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The Holocaust Lesson 5 Lesson 5: Propaganda Techniques Instructional Outcomes Maine Learning Results: A. READING: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies. They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts. Content learning outcomes: Students will be able to identify, explain, and provide examples of the following propaganda techniques used during the Holocaust: name calling, glittering generalities, euphemisms, plain folks, band wagon, fear, transfer, and testimonials. Literacy Support Strategies and Instruction Before reading/learning: Quick Write – Two Questions Materials: Excerpt from Mein Kampf at http://www.hitler.org/writings/Mein_Kampf/mkv1ch06.html During reading/learning: Two-Column Notes, Paired Reading Protocol Materials: Propaganda Critic website at http://www.propagandacritic.com After reading/learning: Materials: Quick Write – Exit Slip (Formative Assessment) Before Reading/Learning Literacy outcome: Students will listen and follow along to a teacher read-aloud of an excerpt from Mein Kampf by Adolf Hitler to build background knowledge by listening to a text (in Hitler’s own words) about the types of propaganda he planned to use to gain public support during the Holocaust. This will also create a purpose for learning about the tools of propaganda. Teacher preparation: Excerpt from Mein Kampf and copies of text or website for students to follow along. Teacher facilitation: The teacher will read aloud an excerpt from Mein Kampf to build students’ interest in propaganda. This “hook” will help to motivate students to learn more about propaganda. Discuss Hitler’s views regarding the masses’ intellect and his vision on how to use propaganda. (Hitler basically said the general public was stupid, and that they need to see the same thing over and over again. Also, he said that the message has to be to the point or the general public won’t understand it. Hitler also learned a lot from the British and American WWI propaganda.) The teacher will then ask students to write two questions that they have about the use of propaganda during the Holocaust. The teacher will ask students to share their questions aloud with the entire class. During Reading/Learning Literacy outcome: Students will participate in the Paired Reading protocol and use Two-Column Notes to identify key characteristics in texts about common propaganda techniques. Students 1 The Holocaust Lesson 5 will also practice finding textual examples for the various propaganda techniques. Teacher facilitation: Tell students they will be using the Paired Reading and Two-Column Notes literacy strategies together. Place students into pairs, pass out the Two-Column Notes, then direct students to go to the Propaganda Critic website at www.propagandacritic.com to see the common techniques used in propaganda. Show students how to navigate the website by clicking on the technique. Show students how it opens the article that they will read. (Because this was new information to students, the techniques were broken down into two separate Two-Column Notes.) See Lessons 5a and 5b for template examples. During the first class, tell the students to investigate name calling, glittering generalities, and euphemisms. The teacher will circulate throughout the room and give assistance/direction as needed to the pairs. Following the Paired Reading protocol, the teacher will help the students process the information by filling in a Two-Column Notes template on the white board or overhead projector with each pair of students contributing responses. Encourage students to add or revise their notes during the processing time. The next class period addresses the techniques of transfer, testimonials, plain folks, band wagon, and fear. The teacher will circulate throughout the room and give assistance/direction as needed to the pairs. Following the Paired Reading protocol, the teacher will help the students process the information by filling in a Two-Column Notes template on the white board or overhead projector with each pair of students contributing responses. Encourage students to add or revise their notes during the processing time. After this processing time, ask students to list all of the propaganda techniques they learned about. After Reading/Learning Literacy outcome: Students will clarify their understanding of propaganda techniques by identifying examples of them in modern day life. Teacher facilitation: After the students complete the Two-Column Notes, the teacher will lead a whole class discussion to add clarification for the students by discussing with them modern day examples of the techniques. The teacher will first divide students into groups of four. Ask each group to brainstorm and record examples of where the different types of propaganda techniques can be found in their everyday life. The teacher will then lead a whole class discussion, listing modern day examples on chart paper labeled with the various techniques. At the end of class, the teacher will hand out a Quick Write – Exit Slip and ask students to list three different propaganda techniques and provide an example of each. The teacher will review this formative assessment to see if further practice or clarification is needed. At the end of the class: Quick Write – Exit Slip What are three propaganda techniques you feel like you have a good grip on after today’s lesson? Which propaganda techniques still seem confusing? Assessment: Teacher will read the Exit Slips to determine where further clarification is needed. 2