Download Propaganda

T&L 594 ARTS-INTEGRATION PROJECT
REQUIRED FORMAT FOR ARTS-BASED LESSON PLANS
USE AS A TEMPLATE
Topic of the Unit and intended Grade level: The Cold War, 8th Grade
Topic of the Arts-Based Lesson: Cold War Propaganda
Purpose of the Arts-Based Lesson:
This lesson will help students explore ideas about media literacy, and persuasive techniques
used in Cold War propaganda and in today’s advertising. Students will have a better
understanding of the way the governments on both sides of the Cold War created a social
conflict using propaganda. Students will learn about persuasive techniques by looking at
historical and contemporary film clips and will practice using the techniques by creating their
own Public Service Announcements. In future lessons, students will build on what they know
about propaganda to better understand how the fear created by these campaigns influenced
American society.
Learning Target(s) of the Arts Lesson:
 Given a short answer question, students will be able to define propaganda.
(Assessed by the Unit Test)
 After viewing a propaganda image/film, students will be able to identify persuasive
techniques. (Assessed by the Unit Test)
 Using audio/video materials students will be able to use persuasive techniques to
create their own public service announcement. (Assessed by the PSA Rubric)
Arts EALRs
 Visual Arts EALR 2. The student demonstrates thinking skills using artistic processes.
o Visual Arts Component 2.1 Applies a creative process in the arts
o Visual Arts Component 2.3 Applies a responding process to an arts presentation.
 Visual Arts EALR 3. The student communicates through the arts.
o Visual Arts Component 3.1 Uses the arts to express and present ideas and feelings
o Visual Arts Component 3.2 Uses the arts to communicate for a specific purpose
Information, Resources, Materials Needed for this Lesson:
Digital Video Camera and Tapes
Computer with iMovie software and internet access
Tripod
Digital Projector
Concept Definition Map
The Millionaire
http://www.youtube.com/watch?v=S3ezma9cLEs&feature=related
A Soviet portrayal of a bulldog who becomes a millionaire. This film warns against the unfairness of
distribution of wealth, and capitalistic ideals standing in the way of peace.
Persuasive Techniques Handout
Freedom Mine
http://www.youtube.com/watch?v=g_DaMKUP3Og&feature=related
A US propaganda film promoting of capitalism and its benefits. A traveling salesman selling “ism” to
take care of the entire nations problem is put in his place before signing away their freedom.
The Enemy Agent and You
http://www.youtube.com/watch?v=mFsKAopLDkI&feature=related
This US counter-espionage film warns against unwittingly getting pulled into acts that will support
communism.
Propaganda Techniques
http://www.youtube.com/watch?v=cEy7DX7OLcE&NR=1
An instructional film from the 40’s or 50’s on propaganda techniques; this is a propaganda film
promoting propaganda.
Chuck Norris Approved
http://www.youtube.com/watch?v=MDUQW8LUMs8
Chuck Norris endorses Mike Huckabee in this presidential campaign ad. Chuck Norris provides
statements about Huckabee’s worthiness for president, while Mike Huckabee tells Chuck Norris
jokes.
Story Boards
Got Something to Say?
http://teacherweb.com/WA/WSU/PublicServiceAnnouncementWQ/index.html
This WebQuest guides students through the process of creating a Public Service Announcement.
Self Evaluation Form
Public Service Announcement Rubric
“All propaganda has to be popular and has to adapt its spiritual level to the perception of the least
intelligent of those towards whom it intends to direct itself.” Adolf Hitler, Mein Kampf (1923).
“Print is the sharpest and strongest weapon of our party.” Josef Stalin (April 19, 1923).
Persuasion map.
http://www.readwritethink.org/materials/persuasion_map/
Video Tech Training, KidzOnline.
http://www.kidzonline.org/TechTraining/video.asp?UnitQry=Digital%20Video
Teaching Procedures or Learning Strategies to be used:
Day One
• Introduction:
 “We have been learning about the Cold War. We already know that it was an economic,
technological, and political conflict. Today we will explore the social aspects of the Cold
War by looking at Cold War propaganda. Eventually you will make your own propaganda
films using what we have learned.”
