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Recognizing Propaganda Techniques

Creating Commercials with Propaganda (5.0)
Materials:

  • Silhouette transparency

  • Laminated ads, posters, political cartoons which use propaganda techniques

Description:

This activity is designed accomplish three goals: to acquaint students with the seven propaganda devices identified in the standards and develop an understanding of each technique, to expose students to each technique through some form of visual media, and to provide students with an opportunity to demonstrate their understanding of these techniques by creating a radio or TV commercial which incorporates an assigned propaganda technique.



Step-by-Step:

  1. Show the silhouette transparency. Ask participants what they see. Then ask them to look even closer to find a second image. Point out that propaganda messages work in much the same way as this silhouette. We are “tricked” into seeing the obvious message because we are momentarily distracted with the obvious message (like the man playing the sax), but we frequently miss the “hidden” message in the ads (like the woman’s face). Whether we realize it or not, propaganda pervades our daily lives, helping to shape our attitudes on thousands of subjects. Our goal as teachers is to help students learn to evaluate the entire message of a particular piece of media so that they will know how to challenge and question what is presented instead of blindly accepting it as truth. In other words, we must help students become critical consumers of information.

  2. Give each participant the handout which identifies the six propaganda techniques students will be responsible for recognizing. Discuss the ones which were in the old standards (bandwagon, testimonial, loaded words). Note the addition of the devices which are new to the standards. Note that Name-calling is added to the 6th grade standards (for a total of 4 types). Plain folks is added in 7th grade (for a total of 5 techniques). Snob appeal is added in 8th grade (for a total of 6 techniques).

  3. Have participants form groups of 2 to 4. Give each group a piece of visual propaganda (ad, political cartoon, posters, etc.). Ask them to discuss the type and purpose of their piece and identify the dominant propaganda technique used. They should also do the following: identify other propaganda techniques embedded to further strengthen the message, the target audience, the validity of the message, the kinds of questions the viewer should ask himself/herself in assessing validity, and the overall effectiveness of the ad.

  4. Have groups share the results of their discussions.

  5. If there is time, tell participants that we will now work with propaganda from the perspective of radio and TV commercials. Divide participants into 7 groups. Assign each group a specific propaganda technique. Tell groups that they are to create a 30-60 second radio or TV commercial on a product of their choice (either real or totally new), using the technique assigned to them as the dominant propaganda technique. (They should not tell what they have been assigned so that the audience can identify it in presentation.) Allow enough time for each group to brainstorm, create, and practice their commercial. Then have group presentations. At the end of each presentation, the audience should be able to identify the dominant propaganda technique the group was assigned.


CONTENT STANDARD 5.0 LOGIC
Grade Level Expectations

  • GLE 0801.5.4 Analyze written and oral communication for persuasive devices.

  • GLE 0801.5.5 identify and analyze premises, including false premises.


State Performance Indicators

• SPI 0801.5.4 Identify examples of persuasive devices (i.e., bandwagon,

loaded words, testimonial, name-calling, plain folks, snob appeal).

• SPI 0801.5.8 Identify instances of bias and stereotyping in print and non-




Materials needed:

•Visual examples of propaganda (magazine ads, political cartoons, posters, etc.)



Assessment Activity Title: Recognizing Propaganda Techniques in Media

Description of Activity:

  1. Discuss/define different types of propaganda techniques which will be assessed (bandwagon, testimonial, loaded words, name-calling, plain folks, snob appeal). Discuss the importance of being a critical consumer of information.

  2. Ask students to form partners. Pass out laminated examples of visuals which contain the propaganda techniques listed above to each set of partners.

  3. Ask students to work with their partner to discuss the purpose of the ad and identify the dominant propaganda device used in the ad. They should also do the following: identify/discuss other propaganda techniques the designer embedded to further strengthen the ad’s message, the target audience, the validity of the message, the kinds of questions the viewer should ask himself/herself in assessing validity, and the overall effectiveness of the ad.

  4. After students have evaluated their ads, they should share their ad with the class, explaining the purpose of the ad, the dominant propaganda technique used (and additional techniques as well), the target audience, and questions the viewer should ask himself/herself in assessing validity.


Assignment Extensions:

After identifying the propaganda techniques used in print media, tell students that they will work with propaganda from the perspective of radio and TV commercials. Divide students into groups of 4. Assign each group a specific propaganda technique. Tell groups that they are to create a 30—60 second radio or TV commercial on a product of their choice (either real or totally new), using the technique assigned to them as the dominant propaganda technique. (They should not tell what they have been assigned so that the audience can identify it in presentation.) Allow enough time for each group to brainstorm, be creative, produce, and practice. Then have group presentations. At the end of each presentation, the audience should be able to identify the dominant propaganda technique the group was assigned.


print texts.





