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Pushing with Propaganda: Advertisement’s Use of Propaganda Techniques Lauren Chessare Normal Community High School Summer 2011 Library of Congress, Prints and Photographs Division, WPA Poster Collection, [LC-USZC2-985 DLC] Advertisement’s use of propaganda is no secret to many; however, students often fail to fully examine the use of propaganda techniques in ads throughout history and within our current society. As high school students are constantly bombarded with images and language meant to manipulate them into buying or supporting something, it is essential that they are more aware of these techniques, and able to deconstruct advertisement’s exploitation of them. Further, students aiming to develop strong persuasive skills must be cognizant of the differences between propaganda techniques and strong rhetorical appeals. Therefore, this lesson is designed to introduce students to propaganda techniques, and teach them how to identify these within a variety of primary sources. Ultimately, students will gather, analyze, and present their own findings of advertisements to the class. As an extension to this lesson, students may eventually go on to contrast these techniques to other forms of persuasion. Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension Overview Objectives Back to Navigation Bar Students will: understand the concept of propaganda and its common techniques. locate and evaluate sources found within the Library of Congress’s website. recognize advertisement’s use of propaganda throughout history and in our current society. apply their knowledge of propaganda techniques to various types of advertisements. present their findings and analysis using appropriate presentation techniques and visual aids. Teaching with Primary Sources Illinois State University Recommended time frame Grade level Curriculum fit Materials Approximately 6 or 7 days (50 minute class periods) 11th – 12th Advanced Speech (Persuasion Unit) Smartboard or projector PowerPoint teacher presentations Propaganda techniques Persuasion computer lab with internet access handouts rubric magazines that can be cut (if available) Illinois State Learning Standards Back to Navigation Bar This lesson fulfills the following Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. W.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners building on others’ ideas and expressing their own clearly and persuasively. SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, Teaching with Primary Sources Illinois State University Procedures audience, and a range of formal and informal tasks. SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. Back to Navigation Bar Day One: Ask students to write down what they think the definition of propaganda is, and brainstorm where propaganda can be found. Then, briefly discuss their understanding of this concept as a class. Introduce students to propaganda techniques using a PowerPoint presentation. While doing so, the class may briefly discuss examples of each technique they are already familiar with. Student should be sure to take notes on these techniques, and the teacher may use the propaganda techniques study guide for this. Once students are introduced to these techniques, briefly explain what the Library of Congress is, and the primary sources that are available on its website. Present students with examples of primary source advertisements. These sources are located within the PowerPoint presentation and resource table. During each example, ask students to observe and reflect on the advertisements, and discuss their thoughts as a class. Also, for each example ask students if they see any propaganda techniques and what they are. Day Two: Introduce students to the project assignment sheet along with the advertisement analysis sheet located within the handouts. Relocate from the classroom to a lab. Familiarize students with how to locate primary sources by sending them to the Library of Congress website, and direct them to explore the American Memory collection (The link to advertising collections will be their best resource). Allow students to explore the website, and acquire Teaching with Primary Sources Illinois State University their examples of advertisements and propaganda techniques. Days Three-Five: Students should continue finding their advertisements on the Library of Congress website and completing their analysis sheet in a lab. When they have finished this, they should seek out contemporary advertisements that also portray propaganda techniques, and complete the analysis sheet. They should also start preparing to present their findings, using visual aids (PowerPoint should be used for this, but students may also bring in cuttings from magazines, newspapers, etc. for their contemporary advertisements examples if they cannot scan and upload them). Whatever students do not accomplish during class time should be assigned for homework. Days Five-Seven: Students will present their findings and analysis to their classmates in the form of a presentation utilizing visual aids. Evaluation Back to Navigation Bar Extension Students should be informally evaluated during day one’s class discussions based on their contributions, as well as monitored during their lab time. More formally, students should be evaluated on their advertisement analysis sheet in the handouts and their presentation should be graded with the attached rubric. Back to Navigation Bar Students will ultimately examine the differences between propaganda and persuasion. Introduce students to the rhetorical appeals ethos, pathos, and logos with a PowerPoint presentation, and begin a discussion on how these differ from the propaganda techniques. Teaching with Primary Sources Illinois State University Primary Resources from the Library of Congress Back to Navigation Bar Image Description Ramsey and Brother watch and jewelry advertisement Citation Library of Congress, Rare Book and Special Collections Division. URL http://memory.loc.gov/cgibin/query/r?ammem/rbpebi b:@field(NUMBER+@ban d(rbpe+02301000)) 1880! A Great Opportunity 1880!Advertisement for agents selling The Illustrated Household Magazine Emergence of Advertising in America: 1850-1920 Collection, # ncdeaa B013, Digital Scriptorium Project, Broadsides Collection, Duke University’s Rare Book, Manuscript, and Special Collections Library. http://memory.loc.gov/cgibin/query/r?ammem/eaa:@f ield(DOCID+@lit(eaa0003 09)) Admiral