 Review Objectives with the class.
 “Let’s start by listing what we know about propaganda. Has anyone heard the word
propaganda before? What is it? Who used it?”
 “While I am writing our ideas on the map, will someone look up propaganda in the
dictionary? What is the official definition?”
1. Possible definition: Propaganda is a type of message aimed at influencing the
opinions or behavior of people. (http://wordnet.princeton.edu/)
2. Write the definition with the students’ ideas on the concept definition map poster.
 Remind students that the Cold War split the world unofficially in two. Propaganda was an
important tool for both the “Free World” and the “Communist Bloc” because they needed
the people to support the undeclared war, and all the money that went into keeping a
strong military ready to respond to possible nuclear attack.
• Questions:
 What is propaganda?
 Is the film maker sending us a message is this film?
 What is the message? How do you know that?
 Is the creator using techniques to persuade us of their point of view?
 Which techniques? Explain what they look like.
 How would you feel if you were living in the Cold War Era and saw this film? Would it
influence your daily life at all? Why or why not.
 Why was propaganda used?
I will actively involve students in answering these questions in several ways: by calling on
different people at random, allowing students to answer as a group to lower the social risks, and
by asking students to write out their answers individually.
•Learning Activities:
o “Now that we have figured out what we know about propaganda, let’s look at some
example so that we can understand more.”
o Show The Millionaire, a Russian animated film.
o “Did this film have a message? What was it? How did they try to convey the message?”
o Pass out Persuasive Techniques Handout
o “Persuasive media uses techniques to convince us of their point of view. Individually read
this hand out on persuasion techniques. When you are finished, tell your neighbor the
technique you found most interesting and explain how you think it works.” As a class
review all the techniques to check for understanding.
o “Now let’s think about the film we just watched. Was the film maker using any of these
techniques?” Review the examples below to demonstrate techniques used in the film.


1:52 The rich woman is compared to a pedigree bulldog. (Name Calling)
4:16 Dog is treated like royalty. Given luxuries that most normal people cannot
afford. (Emotional Appeal)
 8:52 Bankers sneer at peace. (Card Staking)
 9:58 Crooked money gets you elected to the senate.
(Simplification/Stereotyping, Name Calling)
o Show Freedom Mine, a US animated film.
o “Was there a message for us in this film?”
o “What techniques were they using to persuade us of their point of view?”
o Give each table group one of the printed propaganda images, ask them to answer the
following questions about their images. s
 What is the message in the image?
 What techniques are being used to persuade us? Explain using examples from
the image.
o Ask each group to present their cartoon and the answers they found to the questions.
•Closure:
o Fill out the Concept Definition Map for propaganda. Explain that in the next lesson they will
be using the techniques they learned to create their own propaganda films.
o Show The Enemy Agent and You
o Ask students to write an exit slip answering the following questions:
o “What was the message of film maker?”
o “What persuasive techniques were used in the film clip you just watched?”
o Extending the Lesson
o For homework have students select articles, stories, or advertisements from the
media. Ask the students to manipulate the information to create a piece of
propaganda to contribute to the class “Propaganda Wall”. These examples can hang
beside the concept definition map of propaganda to illustrate what they have learned
about propaganda.
Day Two
• Introduction:
 “Yesterday we learned about persuasive techniques in propaganda. Today we are going to
expand our understanding of propaganda by using these techniques ourselves.”
 Review objectives with the class
 Show Propaganda Techniques to review what we learned yesterday. Ask students to note
techniques we discussed in the film, and see if they recognize the filmmaker using any
propaganda techniques in their film about propaganda.
•Learning Activities:
 Discuss the reason that propaganda was used in the Cold War.
