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Teacher Guide TT Detect propaganda identifying various propaganda techniques used by an individual or group targeted 4 adaptable Primary Intermediate Middle Senior Learning outcomes • differentiate between propaganda and reasoned argument • understand various techniques that are used to deliver propaganda • understand the effects of propaganda 4 When to use the strategy • analyze information distributed by political parties • analyze the justification for political decisions • analyze news releases and publications • determine the role of propaganda in the rise to power or leadership role of an individual (e.g., fictional character, historical figure) • identifying the greatest propagandist How to use the strategy Prior knowledge • the difference between propaganda and reasoned argument • knowledge of the individual or group using the techniques • techniques of propaganda Ideas to emphasize • Powerful leaders do not necessarily possess the best leadership qualities, but may use manipulative means to enhance their position. • Propaganda techniques can be used in a variety of situations. • Propaganda techniques serve specific purposes (e.g., win support, gain trust, incite fear). Instructional suggestions • Present students with a scenario in which they want to get their own way (e.g., persuading parents to extend a curfew, convincing a teacher to delay an examination). Invite students to work in groups and brainstorm techniques they would use to convince their parents or teacher. Share ideas with the class. Point out that their suggestions are strategies used to gain power. • Distinguish between reasoned arguments and propaganda and ask students to provide an example of each. Categorize students’ previous suggestions, from reasoned argument to propaganda. • Brainstorm situations when propaganda techniques might be used. • Introduce the propaganda techniques listed on the activity sheet. Invite students to work in groups to identify situations when each technique might be useful. • Confirm students’ understanding of each propaganda technique by providing examples and asking students identify the technique. © The Critical Thinking Consortium Detect propaganda Student Guide identifying various propaganda techniques used by an individual or group Purpose This strategy helps me understand propaganda techniques and to differentiate between propaganda and a reasoned argument. Instructions • Before you begin, make sure you understand the meaning of each propaganda technique. • Select an individual or group that may have used propaganda to gain support (e.g., advertising agency, politician, historical figure, fictional character). • Carefully read the information about the individual / group. Pay particular attention to the statements used to convince the audience to believe or do something. Underline these statements. • Refer to the list of techniques on the activity sheet. Put a check mark beside the techniques you think the individual used. • Read each underlined statement again and decide which technique they illustrate. • Record a quote, reference or example for each technique you identified. • If necessary, consult other sources of information about or by the same individual to find other uses of propaganda techniques. Dete cting prop Iden tify pr opag and anda prov ide tw te o exam chniques us ples of ea ed by the ch. individ Prop agan da techni Selec ques tivity : se that suit th lecting on e prop ly facts purp ose agan dists’ Repe tit repeat ion: if a sta teme ed of nt te be re memb n enough is ered , it wi ll agan da ual or First grou p Activ ity Shee t exam ple Seco nd ex Lies an d halflie to truth gain audie s: telling a nce su ppor t ampl e Rhet orica l qu that do no estions: qu t beca use th require an estions e answ answ er er is obvio us Target ing th a grou e enem p by y: un ident or im ifying ify agine d enem ing a real y Criteria Asse rtion : makin ment g bold s rath er th argu state an ment s to de reasoned tion fend a posiBand wago n: to do or be convincing lieve sayin ot hers so g ever yone mething by else do es Comp ariso n: am quali plifyi tie ng va comp s and/or ac lues, ar tions some ing them by selve one els s to e Emba rrassm nent ent: s loo k fooli making op able posh or by unde ing sto presentin sirg em ries ab ba rrassout th Humo em ur the go : use humo od sid ur to beco me fri e of audie get on endly nce or to wi n tru st Identification of techniques: correctly identifies numerous techniques. Supporting examples: examples clearly illustrate the technique. Identi fication Supp orting of tec hniqu exam ples: es: co rrectl exam Criter ia y ide ples cle ntifies arly illu strate nume rous the tec techn iques. hniqu e. © Th e Cri tical Think ing Co nsortiu m © The Critical Thinking Consortium Detecting propaganda Activity Sheet Identify propaganda techniques used by the individual or group and provide two examples of each. Propaganda techniques First example Second example Selectivity: selecting only facts that suit the propagandists’ purpose Repetition: if a statement is repeated often enough, it will be remembered Lies and half-truths: telling a lie to gain audience support Rhetorical questions: questions that do not require an answer because the answer is obvious Targeting the enemy: unifying a group by identifying a real or imagined enemy Assertion: making bold statements rather than reasoned arguments to defend a position Bandwagon: convincing others to do or believe something by saying everyone else does Comparison: amplifying values, qualities and/or actions by comparing themselves to someone else Embarrassment: making opponents look foolish or undesirable by presenting embarrassing stories about them Humour: use humour to get on the good side of audience or become friendly to win trust Criteria Identification of techniques: correctly identifies numerous techniques. Supporting examples: examples clearly illustrate the technique. © The Critical Thinking Consortium Assessing the techniques Rubric Identification of techniques Excellent Correctly identifies all of the techniques used. Very Good Correctly identifies some of the techniques used. Competent Correctly identifies half of the techniques used. Basic Not Yet Able Correctly identifies very few of the techniques used. Evidence: Supporting examples Excellent Very Good Competent Illustrates each technique with two examples, quotes or references, and evidence is convincing. Illustrates most of the techniques with two examples, quotes or references, and most evidence is convincing. Illustrates some techniques with two examples, quotes or references, and evidence is somewhat convincing. Basic Not Yet Able Illustrates very few techniques with convincing examples, quotes or references. Evidence: © The Critical Thinking Consortium