Propaganda Lesson Day 3

Background: I am placed in a 7th grade classroom at Burbank K-8 School, which is an MPS

school. The students are doing a thematic unit about bullying right now. Eventually

students will be asked to make some sort of propaganda to take around their school that

encourages their peers to take a stand against bullying.

Goals: I want my students to learn about propaganda techniques, as they will soon be

creating their own piece of propaganda in their anti-bully campaign throughout the entire

school.

Objectives: After being introduced to the different propaganda techniques, my students

will be able to successfully complete each station where they will apply what they learned

the previous day. The techniques are listed below:

1. Name-calling: Name calling occurs often in politics and wartime scenarios, but very

seldom in advertising. It is another of the seven main techniques designated by the

Institute for Propaganda Analysis. It is the use of derogatory language or words that

carry a negative connotation when describing an enemy. The propaganda attempts

to arouse prejudice among the public by labeling the target something that the

public dislikes. Often, name calling is employed using sarcasm and ridicule, and

shows up often in political cartoons or writings. When examining name calling

propaganda, we should attempt to separate our feelings about the name and our

feelings about the actual idea or proposal.

2. Bandwagon: Bandwagon is one of the most common techniques in both wartime

and peacetime and plays an important part in modern advertising. Bandwagon is

also one of the seven main propaganda techniques identified by the Institute for

Propaganda Analysis in 1938. Bandwagon is an appeal to the subject to follow the

crowd, to join in because others are doing so as well. Bandwagon propaganda is,

essentially, trying to convince the subject that one side is the winning side, because

more people have joined it. The subject is meant to believe that since so many

people have joined, that victory is inevitable and defeat impossible. Since the

average person always wants to be on the winning side, he or she is compelled to

join in. However, in modern propaganda, bandwagon has taken a new twist. The

subject is to be convinced by the propaganda that since everyone else is doing it,

they will be left out if they do not. This is, effectively, the opposite of the other type

of bandwagon, but usually provokes the same results. Subjects of bandwagon are

compelled to join in because everyone else is doing so as well. When confronted

with bandwagon propaganda, we should weigh the pros and cons of joining in

independently from the amount of people who have already joined, and, as with

most types of propaganda, we should seek more information.

3. Emotional Appeal: Appealing to your emotions instead of using logics, reason, or

facts

4. Testimonial: Using famous people to endorse a product or idea

Testimonials are another of the seven main forms of propaganda identified by the

Institute for Propaganda Analysis. Testimonials are quotations or endorsements, in

or out of context, which attempt to connect a famous or respectable person with a

product or item. Testimonials are very closely connected to the transfer technique,
 in that an attempt is made to connect an agreeable person to another item.

Testimonials are often used in advertising and political campaigns. When coming

across testimonials, the subject should consider the merits of the item or proposal

independently of the person of organization giving the testimonial.

5. Glittering Generalization: Glittering generalities was one of the seven main propaganda

techniques identified by the Institute for Propaganda Analysis in 1938. It also occurs very

often in politics and political propaganda. Glittering generalities are words that have

different positive meaning for individual subjects, but are linked to highly valued concepts.

When these words are used, they demand approval without thinking, simply because such

an important concept is involved. For example, when a person is asked to do something in

"defense of democracy" they are more likely to agree. The concept of democracy has a

positive connotation to them because it is linked to a concept that they value. Words often

used as glittering generalities are honor, glory, love of country, and especially in the United

States, freedom. When coming across with glittering generalities, we should especially

consider the merits of the idea itself when separated from specific words.

6. Appeal to numbers—Statistics: Using numbers to show how many people think

something is true

7. Plain Folks: This technique uses a folksy approach to convince us to support someone or

something. These ads depict people with ordinary looks doing ordinary activities. People

who use this product or believe this idea are just like you and me
Standards: E.8.1 Give examples to explain and illustrate the influence of prior knowledge,

motivation, capabilities, personal interests, and other factors on individual learning - See

more at: [Link]

E.8.4 Describe and explain the means by which individuals, groups, and institutions may

contribute to social continuity and change within a community - See more at:

[Link]

E.8.8 Give examples to show how the media may influence the behavior and decision-

making of individuals and groups - See more at:

