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The Holocaust Lesson 7 Lesson 7: Summative Assessment on Analyzing Visual, Written, and Spoken Texts for 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. A4 – Persuasive Texts: Students evaluate the information in persuasive texts, within a grade appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented in these texts. b. Analyze the author’s perspective, noting instances of bias, stereotyping, and generalizations. c. Explain instances of propaganda and faulty reasoning. d. Evaluate positions presented in text(s) and take a supported stand. e. Identify purpose and intended audience of a text. f. Identify rhetorical devices an author uses to persuade the reader including band wagon, peer pressure, repetition, testimonial, hyperbole, loaded words, transfer, amplification, and extended metaphor. F1 – Media: Students identify the various purposes, techniques, and/or effects used to communicate auditory, visual, and written information found in different forms of media. b. Explain the role of the media in shaping opinions. c. Note instances of bias, stereotyping, and propaganda. Content learning outcomes: The students will use the Poster Analysis Worksheet and the Written Document Analysis Worksheet from the National Archives and Records Administration to analyze texts relating to the Holocaust for propaganda techniques. Literacy Support Strategies and Instruction Materials: Written Document Analysis Worksheet and Poster Analysis Worksheet from the National Archives and Records Administration. Found at http://www.archives.gov/education/lessons/worksheets/document.html. http://www.archives.gov/education/lessons/worksheets/poster.html. Before reading/learning: Quick Write – Preview Guide to become familiar with the worksheets (Look at worksheet and come up with questions to guide them) Materials: Preview Guide and Analysis Worksheets – www.mainecontentliteracyproject.org After reading/learning: Summative Assessment Materials: Summative Assessment. Copies or websites of three texts. Poster Analysis Worksheet and the Written Document Analysis Worksheet from the National Archives and Records 1 The Holocaust Lesson 7 Before Reading/Learning Literacy outcome: The students will complete a Quick Write – Preview Guide to build background knowledge about the Poster Analysis Worksheet and the Written Document Analysis Worksheet from the National Archives and Records Administration. This will also set the purpose for learning how to use the worksheets to evaluate texts for propaganda. Teacher preparation: We modified the Poster Analysis Worksheet by replacing question 7 with “What technique(s) is used in this example of propaganda? Give evidence to support the technique(s)” and the Written Document Analysis Worksheet by changing D to “List two things the document tells you about life during the Holocaust” and E to “What technique(s) is used in this example of propaganda? Give evidence to support the technique(s).” Template Example http://www.archives.gov/education/lessons/worksheets/document.html. http://www.archives.gov/education/lessons/worksheets/poster.html. Teacher facilitation: After passing out copies, introduce the Poster Analysis Worksheet and the Written Document Analysis by reading through them with the students and have a discussion about what kind of information can be used to answer the questions and how using these could help them. During Reading/Learning Literacy outcome: The students will use the Poster Analysis Worksheet and the Written Document Analysis Worksheet from the National Archives and Records Administration to analyze texts created during the years of the Holocaust for propaganda techniques. Teacher facilitation: Tell the students that we are going to practice using these worksheets with visual and textual examples we have seen in previous lessons to show them how these forms add scaffolding to their analysis. The teacher will pick various pieces of propaganda with the students and fill in the forms together, using a Think Aloud and prompting students with questions to gather in-depth information. After Reading/Learning Literacy outcome: Students will demonstrate their ability to analyze visual, written, and spoken texts created during the years of the Holocaust by using the Poster Analysis Worksheet and the Written Document Analysis Worksheet from the National Archives and Records Administration. Teacher facilitation: Tell the students that they can choose to complete the Written Document Analysis Worksheet or the Poster Analysis Worksheet on one piece of propaganda. (The piece of propaganda may be something that they have seen before, but not one talked about today.) At the end of the class: Collect the completed Analysis Worksheets. Summative assessment: Written Document Analysis Worksheet or Poster Analysis Worksheet completed on one piece of propaganda. 2