Download Name: Erin Belongie Grade: 10 Subject: English Unit Name: Media

Name: Erin Belongie
Grade: 10
Subject: English
Unit Name: Media Unit
Language Arts Standards and Benchmarks:
B.12.1 Create or produce writing to communicate with different audiences for a variety
of purposes.
C.12.1 Prepare and deliver formal oral presentations appropriate to specific purposes and
audiences.
E.12.2 Make informed judgments about media and products
E. 12.2.a Develop and apply evaluative criteria of accuracy and point of view to
broadcast news programs
E.12.2.b Recognize and explain the impact of various media on daily life
E.12.2.c Analyze the content and effect of subtle persuasive techniques used on-line and
in broadcast and print media
E.12.2.d Develop and apply criteria for evaluating broadcast programming
E.12.3 Create media products appropriate to audience and purpose.
E.12.3.a Create multimedia presentations in connection with major projects, such as
research reports or exhibitions
E.12.3.b Develop various media products to inform or entertain others in school or the
community such as slide shows, videos, newspapers, sound recordings, literary
publications, and brochures
E.12.5 Analyze and edit media work as appropriate to audience and purpose.
E.12.5.a Develop and present criteria for evaluating a variety of media products
E.12.5.b Evaluate audience feedback on the clarity, form, effectiveness, technical
achievement and aesthetic appeal of media work
F.12.1 Conduct research and inquiry on self-selected or assigned topics, issues, or
problems and use an appropriate form to communicate their findings.
Social Studies Standards and Benchmarks:
A.12.9 Identify and analyze cultural factors, such as human needs, values, ideals, and
public policies, that influence the design of places, such as an urban center, an industrial
park, a public project, or a planned neighborhood
C.12.8 Locate, organize, analyze, and use information from various sources to understand
an issue of public concern, take a position, and communicate the position
C.12.11 Evaluate the ways in which public opinion can be used to influence and shape
public policy
Big Ideas: Students will learn historical and current media history, how to be critical
consumers of media, and will identify the similarities and differences of the human
experience. They will demonstrate this knowledge in written, oral, and project-based
formats, which will include communication with North’s sister school in Avignon,
France.
Essential Questions:
What role do media play as the source of truth?
How do bias and propaganda affect society?
How, and to what effect, is Maslow’s Hierarchy of Needs used by advertisers?
How do world events affect and connect world society?
How has media technology changed?
Skills, Knowledge, and Vocabulary to Understand the Content:
Bandwagon, Testimonial, Plain Folks, Glittering Generalities, Card-Stacking,
Snob Appeal, Patriotism, Name Calling, Evidence Claims
iMovie
Audacity
Power Point
North High School Media Center Databases
Camcorder
Writing skills
Formative and Summative Assessments (including rubric)
See attached 6-Trait writing rubric for written papers.
Students will create a rubric for their final media project that demonstrates their
knowledge of the big ideas. Rubric will include both skills and participation.
Learning Activities (include performance tasks, differentiation, grouping,
enrichment and re-teaching, and materials)
Students will work independently to identify bias and propaganda in media using print,
internet and television media.
Students will work in groups to create a formally researched compare/contrast or
cause/effect paper on a topic of limited choice. Topics are differentiated on degree of
difficulty.
Students will work in groups of choice to create an element of a news broadcast, which
includes world news, local news, public service announcements, or commercials.
Media Project
Audience: Rene Char students of Madam Michele Marie
Newscast (Local)
Paper- Effect of TV news on society
Be sure to analyze broadcast news to create proper mannerisms, attire, and news
format.
Tasks: Report on three news stories for video
1. North High story
2. Sheboygan story
3. Wisconsin story or another North High story
-
Write scripts (see me to learn how to do this)
Conduct interviews
Production crew records you.
Dress the part!
Create the TV studio
Identify any bias that may be present
Newscast “World” Group- French Focus
Paper- Compare and contrast original broadcast to modern day broadcast
Tasks: See Local Newscast
AND
Create three stories for video
1. French story that includes an interview with your French student
2. Other world story
3. Rene Char school story
-
Write scripts (see me to learn how to do this)
Conduct interviews
Production crew records you.
Dress the part!
Create the TV studio
Identify any bias that may be present
Advertising Group
Paper- Compare and contrast how advertisers target consumers by gender.
Prove your knowledge of Maslow’s Hierarchy and propaganda devices!
Create 3 commercials
1. Target audience is men
2. Target audience is women
3. Target audience = other of your choice
Create and turn in storyboards and scripts for approval.
Create the actual commercial.
Make arrangements for Production to record your commercials.
Public Service Announcement Group
Paper- Compare and contrast PSAs with for profit advertising.
Prove your knowledge of Maslow’s Hierarchy and propaganda devices!
Create 3 PSAs
1. Target teens
2. Environment
3. Education
Create and turn in storyboards and scripts for approval.
Create the actual PSAs
Make arrangements for Production to record your PSAs.
