SocialStudies201PropagandaLessonPlan

BigQuestion:Isthereajustificationfortheuseofpropaganda(Nationalism/Ultranationalism)? LearningOutcomes(CurricularAlignment): 2.1:Appreciatethatnationsandstatespursuenationalinterests. 2.2:Appreciatethatthepursuitofnationalinteresthaspositiveandnegativeconsequences. 2.3:Appreciatemultipleperspectivesrelatedtothepursuitofnationalinterest. 2.6:Analyzetherelationshipbetweennationalismandultranationalism. 2.8:Analyzenationalismandultranationalismduringtimesofconflict. SkillsOutcomes S.1:Developskillsofcriticalthinkingandcreativethinking. S.2:Developskillsofhistoricalthinking. S.9:Developskillsofmedialiteracy. Teacher/StudentActivities ShowvideoonCanadainDDay.(https://www.youtube.com/watch?v=yzRGxhenTFk) ClassDiscussion Whatdidyouthinkaboutthatvideo? Wouldyoudescribeitasnationalistic,ultranationalistic,neither?Why? Isthisanaccuraterepresentationofhistory?Doyoufeelthevideoisbiased? Ishistorywrittenbythevictors? ShowNaziwarpropagandaposters ClassDiscussion Wouldthesepostersbeconsiderednationalistic,ultranationalistic?Why? Isthisanexampleofpropagandaorindoctrination? IftheCanadaDDayvideoisnotpropaganda,howisitdifferentfromtheNazi posters?Whatcouldbeadded/takenawayfromeithertochangeyouropinion ofthem? IftheCanadaDDayvideoispropaganda,isitwrong?Why? IstheCanadiangovernmentjustifiedinusingpropaganda?(Showpropaganda postersfromCanada?) WeretheNazisjustifiedinusingpropaganda? Whataresomemethodsyoucanusetodetermineifmediashouldbe consideredaformofpropaganda?(See www.physics.smu.edu/pseudo/Propaganda) FinishoffwithquoteaboutpropagandafromGoebbels. Assessment Summative:None Formative: ExtendedWaitTimes:Newteacher,slightjarfromregularclassactivity. MinutePapers:Havestudentsreflectanddeterminewhatformsofpropagandathey mayencounterintheirdailylives.Studentswillbeabletoassessifandexplainwhy thesearejustifiedformsofpropaganda,ordefendhowtheyareunjustified. SOS(Statement,Opinion,Support):Incorporatedintoaboveclassdiscussions. Studentswillbeabletodemonstratecriticalthinkingskillsbydissectingxboththe CanadianDDayFilm,andtheNazipropagandaposters.

Reflection Whilethedeliverywasnotsmallgroupfocused(duetotimeconstraints,andafairuseof classroomtime)thelessonplancanbeadaptedfor,andevenbebettersuitedforasmall groupdiscussion.Ideliveredittothe201classanditwasfocusedonpropagandaandthe eventsofWorldWar2.Theprimarygoal,ofhavingstudentscriticallyreflectonpropaganda, history,andandhoweventscanimpactthedeliveryandinterpretationofthesetoolsand topics.Thesecondaryaimwastohavetheclassdiscussionreflectontheideathathistoryis writtenbythevictor.ThisinturnwouldleadintomypartnerteacherslessononHiroshima andNagasaki,andiftheseactions,andtheprecedingfirebombings,shouldbeconsidered warcrimes. Itdidtakesometimeforthestudentstoengagewithmylessonplan,butintheendthe classdidbeginrespondingtomypromptsandbegantoanswerinreflectiveways.Thiswas theaim,andwhileIalsointendedtogodeeper,IfoundmyselfshockedbythelevelofanxietyI wasfeeling.IwasthinkingaboutallthethingsIhadbeentaughtoverthelastyearabout inclusivity,sensitivity,deliveringproperengagement,plusIwasacutelyawarethatIwasbeing analyzedbymypartnerteacherandjudged(thoughlikelytoasmallextent)bymystudents.I losttrackofmylinesofquestioning,andeventhoughmystudentswereengagedwiththe questionsonifpropagandawasbadorgood,Ididnotfollowthroughonthediscussionto havethemcriticallyreflectonthepurposeofpropaganda.InsteadIjumpedrighttotheneedto criticallyreflectonhistory,notingthatitiswrittenbythevictors.Mypartnerteacherwasableto transitionsmoothlyintohertalkbecauseofthis,butremarkedthatshethoughtIwasintending togodeeperandnotedthatIdidntassomeofthequestionsIhadoutlineinmylessonplan. Fromthisexperience,Icannowseehowimportantitisformetoclearlyunderstandmy lessonplansbeforedeliveringthem.IfIhadclearlydelineatedalineofquestioning,with potentialdifferencesinclassresponses,thenIshouldbeabletocompensateforanyanxietyI encounterwhenteaching.MypartnerteacherdidntnoticetheanxietyIfelt,whileshesawI wasabitnervous,shecouldnttellthatIhadlostmyplace.ThistellsmeIhavetheabilityto adaptonthespot,andnowIjustneedtohavesomefallbackplansinplaceincaseIdoloose myspot.WhilethiswillincreasethelevelofworkIhavetodoasateacher,thisshouldonlybe necessarywithinthefirstfewyearsofteaching.UntilIgettheexperiencewhereIhave deliveredthesameorsimilarlessonplansanddeveloptheskillforsmoothtransitionsand recoveries,Iwillneedtoinvesttheextratimetohavefallbackplansinplace.Thisremindsme ofmyworkinmySocialStudeisSpecializationclass,wheremygroupandIdelivereda presentationontheuseoftechnologyintheSocialStudiesclassroom.Weweredoinga presentationontechnology,andalmostallofthetechnologyhadbeguntofail.Fortunatelyour profhadwarnedusthatifthisdidoccur,wewerestillrequiredtopresent.Soweensuredwe knewourpresentationwellenough,andincludedsomefallbacklecturinginourplanningto compensateforthissituation.ApartnerandIdeliveredthisbackuplecturewhileanother partnerworkedonfixingthetechissues.Fortunately,bythetimewebeganrunningoutof thingstosay,thetechwasbackupandrunning.