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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.