Production Crew
Paper- Compare and contrast tape-to-tape editing to digital editing.
Interview Tom Lang
Create a recording timeline for all groups
Record all groups
Use imovie to create the finished project for the class.
Create the French subtitles.
You are the taskmasters! Most of your work is on the backend and behind the scenes of
this project.
Propaganda Techniques
Edward Filene helped establish the Institute of Propaganda Analysis in 1937 to educate the
American public about the nature of propaganda and how to recognize propaganda techniques.
Filene and his colleagues identified the seven most common "tricks of the trade" used by
successful propagandists (Marlin 102-106: Propaganda Critic: Introduction). These seven
techniques are called:
* Name Calling * Glittering Generalities * Transfer * Testimonial
* Plain Folks
* Card Stacking
* Band Wagon
These techniques are designed to fool us because the appeal to our emotions rather than to our
reason. The techniques identified by the Institute for Propaganda Analysis are further refined by
Aaron Delwich in his website, Propaganda where he "discusses various propaganda techniques,
provides contemporary examples of their use, and proposes strategies of mental self-defense." By
pointing out these techniques, we hope to join with others who have written on this topic to create
awareness and encourage serious consideration of the influence of contemporary propaganda
directed at us through the various media and suggest ways to guard against its influence on our
lives.
Name Calling: Propagandists use this technique to create fear and arouse prejudice by using
negative words (bad names) to create an unfavorable opinion or hatred against a group, beliefs,
ideas or institutions they would have us denounce. This method calls for a conclusion without
examining the evidence. Name Calling is used as a substitute for arguing the merits of an idea,
belief, or proposal. It is often employed using sarcasm and ridicule in political cartoons and
writing. When confronted with this technique the Institute for Propaganda Analysis suggests we
ask ourselves the following questions: What does the name mean? Is there a real connection
between the idea and the name being used? What are the merits of the idea if I leave the name out
of consideration? When examining this technique try to separate your feelings about the name
and the actual idea or proposal (Propaganda Critic: Common Techniques 1).
Glittering Generalities: Propagandists employ vague, sweeping statements (often slogans or
simple catchphrases) using language associated with values and beliefs deeply held by the
audience without providing supporting information or reason. They appeal to such notions as
honor, glory, love of country, desire for peace, freedom, and family values. The words and
phrases are vague and suggest different things to different people but the implication is always
favorable. It cannot be proved true or false because it really says little or nothing at all. The
Institute of Propaganda Analysis suggests a number of questions we should ask ourselves if we
are confronted with this technique: What do the slogans or phrases really mean? Is there a
legitimate connection between the idea being discussed and the true meaning of the slogan or
phrase being used? What are the merits of the idea itself if it is separated from the slogans or
phrases?
Transfer: Transfer is a technique used to carry over the authority and approval of something we
respect and revere to something the propagandist would have us accept. Propagandists often
employ symbols (e.g., waving the flag) to stir our emotions and win our approval. The Institute
for Propaganda Analysis suggests we ask ourselves these questions when confronted with this
technique. What is the speaker trying to pitch? What is the meaning of the thing the propagandist
is trying to impart? Is there a legitimate connection between the suggestion made by the
propagandist and the person or product? Is there merit in the proposal by itself? When confronted
with this technique, question the merits of the idea or proposal independently of the convictions
about other persons, ideas, or proposals.
Testimonial: Propagandists use this technique to associate a respected person or someone with
experience to endorse a product or cause by giving it their stamp of approval hoping that the
intended audience will follow their example. The Institute for Propaganda Analysis suggests we
ask ourselves the following question when confronted with this technique. Who is quoted in the
testimonial? Why should we regard this person as an expert or trust their testimony? Is there
merit to the idea or product without the testimony? You can guard yourself against this technique
by demonstrating that the person giving the testimonial is not a recognized authority, prove they
have an agenda or vested interest, or show there is disagreement by other experts.
Plain Folks: Propagandists use this approach to convince the audience that the spokesperson is
from humble origins, someone they can trust and who has their interests at heart. Propagandists
have the speaker use ordinary language and mannerisms to reach the audience and identify with
their point of view. The Institute for Propaganda Analysis suggests we ask ourselves the
following questions before deciding on any issue when confronted with this technique. Is the
person credible and trustworthy when they are removed from the situation being discussed? Is the
person trying to cover up anything? What are the facts of the situation? When confronted with
this type of propaganda consider the ideas and proposals separately from the personality of the
presenter.
Bandwagon: Propagandists use this technique to persuade the audience to follow the crowd. This
device creates the impression of widespread support. It reinforces the human desire to be on the
winning side. It also plays on feelings of loneliness and isolation. Propagandists use this
technique to convince people not already on the bandwagon to join in a mass movement while
simultaneously reassuring that those on or partially on should stay aboard. Bandwagon
propaganda has taken on a new twist. Propagandists are now trying to convince the target
audience that if they don't join in they will be left out. The implication is that if you don't jump on
the bandwagon the parade will pass you by. While this is contrary to the other method, it has the
same effect: getting the audience to join in with the crowd. The Institute of Propaganda Analysis
suggests we ask ourselves the following questions when confronted with this technique. What is
the propagandist's program? What is the evidence for and against the program? Even though
others are supporting it, why should I? As with most propaganda techniques, getting more
information is the best defense. When confronted with Bandwagon propaganda, consider the
pros and cons before joining in.
