Lesson 9: Propaganda

Key Words: Propaganda

Common Core State Standard(s):

● CCSS.ELA-LITERACY.RI.8.1

Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly, as well as, inferences drawn from the text.

● CCSS.ELA-LITERACY.RI.8.2

Analyze the purpose of information presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,

political) behind its presentation.

● CCSS.ELA-LITERACY.RI.8.3

Analyze how a text makes connections among and distinctions between individuals,

ideas, or events (e.g., through comparisons, analogies, or categories).

● CCSS.ELA-LITERACY.RI.8.6

Determine an author's point of view or purpose in a text and analyze how the author

acknowledges and responds to conflicting evidence or viewpoints.

● CCSS.ELA-LITERACY.RI.8.7

Evaluate the advantages and disadvantages of using different mediums (e.g., print or

digital text, video, multimedia) to present a particular topic or idea.

● CCSS.ELA-LITERACY.RI.8.8

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 Delineate and evaluate the argument and specific claims in a text, assessing whether the

reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant

evidence is introduced.

● CCSS.ELA-LITERACY.RI.8.9

Analyze a case in which two or more texts provide conflicting information on the same

topic and identify where the texts disagree on matters of fact or interpretation.

● CCSS.ELA-LITERACY.SL.8.2

Analyze the purpose of information presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,

political) behind its presentation.

● CCSS.ELA-Literacy.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with

diverse partners, building on others’ ideas and expressing their own clearly and

persuasively.

● CCSS.ELA-Literacy.CCRA.SL.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

● CCSS.ELA-LITERACY.SL.8.4

Present claims and findings, emphasizing salient points in a focused, coherent manner

with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate

eye contact, adequate volume, and clear pronunciation.

● CCSS.ELA-LITERACY.RH.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 accurate summary of the source distinct from prior knowledge or opinions.

● CCSS.ELA-LITERACY.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including

vocabulary specific to domains related to history/social studies.

● CCSS.ELA-LITERACY.RH.6-8.6

Identify aspects of a text that reveal an author's point of view or purpose (e.g. loaded

language, inclusion or avoidance of particular facts).

● CCSS.ELA-LITERACY.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

Time Needed: 60 minutes

Materials Needed:
● LCD Projector
● Class Set of Computers with Internet Access
● Student Lesson Guide (Shared via Google Classroom)
● Class Set of Propaganda Quotes Handouts
● Highlighters
● White Construction Paper
● Colored Pencils
● Student CML Growth & Reflection Blog

Essential Question:
● What is propaganda?
● How and why is it used?

Lesson Objective:

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

Students will be able to:
● exercise critical autonomy by thinking for themselves and “controlling the interpretation
of what they see” (Loucky, 2015) to justify why their interpretation of the inherent
message in propaganda.

Bellwork:
Blog Activity:
1. Open the ‘Class Blog URLs’
2. Choose a peer’s blog post to reply to. (Reply to a different person than you have before.)
3. Read their LP8 - Political post
[Original Response: Real life example of political media or lesson summary]
4. Reply to their post in two to three sentences. (Something you agree with, respectfully
disagree about, find interesting, etc.)

Anticipatory Set:
1. Elicit student responses and discuss as a class: “What is propaganda?”

Lesson:
1. Pass out Propaganda Quotes Handouts
2. Partner Work -
a. Read Propaganda Quotes Handouts
b. Highlight the similarities that are most significant in the majority of quotes
3. Whole Group -
a. Define propaganda: ideas or statements that are often false or exaggerated and
that are spread in order to help a cause, a political leader, a government, etc.
(learnersdictionary.com)
b. Discuss the most significant ideas of propaganda that students highlighted
c. Review and discuss the 4 Techniques of Propaganda
4. Small Group -
a. Analyze the following images and match each to the propaganda technique that
was used:
i. Weather Report
ii. Stop Facebook
iii. Stand Up and Be Counted
iv. Stop All Invaders
b. Teacher Answer Key:

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 i. Weather Report - Teacher (Attack Opponents)
ii. Stop Facebook - Teacher (Activate Emotion)
iii. Stand Up and Be Counted - Teacher (Simplify Information & Ideas)
iv. Stop All Invaders - Teacher (Respond to Audience's Needs)
5. Whole Group -
a. Discuss Propaganda techniques used for each of the above examples.
6. Small Group - Have students number off into eight groups.
a. Open: Media Manipulation Tactics
i.Read the introduction, your assigned section, and the conclusion as a
group.
1. Group 1 - Guilt by Association
2. Group 2 - Just a Little Bit of Poison
3. Group 3 - Make it Funny
4. Group 4 - Making Sandwiches
5. Group 5 - Stacking the Experts
6. Group 6 - Ridicule & Labeling
7. Group 7 - Repetition Makes It True
8. Group 8 - Make the Devil look like God and God like the Devil
ii. Discuss the information and prepare a short, verbal summary and a
graphic visual of your assigned section to illustrate and describe the media
manipulation tactic you read about.
7. Whole Group -
a. Groups share their visuals and summaries
b. Discuss each with class after each group presents
c. Hang visuals on the whiteboard for closure activity.

Closure:
1. Individual “Exit Ticket” Assignment:
a. Title your post: LP9 - Media Manipulation Tactic
i. Choose the most interesting media manipulation tactic you heard during
our whole group discussion.
ii. Open: Media Manipulation Tactics and read that section.
iii. Use the information you read, your peers summary, and the tactic graphic
visual (on whiteboard) to write a four to five sentence take-away about:
1. What is interesting about that tactic AND
2. What is something you never considered before you read this
article that will make you think differently when you are viewing

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 media on your own?

Assessment:
Formative:
● Student Discussion of Propaganda

Summative:
● Highlighted Propaganda Quotes
● “Exit Ticket” Blog Post

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References:
Media Lab Education. (2015). Learn - Mind Over Media. Retrieved from

http://propaganda.mediaeducationlab.com/learn

Lopez De Victoria, S. (2012, February 6). Media Manipulation of the Masses: How the Media

Psychologically Manipulates. Retrieved from http://www.drsam.tv/2012/02/06/media-

manipulation-of-the-masseshow-the-media-psychologically-manipulates/

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