Download Unit Plan Template

Intel® Teach Program
Thinking with Technology Course
Unit Plan Template
Click on any descriptive text, then type your own.
Unit Author
First and Last Name
Melissa A. Brown
School District
Wilson Elementary School District
School Name
Wilson 4-8
School City, State
Phoenix, AZ
Unit Overview
Unit Title
Truth or Dare: Propaganda
Unit Summary
The Boston Massacre is probably one of the best-known examples of propaganda in American History. Most
history texts describe the Boston Massacre in cursory terms at most and never address it as colonial propaganda
at worst.
This propaganda was rather effective in whipping up anti-British sentiment across all the colonies via
newspapers and Committees of Correspondence. It is also quite interesting that very little critical questioning
was done regarding the incident till two centuries later.
Students will watch a Unitedstreaming video wherein a number of experts analyze the conditions, witness
reports, science, and documents from the Boston Massacre.
After the video and a WG discussion identifying the ways in which the Boston Massacre was propaganda,
students will be charged with ranking propaganda techniques based upon which technique is most likely to
sway their opinions.
Subject Area
Language Arts Through History
Grade Level
7th grade
Approximate Time Needed
Unit Foundation
Habits of Learning Taxonomy
Costa & Kallick’s 16 Habits of the Mind:
1. Persisting
6. Striving for Accuracy and Precision
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 1 of 8
Intel® Teach Program
Thinking with Technology Course
7. Questioning and Posing Problems
(specifically: knowing how to ask Q’s to fill in the gaps between what is known and unknown)
Targeted Content Standards and Benchmarks
Concept 4: Persuasive
Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and
expresses an opinion in order to convince an audience to agree with the opinion or to take a particular
action.
PO 1. Write persuasive text (e.g., essay, paragraph, written communications) that:
a. establishes and develops a controlling idea
b. supports arguments with detailed evidence
c. includes persuasive techniques
d. excludes irrelevant information
e. attributes sources of information when appropriate
Student Objectives/Learning Outcomes
SWBAT: use a list of definitions to rank propaganda techniques in Visual Ranking, individually
and then compare with 2 other students then the class average (completion equals 100%).
SWBAT: create a product (hair accessory, video game, or toy) and write a marketing campaign,
using one or more propaganda technique and assessed via teacher and student created rubric.
SWBAT: apply knowledge of propaganda techniques to ‘tweak’ product campaign to persuade
more of their classmates than the other 4 groups assigned to create the same category of
product.
SWBAT: given a list of definitions, correctly match the propaganda techniques with 85%
accuracy.
SWAT: practice using the following Real World/21st Century Skills: working well with others;
making thoughtful decisions; taking initiative; solving complex problems; critical thinking;
discriminating choices based on the best facts available at the time
Curriculum-Framing Questions
Essential
Why does truth matter?
Question
Unit Questions
How can you tell if history is truthful? Why would someone write a
history that was not truthful? What are the consequences for the
author of a false history? What makes you believe something?
Content
Questions
Describe the difference between a fact and an opinion.
Define fact. Define opinion.
What is propaganda?
How many propaganda techniques are used in today’s world?
Define each propaganda technique.
What makes you buy something?
Assessment Plan
Assessment Timeline
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 2 of 8
Intel® Teach Program
Thinking with Technology Course
Before project work begins
 Set up
 Informal
scenario
questioning
(check
 Graphic
understandin
Organizer (Tg of Boston
made &
Massacre as
partially filledpropaganda)
in) for S’s to
 Pre-Quiz on
fill in during
Boston
propaganda
Massacre video
techniques
Students work on
projects and complete
tasks
 Collaboratively-created
project rubric
 Brainstorming
 Completion of Visual
Ranking propaganda
activity
 Checklist (based on
rubric)
 Project Meeting (T will
meet with each S group to
approve S product idea
 Teacher-created
Progress Report form
After project work is completed
 Post-Quiz on
propaganda
techniques
 Written script of
marketing
campaign for
product with
propaganda
techniques
highlighted
 Project Rubric
(applied to project)
 S Presentation
 Peer Evaluation
(based upon 2 rubric
categories:
propaganda
techniques used
correctly and all
project elements
included)
 Teacher Evaluation
(based on S & T
created rubric)
Assessment Summary
Students develop background knowledge by watching the Discovery Education / unitedstreaming.com video
Unsolved History: The Boston Massacre [44:27] and filling in supporting evidence for each aspect of the
Massacre addressed in the film. This will help students organize their thoughts and understand of how the
Boston Massacre was used as propaganda by the colonists. Students will also complete an ungraded (but
marked) pre-quiz on propaganda techniques. Next, S’s will be assigned a product-creation group (accessory,
video game, toy) and will brainstorm possible ideas. After the creation of a yet-uncensored list, S’s will
complete the Visual Ranking activity (ranking propaganda technique according to how much each might affect
student purchasing behavior). The next steps include T and S collaboration on the project rubric (T will provide
a basic rubric and will work with S’s to tailor rubric to grade level, subject, and project). S’s deciding on a
product, choosing propaganda techniques to use, and working up a market campaign using the T-provided
checklist. T will conduct a project meeting with each S-group, prior to visual/multimedia creation/work. On a
collaboratively pre-determined date, T will complete student progress form for a grade; S’s will be given a copy
of the form in advance of the grading act. After the project is completed, there will be several assessments: a
graded post-quiz on propaganda techniques definitions, the written script for the marketing presentation will be
typed and turned in to be assessed by Teacher according to 6 Trait rubrics (LA STANDARDS), the project
rubric, the student group presentation, a peer evaluation of presentation (focusing on only 2 aspects of the
rubric: propaganda techniques used correctly and how many project elements were included), and the final
presentation graded in accordance with the collaboratively produced final presentation rubric.