Recognizing Propaganda Techniques
Propaganda—a systematic set of messages designed to shape the opinions or behavior of large numbers of people so that they will respond in the way the propagandist desires.


  1. Bandwagon—technique encourages us to support an action or opinion because it is popular—because “everyone else is doing it.”




  1. Testimonial—technique uses a “big name” personality or someone highly respected to give a statement of support (testimonial) for a given product or idea.




  1. Loaded Words—technique uses “loaded” or emotive words (words that make use feel strongly about someone or something) to produce the desired response in the audience.




  1. Plain Folks—technique uses a “folksy” approach to convince us to support someone or something; speaker appears to be a person “just like us.” Ex: candidate who goes around shaking hands with factory workers or who dresses in blue jeans and denim shirt and drives a Ford pick-up truck instead of a Cadillac Escalade.




  1. Name-Calling—technique links a negative label to a person or idea in the hopes that the audience will reject the person or idea based on the label instead of examining the evidence. Ex: a candidate for office is described as a “foolish idealist” or a “two-faced liar.”




  1. Snob Appeal—technique uses an “elitist” approach to sell a product or an idea. Ex: an ad picturing a sleek new Mercedes with a woman dripping in diamonds beside it and the words “Only for the few.”


Propaganda Techniques in Media

Directions: As you discuss your ad with your group, consider the questions below.



  1. What is the dominant propaganda technique?




  1. What other techniques are used to further strengthen the message? What else is used to “push” the message?




  1. Who is the target audience?




  1. What does the designer of the piece want me to think or believe?




  1. How valid/accurate is the message?




  1. What questions should I ask myself when evaluating the validity of this message?




  1. Is the ad effective? Why/why not?

Sequencing: The Potato Chip (5.0)
Materials:

  • “The Potato Chip” article

  • Sequence flowchart

  • Chart

  • Marker


Description:

Sequence of events is important to text comprehension. Identifying the order in which events occur assists students in retaining the information presented.


Step-by-Step:

1. Before beginning the lesson, draw a flowchart on the chart paper.

2. Tell participants the sequence of events is important to understanding the text.

Sequence places events in a logical order. Signal words may be used to suggest the

order. Some examples of signal words include first, next, finally.

3. Give each participant a copy of the article, “The Potato Chip.” Ask participants

to read the article, marking signal words as they read.

4. After reading the article, ask participants to identify the first event in the article.

5. Record their response on the chart.

6. Give each participant a copy of the Sequence flowchart. Ask the participants to

record the events from the article on their paper.

7. When participants have had time to complete their flowchart, ask them to share

the events in the order they occurred.

8. To close, tell participants that the order or sequence of events in text contributes

to comprehension of the material read.

CONTENT STANDARD 5.0 LOGIC
Grade Level Expectations

GLE 0601.5.1 Distinguish among facts and opinions, evidence, and inferences.


State Performance Indicators


Materials needed:

  • Article “The Potato Chip”

  • Sequence Flowchart




Assessment Activity Title: Sequence Flowchart


Description of Activity:

1. Discuss sequence. Tell students sequence means a logical order of items.

2. Have students read “The Potato Chip.” As they read, they should mark any

signal words that indicate order of time or importance.

3. After reading the article, students will place events on the Sequence

Flowchart.


Assignment Extensions:

Given a second article, students will sequence the events of the text on a

sequence flowchart.


SPI 0601.5.6 Indicate the sequence of events in text.

Name ______________________________________
SEQUENCE


First,

Second,


Third,

Then,


Last,

The Potato Chip

1853
Ah, summer in Saratoga Springs, Queen of Spas! Reading the papers on the verandah of the Grand Union Hotel, a promenade up Broadway in the shade of the elm tree, and then a short carriage ride over to the Saratoga Racetrack to watch the thoroughbreds. Later, perhaps a few hands of piquet at Morrissey’s Casino with the other robber barons – but first! First comes dinner at Moon’s.

Moon’s Lake House was the choicest location for afternoon tea or dinner. At Moon’s, millionaires rubbed shoulders with shop clerks and schoolteachers, ministers and dressmakers. It was first come, first served, and no matter if you were a Vanderbilt, you had to wait your turn. And they waited.

