Language Arts: Propaganda
Enduring Understandings
1) Propaganda uses diction, imagery, and symbolism to persuade people to a certain idea or action.
2) Propaganda can lead people to both good and bad actions.
2) Propaganda can lead people to both good and bad actions.
Essential Questions
1) Why does propaganda influence us the way it does?
2) What techniques and strategies are used to create effective propaganda?
2) What techniques and strategies are used to create effective propaganda?
Lessons/Activities
Day One:
Do Now: What is your favorite commercial? Why? What about it makes you want to watch it over and over again? Do you like the product the advertisement is selling or just the advertisement? Why?
Lesson: Have the students get with a partner or small group and compare/contrast World War II propaganda posters from America and Germany. (Chart will be created for students to fill out!) Once they have examined the material, bring back students for a discussion on what they found. Some things to talk about: How do people portray themselves/enemies? What were the goals of the propaganda? What did they want to get people to do? How do the images help create the message?
Day Two:
Do Now: (Short Journal) What sort of propaganda did you see through out the USS North Carolina and the Cape Fear Museum? Was it effective? Why or why not?
Lesson: Students will create their own propaganda posters for the field trip. They should use the strategies that were discussed on Day One in an effective manner. They can choose to a poster that says the field trip is great or not so great. Which ever they choose. The students will be evaluated on a rubric. (To be created)
Extension: Show the students the video of the British Newsreal of the Mulberry Harbors. Ask them to discuss which techniques they feel are used well to show off the Mulberry Harbors.
Do Now: What is your favorite commercial? Why? What about it makes you want to watch it over and over again? Do you like the product the advertisement is selling or just the advertisement? Why?
Lesson: Have the students get with a partner or small group and compare/contrast World War II propaganda posters from America and Germany. (Chart will be created for students to fill out!) Once they have examined the material, bring back students for a discussion on what they found. Some things to talk about: How do people portray themselves/enemies? What were the goals of the propaganda? What did they want to get people to do? How do the images help create the message?
Day Two:
Do Now: (Short Journal) What sort of propaganda did you see through out the USS North Carolina and the Cape Fear Museum? Was it effective? Why or why not?
Lesson: Students will create their own propaganda posters for the field trip. They should use the strategies that were discussed on Day One in an effective manner. They can choose to a poster that says the field trip is great or not so great. Which ever they choose. The students will be evaluated on a rubric. (To be created)
Extension: Show the students the video of the British Newsreal of the Mulberry Harbors. Ask them to discuss which techniques they feel are used well to show off the Mulberry Harbors.
Resources
American Propaganda Posters
German Propaganda Posters
7th_grade_propoganda_rubric.xls | |
File Size: | 26 kb |
File Type: | xls |