[Link]

Time: 1 hour and 15 minutes

Grade: 7th grade

Materials:

- Propaganda card set

- Laptops
- Magazines
- Construction paper
- Glue sticks
- Scissors
- Pencil
- Paper
- Propaganda document emailed to students
- Copies of the entrance ticket
- White Boards
- Markers
- Erasers
Procedure:

Beginning:

1. I will hook my students by having them work in groups to complete their “Facebook”

post. Each group will have a different technique of advertisement presented to them in a

Facebook post in which they will have to respond. This will serve as a review from the

previous lesson to tie up any loose ends. They will then each share out as a group using the

smart board. This will serve as an entrance ticket.

Middle:

2. Following the whole group review, I will walk around to each station and scaffold how

they work by doing a quick example. Each station will also have a directions card for the

students to use. Be sure to remind them that they have a tool they can use from the

previous lesson if they need it. Remind them to be resourceful and work smarter, not

harder!

Station 1: There will be a matching game for the students to complete using two sets of

cards. One set will have the definition and the other set will have the term. The students

will play memory with these as they will be working on practicing with the key terms. If

they choose two that do not go together, they are to discuss why those two are not a match.

Station 2: Students will look through magazines and select a piece of propaganda. Once

they have selected an example of advertisement that is using one of the propaganda
techniques taught in class, they will glue it to a piece of construction paper and identify the

follow:

-What technique of propaganda is being used and how do you know?

-What is the message?

Station 3: Students will identify what technique of propaganda is being used in each of the

images I will email them. Their job is to identify what technique is being used, how they

know, and what the message of the piece is.

If any students finish early at a station, they are to continue working on their propaganda

poster.

End:

-The students will “tweet” about their lesson today. They are printed out and each child will

be responsible for filling out their tweet, as well as a #hashtag.

Assessment: I will have the students work as evidence of their learning. I will also be

informally assessing as I will visit each station.

Name:___________________________________

Propaganda Poster
This week you will be making your own propaganda poster about
bullying. Each day you will have work time to finish your daily
task checklist, which is below. If you do not finish during class, it
will be assigned as homework. Your completed poster will be due
on Friday, November 8th.

Monday 11/4/2013 Tuesday 11/5/2013

- Brainstorm a message you want to - Get your idea approved
share about bullying - Complete Propaganda Bully Poster
- Identify audience Sheet

Wednesday 11/6/2013 Thursday 11/7/2013

- Get started with your poster. You - Finish your poster!

should be actually making your - Attached completed answers to the
poster at this point. back of your poster
- Start preparing your answers for the - Turn your poster in

-
question that will be attached to the
back of your poster.
Name:________________________________

Matching Station
Please complete these boxes as you play memory!

What cards did you choose?

Are they a correct match?

Why or why not?

What cards did you choose?

Are they a correct match?

Why or why not?

What cards did you choose?

Are they a correct match?

Why or why not?

What cards did you choose?

Are they a correct match?

Why or why not?

What cards did you choose?

Are they a correct match?

Why or why not?

Name:_____________________________
 Image Investigation Station
Which What type of How do you What is the
Picture? propaganda is being know? message?
used?
 RUBRIC 4 3 2 1 0

Content Product fully Product relates Product relates Product Product

relates to the to most of the to part of the relates to part doesn’t
content and content and content and of the content relate to the
shows shows shows but doesn’t content
understanding understanding understanding show
of the content of that content of that content understanding
of that
content

Visuals Chooses to use Mostly chose to Sometimes Visuals do not Didn’t use
a lot of visuals use visuals that chose to use support the visuals
that support support the visuals that message or
the message of message of the support the the
the poster and poster and message of the
propaganda propaganda poster and
technique that technique. propaganda
are beyond technique.
what is
required.

Use of Use of multiple Uses one Attempted the Attempted to No

Propaganda persuasion propaganda use of use persuasion
techniques are technique and persuasion but persuasion or viewpoint
evident and the information the information but it was is evident
shows the is shown to be is seen in both done
information in a positive or a positive and incorrectly
positive or negative negative light
negative light

Spelling and Perfect spelling Very few Several spelling Due to the There is no
Grammar and grammar spelling or or grammar amount of writing on
grammar mistakes spelling or the poster
mistakes grammar
mistakes, the
product is
illegible
Name:__________________________

This is an example of propaganda

using the Bandwagon technique.
Why?