 Ask students if they think propaganda has been used at any other time in history. What
about now?
 “As you will be making your own propaganda films, let’s look at an example of present day
persuasion to understand how these techniques can be used in contemporary society”
 Show Chuck Norris Approved
 What kinds of persuasive techniques were used in this message?
 Practice making a present day public service announcement as a class:
 Pick a topic, something that bothers the class about school.
 How will we convince others of our point of view? Choose some techniques.
 Make an outline.
 Create a storyboard.
• Independent Practice:
 Explain to students that they will be creating their own “public service announcement” in
their table groups using iMovie.
 Since they have used this tool before, they will create the movie with the WebQuest “Got
Something to Say?” to remind them of the process.
 All groups need to turn in storyboards and an outline before they can check out a camera.
 Allow students to brainstorm ideas in their groups for the remainder of the period.
Circulate to observe, check understanding, and assist groups.
•Closure:


Whip—ask each student to share one thing they have learned about Cold War
propaganda or persuasive techniques before excusing students from class.
Possible Family Interaction
o Family Critique—students will show their film to a family member for feedback.
The student should ask their family member if they can think of a way the film
could be more persuasive, and explain the techniques they have used. They should
summarize what their family member liked and the changes they suggested for the
film.
o Film Showing—parents could be invited to a film viewing of all the groups
propaganda films. In addition, the films could be posted online for community
members to comment on.
Assessment of the Arts Lesson:
Formative (measures process/progress)
 Exit Slips—students will complete an exit slip that addresses the questions “What was
the message of film maker?” “What persuasive techniques were used in the film clip you
just watched?”
 Observation Checklist—during group work and class discussion students’ behavior will be
evaluated using a checklist (see attached).
 Class Concept Definition—as a class we will create a concept definition map of the term
“propaganda”. This activity will help evaluate students understanding of term, and
determine what further instruction is needed (see attached sample poster).
 Storyboards—students’ storyboards will check there understanding of how to use
persuasive techniques before the make their own public service announcement.
Understanding will be measured using a rubric (see attached rubric and storyboard).
• Summative (measures outcomes)
The final outcome of student learning will be measured in two ways:
 Public Service Announcement—the PSA will demonstrate students understanding of how
to use persuasive techniques. This will be evaluated using a rubric and a self-evaluation
form (see attached).
 Unit Test—the comprehensive unit test will include the following assessment items as a
way to measure student learning from this lesson.
o Short Answer: Identify and explain a persuasive technique being used in the image
provided above.
o Short Answer: Define the term propaganda.
How do each of your assessments provide you with evidence that your Arts-based lessons have
had a positive impact on all your students’ learning?
The assessments provide evidence of impact on all students’ learning in two ways. First, students
will take a pre-test at the beginning of the unit, this will be compared with their unit test score to
demonstrate growth. Second, the formative of this lesson will help check all students learning
and allow for individual instruction where necessary.
 Acknowledgements:
Claudon, Jaclynn (2006) “Got Something to Say? PSA WebQuest”
http://teacherweb.com/WA/WSU/PublicServiceAnnouncementWQ/index.html
Schwartz & Raphael (1985). “Concept Definition Map”, Strategies for Reading Comprehension. On
the site: http://www.readingquest.org/strat/cdmap.html (Accessed 3/28/2008).
Shinew, Dawn M. and John M. Fischer ( ). Comparative Lessons for Democracy: A
Collaborative Effort of Educators from the Czech Republic, Hungary, Latvia, Poland, Russia, and
the United States. Center for Civic Education.
Bloomington Public Schools. “Storyboarding: Worksheet 3” Student, Teachers and Digital
Storytelling. Bloomington, IL. On the site:
http://www.district87.org/technology/dv/howfolder/storyboarding.htm (Accessed 3/31/2008).
Ideas were also adapted from a presentation on Media Literacy by Dr. Leslie Hall.