Card Stacking: Propagandist uses this technique to make the best case possible for his side and
the worst for the opposing viewpoint by carefully using only those facts that support his or her
side of the argument while attempting to lead the audience into accepting the facts as a
conclusion. In other words, the propagandist stacks the cards against the truth. Card stacking is
the most difficult technique to detect because it does not provide all of the information necessary
for the audience to make an informed decision. The audience must decide what is missing. The
Institute for Propaganda Analysis suggests we ask ourselves the following question when
confronted with this technique: Are facts being distorted or omitted? What other arguments exist
to support these assertions? As with any other propaganda technique, the best defense against
Card Stacking is to get as much information that is possible before making a decision.
McDonald, Andy, and Lene Palmer. "Propaganda." Response-ible Rhetorics Exploring Rhetoric
and Responsible Action. Ed. Dr. Jim Henry. 15 Dec. 2003. George Mason University. 10
Aug. 2009 <http://mason.gmu.edu/~amcdonal/index.html>.
Maslow’s Hierarchy of Needs
Wedel, Ethan. "The Primitive Modernity of Don Delillo's White Noise." The Common
Room. Eds. Monica Berlin and Carina Saxon. 2008. Knox College. 10 Aug. 2009
<http://images.google.com/imgres?imgurl=http://deptorg.knox.edu/engdept/com
m
onroom/Volume_Eleven/number_two/Wedel/maslow.gif&imgrefurl=http://deptor
g.knox.edu/engdept/commonroom/Volume_Eleven/number_tw>.
Student Created Rubric
Students will create a rubric for their final media project that demonstrates their
knowledge of the big ideas. Rubric will include both skills and participation. It will be
placed here.
I authorize the Sheboygan Area School District to use my child’s name, photograph
and/or video as part of North High School’s English 4 class project. Finished projects
will include video newscasts and/or a media magazine. Projects will be shared with
North’s sister school in France and may also be posted on the Sheboygan Area School
District website (www.sheboygan.k12.wi.us) from April 2009 to July 2009.
All information on the school district website is intended for the public and the school
district is unable to regulate how the information may be used once obtained.
By signing this form, I am granting permission for my child’s name, photograph and/or
video to be used on the district website, which is above and beyond permission granted
for District Media Releases and Community Media Releases. I am also granting
permission for this information to be shared with our sister school in France.
See information below regarding specific content and/or samples.
_____________________________________
Print Student Name
_____________________________________
Print Parent/Guardian Name
_____________________________________
Signature of Parent/Guardian
Es
_____________________________
Date
Students may be included in videos or pictures for projects including student-created world and
local newscasts, advertisements, public service announcements and/or a media magazine.
The recording will be sent via mail or emailing to the students with whom we correspond at our
sister school in Avignon, France.
Projected Schedule:
Note- There is an expected prior knowledge and set of some skills learned and demonstrated
before recording. For example: Students will have been trained on iMovie and camcorder
hardware before the recording of the newscasts.
Day 1- Discussion of paper and project expectations, group selections, rubric building
Each student needs researched information for class tomorrow.
Day 2- Continue rubric building. Each group member brings in information on the
group’s topic. Share information. Prewrite on graphic organizer of choice.
Day 3- Group share on sources and information for the paper. Groups begin writing the
paper.
Day 4- Groups continue to write paper using proper MLA format.
Day 5- Last group work day before peer edit. Works Cited due for peer edit too.
Day 6- Groups Peer Edit
Day 7- Groups Self Edit and Revise.
Day 8- Papers due. Groups work toward 1st deadline. Brainstorm ideas for chosen group
project. Gather necessary materials for ‘the show.’ See instructor for help with
storyboards and script writing.
Day 9- Continued from previous day.
Day 10- Storyboard and scripts (2 of each) are due of PSA and AD groups. 1 Newscast
script is due for both Local and World news. Production crew receives additional
instruction on cameras and iMovie.
Day 11- Production crew films 2 Ads and 2 PSAs. 2nd newscast script is due.
Day 12- Last Ad and PSA storyboard and script due. Two of Local and World need to be
filmed. 3rd transcript of Local and World due.
Day 13 Final Ad and final PSA filmed. Last Local and World are filmed.
Day 14. Any refilming is done today. Other groups work in iMovie. Production Crew
facilitates in filming and iMovie.
Day 15. Production Crew incorporates French subtitles into some of the newscast with
help of students taking French class.
Day 16- Production crew has this last day to finalize newscasts while remaining students
evaluate, reflect and revise group papers that instructor has returned.