Name:__________________________
This is an example of
propaganda using the
Bandwagon technique.
Why?
 Station 1: Ad
Investigation
You are going to take a closer look at some of
the ads that are in magazines and shoppers. I
have cut some out for you if you’d like to
choose from those, otherwise, feel free to cut
your own out. Once you have selected an ad,
you’re going to investigate what kind of
technique(s) it uses to spread their message.
Some ads may use more than one technique.
Please complete the following:
-Select your ad
-Glue your ad to a piece of paper
-Identify what technique is being used
-Describe how you know what technique is
being used
***IF you are done early, you may continue
working on your poster.
 Station 2: Who
am I? Image
Investigation!
Turn to the Image Investigation sheet in
your project packet. Please take a look
at the images at your station. Decide
the following and record your answers in
your project packet:
-What propaganda technique is being
used?
-How do you know?
-What is the message?

**If you are done early, you may

continue working on your poster.
Station 3: Memory-
Propaganda Style
Remember the game memory? Here is
your chance to play it, propaganda style!
In this deck of cards are the techniques
we learned about yesterday and their
definitions. Set the cards out, face down.
Take turns picking cards, trying to match
the word to the definition. Record the
cards you select in your project packet.
**If you are done early, you may play
again if you’d like, or you may continue
working on your poster.
Reflection:

There was a lot that happened during this lesson. I feel as

though my objective was met, but the lesson could have gone

much better for multiple reasons. There was a lot that went into

creating this lesson and from the preparation standpoint of the

materials, that went rather well, but there was a lot in terms of

classroom management that could have gone smoother to make

this lesson more successful and meaningful for my students.

The first part that comes to mind in terms of what I need to

better was the grouping of the students. There are four girls that,

when working together, are very, very explosive. I spent a lot of

time thinking about how I should group the students. My

cooperating teacher suggested I used this pair cards and them

group the pairs. I was all for it and thought that the odds were so

small that these four girls would be working together, but boy was

I wrong. I looked up and saw that those four girls were grouped

together and knew right then and there that this lesson was not

going to go smoothly. I told them that if that group was not going

to work well together that I would split them up. Some how I got
blinders on and I ended up not realizing all that was happening

and one student had a total blow out. My cooperating teacher

had pulled out her cell phone to film this child and kept saying

that she was going to send that video to her mother. In my

opinion, this pushed the child too far and she ended up running

out of the school, outside. The student then came back inside

and walked into the classroom. She had gotten a three-day

suspension for running out of the school but then refused to leave

the classroom, even for the security guard. Her mother finally

showed up and she still wouldn’t leave the classroom. The child

got slapped across the face in front of other students. This really

threw my lesson for a loop and got all of the students completely

off task.

I really struggle in trying to get my students to come back

whole group. This was one of those situations. Would it have

gotten this bad if my cooperating teacher didn’t film her with her

cell phone? I can’t say for certain, but I really feel like that was

the moment when everything went downhill for this student. I

think that I should have preplanned the groups and not banked on
the fact that the chances were next to slim for those ladies to be

grouped together.

Other than that, I was really glad to be able to cater to many

different learning styles within the classroom. I had station work

set up. There was time for individual work, partner work, small

group work, and whole class work. There was reading, writing,

listening, and speaking involved in my lesson. The students were

also able to get up and be active. They moved from station to

station and were able to talk. To some, the classroom may have

seemed chaotic, but I think that the volume was very appropriate.

Other than the problem I had with that one student, the

lesson went fairly well. I incorporated middle school culture and

related them to things that are relevant in their lives, included the

ads I chose for them to look at and Facebook/Twitter. I had set up

scaffolds for the English language learners, in that I had sentence

frames for them to work with when they needed it to write. I had

my materials very well prepared for this lesson and that helped

things run smoothly. I gave set amounts of time for students to

complete things and that also helped a lot. If I were to do this

lesson again, I would change how I group the kids.