Download Lesson 6: Analyzing Visual Propaganda

The Holocaust
Lesson 6
Lesson 6: Analyzing Visual Propaganda
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 break apart a visual text and analyze it for the
following propaganda techniques: name calling, glittering generalities, euphemisms, plain folks,
band wagon, fear, transfer, and testimonials.
Literacy Support Strategies and Instruction
Before reading/learning: Frayer Model to clarify and deepen understanding of the concept of
propaganda
Materials: Frayer Model with the word “propaganda” in the middle
During reading/learning: View visual pieces of propaganda and break apart and analyze each
one for propaganda techniques that were used
Materials: http://www.ushmm.org/propaganda/exhibit.html/gallery/
After reading/learning: Quick Write
Materials: Piece of paper for each student
Before Reading/Learning
Literacy outcome: Students will use the Frayer Model to clarify and deepen their understanding
of the concept of propaganda. Students will analyze the definition and characteristics of
propaganda and then synthesize these essential characteristics by identifying examples and
non-examples.
Teacher preparation: Prepare a Frayer Model with the word “propaganda” in the middle.
Teacher facilitation: Using the Think-Pair-Share model, tell students that they will be completing
a Frayer Model on propaganda to deepen their understanding of the concept. (If this strategy
has not been previously introduced using the Gradual Release of Responsibility, you will need
to introduce it first.)
Before students begin, the teacher reviews with students what information should be placed in
each of the four quadrants. In the “essential characteristics” box, students will list characteristics
that propaganda must have. Tell students that the “nonessential characteristics” is where they
should list things that propaganda sometimes has.
Next tell students that the “examples” are just that – examples of propaganda.
Finally, explain to students that “non-examples” are things that are not propaganda, but could be
confused as being propaganda. (It is very important to be clear with students that you are not
looking for things that would not be confused with propaganda or you will receive answers like a
chair, tree, car, etc.)
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The Holocaust
Lesson 6
Steps for Using Think-Pair-Share with Frayer Model:
1. For the “Think” part, ask students to fill in the Frayer Model by themselves.
2. For the “Pair” part, ask students to turn and talk to the student next to them to see if they
can fill in further information.
3. For the “Share” part, the teacher will lead a whole class discussion regarding propaganda,
processing the information with the students.
See Lesson 6a for a Frayer Model example.
During Reading/Learning
Literacy outcome: Students will use self-questioning as modeled in a Think Aloud by the teacher
to break apart and analyze visual texts for propaganda techniques.
Teacher facilitation: Using the gradual release model, the teacher will show students examples
of Nazi propaganda techniques using visual pieces on the USHMM gallery page. It is important
that the teacher makes his/her thinking very clear in a Think Aloud, so students can see how
s/he figured out which techniques were used. For example, the teacher points to the girl in the
poster and says, “What do I see here? I see blond hair, blue eyes, and a happy expression on
the face of the girl. How does that affect me? This makes me think that I will be happy too if I
belong to this group. Is this one of the propaganda techniques that I have learned? Which one?
I remember from yesterday’s lesson that this technique plays on people’s emotions, leading
them to think that they too will be happy if they belong to a larger group. I recall that this
technique is referred to as Glittering Generalities.” The teacher continues breaking apart the
visual text and sharing thinking with the class until s/he has uncovered all of the propaganda
techniques used in the poster.
After the teacher has modeled how techniques can be identified in a visual, the teacher will lead
the class and they work together to identify the propaganda techniques in another visual text.
Following this, the teacher will ask the students to pair up and work with partners to break down
and analyze another visual text.
After all pairs are finished, the teacher will process the practice activity by leading a whole class
discussion to discuss propaganda techniques used and to clear up any misunderstandings.
See Lesson 6b for an example of teacher notes.
After the teacher shares her metacognition with a few examples, the students should help the
teacher determine which techniques were used. The number to be completed together depends
on the students’ handle on applying the propaganda techniques.
After Reading/Learning
Literacy outcome: Students will use a Quick Write to demonstrate their understanding of how to
break down and analyze a visual text for propaganda techniques.
Teacher facilitation: Choose one visual example of propaganda and project it on the board.
Tell the students to write down which propaganda technique(s) were used in the example and
why they think it was that technique.
At the end of the class: Collect the Quick Writes and look at them carefully to check for student
understanding.
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Lesson 6
Suggested Subsequent Lessons
Students can bring in advertisements from magazines that they enjoy and analyze them for
propaganda techniques. Students can research visual texts from different periods in US History
and analyze them for propaganda techniques, such as the Uncle Sam poster series or the
women to work poster series during World War II.
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