Because back in the kitchen was a chef named George Crum. Now, Crum was a touchy fellow: one half-cup Indian, a quarter-cup black, another quarter-cup Spanish, and a teaspoon of Something Else Again. In his early days, he had worked as a hunter and guide in the nearby Adirondack Mountains and there made the acquaintance of a French gentleman who taught him the mysterious secrets of la cuisine. And now here he was at the most famous restaurant in the United States, making the bigwigs wait.

Now, on one summer evening in 1853, one of the patrons sent his French-fried potatoes back to the kitchen. This was a new and popular side dish, with the potatoes cut in thick slices and fried in a skillet.

“Not cooked enough,” the diner complained. “Too thick.”

Some chefs don’t much care for picky diners. And George Crum was one of those chefs. But he sliced up another potato, thinner this time.

The plate came back again. “Too thick. Not cooked enough.”

Well, that did it. Crum sliced a potato into paper-thin coins, tossed them into boiling oil, and let them cook until they were hard. Then he doused them with salt and sent the potatoes back into the dining room. No one could say there was any cooking left to be done on them now! Crum went back to his stoves, awaiting the reaction.

The reaction was: “More, please. More of those Saratoga chips.”

Within days, the Saratoga chip was all the rage. Before long, other restaurants in Saratoga were serving the chips, and then other restaurants in New York, and then other restaurants in the United State, and then . . . And then the Saratoga chip lost its hometown moniker and became known simply as the potato chip.


Correct Order of a Set of Instructions: Flowchart (6.0)
Materials:

  • Secrets from the Ice (one copy per student)

  • Chart paper

  • Markers

  • Flowchart graphic organizer


Description:

Awareness of how a text is organized can improve readers’ comprehension of the text. One type of text structure is called Procedural. Procedural text structure includes steps in a process or ordered instructions. It provides a reader with instructions on how to do something or how a process works.


Step-by-Step:

1. Tell participants, “One type of text structure found in informational text is procedural

text structure. Procedural text structure provides readers with instructions on how to

do something or how a process works. This type of text structure often includes

numbered steps. It may also include linking words such as first, next, and last.

Either way the steps are ordered in a logical sequence.”

2. Ask participants to open Secrets from the Ice to page 16. Read the second paragraph

aloud. Ask, “What is the first step in measuring the glacier?” (Ride a helicopter into

the crater.) Record the response on the chart paper.

3. Ask, “What is the next step?” (Measure the surface temperature of the mountain.)

Record the response on the chart paper.

4. Repeat for the remaining steps in the process, filling in the responses on the chart

paper.


  • Check exact longitude and latitude.

  • Use an altimeter to measure distance above sea level.

  • Check the location on a topographical map.

  • Measure how much the glacier has moved since the last time they checked.

  • Look for crevasses in the ice.

  • Count the crevasses.

5. Give participants a copy of the Flowchart graphic organizer. Ask them to turn to

page 25. Say, “Read the second paragraph that describes how Dr. Ellen Mosley-

Thompson’s team drills ice cores. Then, working with a partner, fill in your

flowchart, describing the process step by step.

6. To close, tell participants that procedural text structure helps students understand

informational text by providing steps in a logical order.



CONTENT STANDARD 6.0 INFORMATIONAL TEXT
Grade Level Expectations

GLE 0601.6.3 Read, interpret, and analyze text features that support

informational texts.
State Performance Indicators

SPI 0601.6.8 Choose the correct order of a set of instructions featured in text.




Materials needed:

  • Secrets from the Ice (one copy per student),

  • Chart paper

  • Marker

  • Flowchart graphic organizer

Assessment Activity Title: Correct Order of a Set of Instructions: Flowchart



Description of Activity:

1. Before beginning the class, draw a flowchart on a sheet of chart paper.

Also, make a copy of the flowchart graphic organizer for each student.

2. Explain to students that procedural text structure provides readers with

instructions on how to do something or how a process works. Sometimes

the steps are numbered in the text. Other times there are linking words

such as first, next, and last. Either way, the steps are ordered in a

logical sequence.

3. Read aloud the second paragraph on page 16. Identify the first step in

the process and write it in the first box of the flowchart. Repeat with

Step 2.

4. Have students complete the steps in the flowchart from this paragraph



and then read the next page. Using the information on page 17 they

should complete the flowchart.

5. When everyone has completed the flowchart check to determine if all

steps follow a logical order.


Assignment Extensions:

Given a choice of topics, have students write a step-by-step list of how to

perform the process. When the list is complete, students write an

expository paragraph explaining the process.






Name: _________________
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