cigarette / Thomas A. Edison, Inc. commercialDisplays a banner saying, “We All Smoke” Library of Congress, Motion Picture, Broadcasting, and Recorded Sound Division. http://memory.loc.gov/cgibin/query/r?ammem/papr:@ field(NUMBER+@band(ed mp+1353)) Poster for Thirteenth Naval District, United States Navy, showing a rat representing Japan, approaching a mousetrap labeled "Army Navy Civilian," on a background map of the state of Alaska. Library of Congress, Prints and Photographs Division, WPA Poster Collection, [LC-USZC2-985 DLC] http://memory.loc.gov/cgibin/query/r?ammem/wpapo s:@field(NUMBER+@ban d(cph+3b48885)) Teaching with Primary Sources Illinois State University Poster for Cleveland Division of Health promoting milk, showing a young man holding a glass of milk with the sun shining in the background. Library of Congress, Prints and Photographs Division, WPA Poster Collection, [reproduction number LCUSZC2-1094 DLC] http://memory.loc.gov/cgibin/query/r?ammem/wpapo s:@field(NUMBER+@ban d(cph+3b48994)) Teaching with Primary Sources Illinois State University Presentation Rubric Back to Navigation Bar Points Organization Research/ Examples Development and analysis Visual Aid Presentation 1-2 3-4 5-6 Little organization is utilized; unclear introduction and conclusion; ideas “jump around” Some semblance of an organization is used; however, the introduction and/conclusion is unclear or ideas do not flow Speaker includes an introduction to draw in listeners and state his/her focus, has a cohesive body of his/her speech, and ends with a sense of closure Speaker is missing multiple advertisements; research incomplete Speaker is missing one advertisement, or does not provide at least three propaganda techniques Speaker has found at least two sources for the Library of Congress and two current examples that portray three or more propaganda techniques One or more description and explanation of techniques is missing; explanations do not cover propaganda techniques; multiple ideas are underdeveloped or not present Visual aid is missing multiple components; no PowerPoint is used; visual aid clearly unprepared for presentation A description and explanation is given for each example, but is somewhat vague and/or does not include all propaganda techniques the ad uses or a suggestion for how audience members can avoid being drawn into these Speaker shares examples, but lacks a creative or organized PowerPoint; speaker is missing a visual of an example A thorough description is given for each example, including an explanation of all propaganda techniques the ad uses, and a suggestion for how audiences members can avoid being drawn into these techniques Speaker does not appear prepared; lacks professionalism; multiple inadequate presentation techniques Speaker is prepared, understandable and professional, but verbal or nonverbal presentation techniques need improvement Total Speaker shares examples through the use of a creative and organized PowerPoint which includes links to their sources. Any current print sources not scanned into PowerPoint are brought into class and shared as well. Professional; displays strong verbal and nonverbal presentation techniques; speech is fluid; avoids vocal fillers _______/ 30 Comments: Teaching with Primary Sources Illinois State University Handouts Back to Navigation Bar Name: _______________________________ Propaganda Techniques Propaganda- Transfer- Bandwagon- Name-calling- Card-stacking- Stereotypes- Loaded words- Emotional appealsTeaching with Primary Sources Illinois State University Pushing with Propaganda: Advertisement’s Use of Propaganda Techniques Your mission for this assignment is to gather a range of advertisements, analyze them along with their use of propaganda, and present your findings to the class. Below are the requirements for this project and presentation: Locate a minimum of TWO advertisements from the Library of Congress website. Locate a minimum of TWO current advertisements. Some good places to look include the magazines (you can check our crates of magazines), newspapers, commercials, or the internet. Your advertisements should provide examples of at least THREE different propaganda techniques- if you find multiple examples all using the same technique, keep looking! Complete the advertisement analysis sheet on four of your advertisements. Present your findings to the class using visual aids to share your examples. Your presentation should include: - A brief introduction and conclusion. - An explanation of each ad, and what propaganda technique(s) it portrays, and a suggestion for how audience members can avoid being drawn into this. - Your visual aids (the advertisements) should be in the form of a PowerPoint presentation, but you may also bring in and share hardcopies of advertisements from magazines, newspapers, etc. if you cannot scan them into PowerPoint - Proper verbal and nonverbal presentation techniques, including posture, gestures, rate, volume, avoid vocal fillers, etc. Work days: ________________________________ Due date: __________________ Teaching with Primary Sources Illinois State University Name: _____________________________________________ Pushing With Propaganda: Advertisement Analysis Sheet 1. 2. Answer these questions on your first Library of Congress source: a. Describe what you see. What type of advertisement is this? What is this an advertisement for? b. Who do you think was the intended audience for this advertisement, and why do you think so? c. What propaganda technique(s) are utilized in this? How so? Answer these questions on your second Library of Congress source: a. Describe what you see. What type of advertisement is this? What is this an advertisement for? b. Who do you think was the intended audience for this advertisement, and why do you think so? c. What propaganda technique(s) are utilized in this? How so? 3. 4. Answer these questions on your first current source: a. Describe what you see. What type of advertisement is this? What is this an advertisement for? b. Who do you think was the intended audience for this advertisement, and why do you think so? c. What propaganda technique(s) are utilized in this? How so? Answer these questions on your second current source: a. Describe what you see. What type of advertisement is this? What is this an advertisement for? b. Who do you think was the intended audience for this advertisement, and why do you think so? c. What propaganda technique(s) are utilized in this? How so?