Lesson #3: Propaganda in Media
Lessons Page
Date of Lesson: Tues. April 27th 2010
Teacher: Alexis
Grade Level: 3rd
Subject Area: Social Studies
Time Needed: 1 hour
Class Size: 16
Topic: Propaganda in Media
UW-Madison Standards Addressed:
· Standard #4: Understands and Practices Learning in Particular Domains – Teachers are knowledgeable about the challenges and opportunities that commonly arise as students develop understanding or competence in particular domains.
· Standard #11: Uses Technologies -- Teachers appropriately incorporate new and proven technologies into instructional practice. They understand the major social, cultural, and economic ideas surrounding their implementation.
MMSD Standards Addressed:
· Political Science and Citizenship #4: Recognize and interpret how the "common good" can be strengthened through various forms of citizen action.
· Behavioral Sciences #4: Explain how the media may influence behaviors, opinions, and decisions.
· Behavioral Sciences #8: Apply and practice skills of conflict resolution (persuasion, compromise, debate, and negotiation).
NCSS Standards Addressed:
· III: People, Places, and Environments
· V: Individuals, Groups, and Institutions
· VI: Power, Authority, and Governance
· VIII: Science, Technology, and Society
· X: Civic Ideals and Practices
Materials Needed:
· Computer (See links below)
· Projector
Objectives – SWBAT:
· Observe propaganda in the various types of media.
· Study specific propaganda in advertisements.
· Explain why an advertisement is using propaganda.
Context:
The students are exploring a unit on media and it’s affects on the populations that consume certain medias. This lesson is an introduction to propaganda existing in the various forms of media. In this lesson, the students will also take a closer look at the various ways that companies or people use propaganda specifically in advertisements. This lesson will lead into a lesson on why companies use propaganda.
Essential Questions:
· How do the different types of medias have propaganda?
· What forms does propaganda come in?
Lesson Opening:
· The students will spend about 20 minutes as a whole class investigating various types of propaganda.
o Alternative:
§ http://joshwhitford.com/wordpress/wp-content/uploads/2008/12/mcdonalds-anti-starbucks-billboard.jpg
§ http://scottbush.net/v2/blog/wp-images/starbucks-billboard.jpg
o Television:
§ http://www.youtube.com/watch?v=5tbBRkHUbeA&NR=1
§ http://www.youtube.com/watch?v=XZoBfpm1zHg
o Print Media:
§ http://www.foxnews.com/us/2010/04/24/arizona-law-raises-fears-racial-profiling/
§ http://latimesblogs.latimes.com/lanow/2010/04/as-the-furor-against-arizonas-strict-new-immigration-law-escalates-immigrant-advocates-are-preparing-to-move-the-fight-to-th.html
o New Age Media:
§ http://www.democrats.org/
§ http://www.gop.com/
· While investigating these types of propaganda, that students will be discussing why they think that the advertisements are propaganda or not. They will also discuss the other forms of media that aren’t represented within the four media presented such as pamphlets, pictures, radio etc and how propaganda would be similar or different in these.
Procedures:
§ Since the students have just finished discussing the various aspects of propaganda that they have seen in different types of media they will go into a further investigation of propaganda specifically in television commercials.
§ The students will be investigating five different ways propaganda can be displayed:
o Bandwagon: persuading people to do something by letting them know others are doing it.
o Testimonial: using the words of a famous person to persuade you.
o Transfer: using the names or pictures of famous people, but not direct quotations.
o Repetition: the product name is repeated at least four times.
o Emotional words: words that will make you feel strongly about someone or something.
§ The students will have access to computers (school library, classroom computers, or local library) in order to look up Superbowl commercials and assess them for propaganda.
§ Once they have found a commercial that they think contains propaganda, it will their responsibility to be “reporters” on that commercial giving evidence (and writing it down cohesively) for why it contains propaganda and what the effects of this propaganda would have on its audience either positively or negatively.
o They will need to think of important questions such as:
§ Who is this ad targeting?
§ Who does this ad exclude?
§ Why is this ad appealing?
Closure:
§ The students will be continuing with this lesson the following day to investigate the reasons why the media would propagate.
§ At the very end, the students will discuss, in partners, their findings in a “talk to your neighbor fashion”.
Special Considerations:
§ The advertisements and propaganda that the students will be exposed to will be child appropriate and age appropriate.
§ It’s important to stress how widely propaganda can be seen even though we are focusing specifically on T.V. advertisements.
§ I will make sure to create a caring community of learners that feel comfortable and safe sharing their opinions.
§ I will create a space for students to play devil’s advocate or for myself to play devil’s advocate to challenge the students to think critically.
§ The difference between opinion, propaganda, and persuasion will be clarified as needed.
Assessment:
· The students will be assessed for their thoughtfulness about the propaganda that they have found, and how they were able to determine that it was propaganda.
· The students will also be informally assessed on their partner talks, discussion of their findings and writings.
· To continue my summative assessment I will ask questions to test the students understandings and continue to observe them throughout the lesson.
