Mon. 26th April 2010
Teacher: Alexis
Grade Level: 3rd
Subject Area: Social Studies
Time Needed: 1 hour
Class Size: 16
Topic: What is Propaganda?
UW-Madison Standards Addressed:
· Standard #1: Incorporates Understanding of Human Learning and Development -- Teachers design learning environments and pedagogical practices for students that are grounded in concepts and interpretative frameworks provided by disciplines that study human development and learning.
· Standard #8: Employs Varied Assessment Processes -- Teachers understand and thoughtfully use formal and informal evaluation strategies to assess students’ achievements, strengths, challenges and learning styles for continuous development.
MMSD Standards Addressed:
· Behavioral Sciences #3: Demonstrate confidence in expressing one’s own beliefs and feelings.
· Behavioral Sciences #4: Identify similarities and differences in individuals (i.e. actions, feelings, appearance, and abilities).
· Behavioral Sciences #5: Assess self and others’ behavior in a variety of groups and situations.
NCSS Standards Addressed:
· X: Civic Ideals and Practices
Materials Needed:
· The Three Billy Goats Gruff/ Just A Friendly Old Troll (Another Point of View) by Alvin Granowsky
· Henny Penny, The Gingerbread Boy, Three Billy Goats Gruff, the Ugly Duckling (Another Point of View) by Jim Lawrence
· The True Story of the Three Little Pigs by Jon Scieszka
Objectives – SWBAT:
· Define what propaganda is to them.
· Explain where propaganda can be found in society i.e. ways in which people propagate.
· Explore what propaganda feels like and looks like in real life situations.
Context:
The students were introduced to various forms of media in the beginning of the week and they explored how and why these medias are used. The next step in their media investigation will be to be introduced to propaganda separately from its influence only in media.
Essential Questions:
· What is propaganda?
· What does propaganda look like?
· What does propaganda feel like?
· Who is involved in propaganda?
· Why do people propagate?
· How is propaganda different than a different point of view?
Lesson Opening:
· I will begin this lesson by reading both versions of The Three Little Pigs. One by Golden Books and the other The True Story of the Three Little Pigs by Jon Scieszka.
· The class will have a discussion about the difference of these two stories, why they thought they were so different. This will lead into an introduction and a discussion of how viewpoints differ and about stories that are purposely skewed to give a certain impression or opinion.
Procedures:
· The students will get into three different groups by drawing different colored cards and finding their matching color-mates.
· On the first day, all of the groups will receive a version of the story the Billy Goats Gruff – one of the groups will receive the original version, one of the groups will receive a version written from a different point of view, and the last group will receive a version written with propaganda.
o On this first day, the groups will practice performing their pieces in front of the class rehearsing their roles and finding props that are fitting.
o On the second day, the groups will perform their pieces in front of the class and once all of the various stories have been performed there will be a class discussion on which one they think is the propaganda story and which one they think is the alternative viewpoint.
o On the third and fourth days, the students will repeat this process with The Ugly Duckling to further solidify the differences between points of view and propaganda.
Closure:
· Once the class has performed both of their pieces and the class has had a discussion on the difference between point of view and propaganda, the class will begin to think about how propaganda and points of view are woven into media to lead into the next lesson series. One important thing for students to think about is if a point of view can be propaganda.
· They will wrestle with the tough questions of what propaganda feels like, looks like, and why it may be found in media.
Special Considerations:
· This may be a difficult idea for many students to grasp without even including opinions into the discussion, it’s important for me to observe to see how the students are coming along with the idea of points of view and propaganda to see if I need to slow it down even slower and get deeper into the issues of both.
· It’s important that the classroom remains a space where the students feel safe to speak their minds because these issues are debatable. I want to make sure that if any students have strong opinions, questions, or comments that they feel safe and encouraged to do so.
Assessment:
· I will informally assess the class based on their whole group discussion on what is propaganda and what is a point of view.
· I will look to see how the students are describing the different points of the stories, how they looked and felt, and why someone would use it.
· While students are discussion their activity I will assess on their reasoning of how the story was propagated and challenge them to answer where this may happen in real life.
Lessons Page