Lessons Page
Date of Lesson: Tues. April 27th 2010
Teacher: Alexis
Grade Level: 3rd
Subject Area: Social Studies
Time Needed: 1 hour
Class Size: 16
Topic: Propaganda in Media
UW-Madison Standards Addressed:
· Standard #4: Understands and Practices Learning in Particular Domains – Teachers are knowledgeable about the challenges and opportunities that commonly arise as students develop understanding or competence in particular domains.
· Standard #11: Uses Technologies -- Teachers appropriately incorporate new and proven technologies into instructional practice. They understand the major social, cultural, and economic ideas surrounding their implementation.
MMSD Standards Addressed:
· Political Science and Citizenship #4: Recognize and interpret how the "common good" can be strengthened through various forms of citizen action.
· Behavioral Sciences #4: Explain how the media may influence behaviors, opinions, and decisions.
· Behavioral Sciences #8: Apply and practice skills of conflict resolution (persuasion, compromise, debate, and negotiation).
NCSS Standards Addressed:
· III: People, Places, and Environments
· V: Individuals, Groups, and Institutions
· VI: Power, Authority, and Governance
· VIII: Science, Technology, and Society
· X: Civic Ideals and Practices
Materials Needed:
· Computer (See links below)
· Projector
Objectives – SWBAT:
· Observe propaganda in the various types of media.
· Study specific propaganda in advertisements.
· Explain why an advertisement is using propaganda.
Context:
The students are exploring a unit on media and it’s affects on the populations that consume certain medias. This lesson is an introduction to propaganda existing in the various forms of media. In this lesson, the students will also take a closer look at the various ways that companies or people use propaganda specifically in advertisements. This lesson will lead into a lesson on why companies use propaganda.
Essential Questions:
· How do the different types of medias have propaganda?
· What forms does propaganda come in?
Lesson Opening:
· The students will spend about 20 minutes as a whole class investigating various types of propaganda.
o Alternative:
§ http://joshwhitford.com/wordpress/wp-content/uploads/2008/12/mcdonalds-anti-starbucks-billboard.jpg
§ http://scottbush.net/v2/blog/wp-images/starbucks-billboard.jpg
o Television:
§ http://www.youtube.com/watch?v=5tbBRkHUbeA&NR=1
§ http://www.youtube.com/watch?v=XZoBfpm1zHg
o Print Media:
§ http://www.foxnews.com/us/2010/04/24/arizona-law-raises-fears-racial-profiling/
§ http://latimesblogs.latimes.com/lanow/2010/04/as-the-furor-against-arizonas-strict-new-immigration-law-escalates-immigrant-advocates-are-preparing-to-move-the-fight-to-th.html
o New Age Media:
§ http://www.democrats.org/
§ http://www.gop.com/
· While investigating these types of propaganda, that students will be discussing why they think that the advertisements are propaganda or not. They will also discuss the other forms of media that aren’t represented within the four media presented such as pamphlets, pictures, radio etc and how propaganda would be similar or different in these.
Procedures:
§ Since the students have just finished discussing the various aspects of propaganda that they have seen in different types of media they will go into a further investigation of propaganda specifically in television commercials.
§ The students will be investigating five different ways propaganda can be displayed:
o Bandwagon: persuading people to do something by letting them know others are doing it.
o Testimonial: using the words of a famous person to persuade you.
o Transfer: using the names or pictures of famous people, but not direct quotations.
o Repetition: the product name is repeated at least four times.
o Emotional words: words that will make you feel strongly about someone or something.
§ The students will have access to computers (school library, classroom computers, or local library) in order to look up Superbowl commercials and assess them for propaganda.
§ Once they have found a commercial that they think contains propaganda, it will their responsibility to be “reporters” on that commercial giving evidence (and writing it down cohesively) for why it contains propaganda and what the effects of this propaganda would have on its audience either positively or negatively.
o They will need to think of important questions such as:
§ Who is this ad targeting?
§ Who does this ad exclude?
§ Why is this ad appealing?
Closure:
§ The students will be continuing with this lesson the following day to investigate the reasons why the media would propagate.
§ At the very end, the students will discuss, in partners, their findings in a “talk to your neighbor fashion”.
Special Considerations:
§ The advertisements and propaganda that the students will be exposed to will be child appropriate and age appropriate.
§ It’s important to stress how widely propaganda can be seen even though we are focusing specifically on T.V. advertisements.
§ I will make sure to create a caring community of learners that feel comfortable and safe sharing their opinions.
§ I will create a space for students to play devil’s advocate or for myself to play devil’s advocate to challenge the students to think critically.
§ The difference between opinion, propaganda, and persuasion will be clarified as needed.
Assessment:
· The students will be assessed for their thoughtfulness about the propaganda that they have found, and how they were able to determine that it was propaganda.
· The students will also be informally assessed on their partner talks, discussion of their findings and writings.
· To continue my summative assessment I will ask questions to test the students understandings and continue to observe them throughout the lesson.
Lessons Page