Visual Ranking Elements
Visual Ranking Project Name (For the Visual Ranking workspace)
TRUTH or…How DARE they?
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 3 of 8
Intel® Teach Program
Thinking with Technology Course
Project Description (For the Visual Ranking workspace)
The Boston Massacre is probably one of the best-known examples of propaganda in American History.
Most history texts describe the Boston Massacre in cursory terms at most and never address it as colonial
propaganda at worst.
This propaganda was rather effective in whipping up anti-British sentiment across all the colonies via
newspapers and Committees of Correspondence. It is also quite interesting that very little critical
questioning was done regarding the incident till two centuries later.
Students will watch a Unitedstreaming video wherein a number of experts analyze the conditions, witness
reports, science, and documents from the Boston Massacre.
After the video and a WG discussion identifying the ways in which the Boston Massacre was propaganda,
students will be charged with ranking propaganda techniques based upon which technique is most likely to
sway their opinions.
Prompt (Visual Ranking)
Rank each technique according to how much it might change your opinion when buying something. Make
sure to put the most influential technique at the TOP of your list.
Sorting List (Visual Ranking)
assertion: an assertion is an enthusiastic or energetic statement presented as a fact, although it is not necessarily true. They often imply
that the statement requires no explanation or back up, but that it should merely be accepted without question. Examples of assertion
can be found often in modern advertising propaganda. Any time an advertiser states that their product is the best without providing
evidence for this, they are using an assertion. Assertions, although usually simple to spot, are often dangerous forms of propaganda
because they often include falsehoods or lies.
bad logic: an illogical message is not necessarily propagandistic; it can be just a logical mistake; it is propaganda if logic is
manipulated deliberately to promote a cause. Example: Senator X wants to regulate the power industry. All Communist governments
regulate their power industries. Senator X is a Communist.
bandwagon: Bandwagon is one of the most common techniques in both wartime and peacetime and plays an important part in modern
advertising. Bandwagon is an appeal to the subject to follow the crowd, to join in because others are doing so as well. Bandwagon
propaganda is, essentially, trying to convince the subject that one side is the winning side, because more people have joined it.
However, in modern propaganda, bandwagon has taken a new twist. The subject is to be convinced by the propaganda that since
everyone else is doing it, they will be left out if they do not. Subjects of bandwagon are compelled to join in because everyone else is
doing so as well. When confronted with bandwagon propaganda, we should weigh the pros and cons of joining in independently from
the amount of people who have already joined, and, as with most types of propaganda, we should seek more information.
card stacking: Card stacking, or selective omission, involves only presenting information that is positive to an idea or proposal and
omitting information contrary to it. Card stacking is used in almost all forms of propaganda, and is extremely effective in convincing
the public. Although the majority of information presented by the card stacking approach is true, it is dangerous because it omits
important information. The best way to deal with card stacking is to get more information.
fear: plays on deep-seated fears; warns the audience that disaster will result if they do not follow a particular course of action.
Example: an insurance company pamphlet includes pictures of houses destroyed floods, followed up by details about home-owners’
insurance.
glittering generalizations: glittering generalization occurs very often in politics and political propaganda. Glittering generalities are
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 4 of 8
Intel® Teach Program
Thinking with Technology Course
words that have different positive meaning for individual subjects, but are linked to highly valued concepts. When these words are
used, they demand approval without thinking, simply because such an important concept is involved. For example, when a person is
asked to do something in "defense of democracy" they are more likely to agree. The concept of democracy has a positive connotation
to them because it is linked to a concept that they value. Words often used as glittering generalities are honor, glory, love of country,
and especially in the United States, freedom. When coming across with glittering generalities, we should especially consider the merits
of the idea itself when separated from specific words.
lesser of two evils: The "lesser of two evils" technique tries to convince us of an idea or proposal by presenting it as the least offensive
option. This technique is often implemented during wartime to convince people of the need for sacrifices or to justify difficult
decisions. This technique is often accompanied by adding blame on an enemy country or political group. One idea or proposal is often
depicted as one of the only options or paths. When confronted with this technique, the subject should consider the value of any
proposal independently of those it is being compared with.
name calling: Name calling occurs often in politics and wartime scenarios, but very seldom in advertising. It is another of the seven
main techniques designated by the Institute for Propaganda Analysis. It is the use of derogatory language or words that carry a
negative connotation when describing an enemy. The propaganda attempts to arouse prejudice among the public by labeling the target
something that the public dislikes. Often, name calling is employed using sarcasm and ridicule, and shows up often in political
cartoons or writings. When examining name calling propaganda, we should attempt to separate our feelings about the name and our
feelings about the actual idea or proposal.
pinpointing the enemy: Pinpointing the enemy is used extremely often during wartime, and also in political campaigns and debates.
This is an attempt to simplify a complex situation by presenting one specific group or person as the enemy. Although there may be
other factors involved the subject is urged to simply view the situation in terms of clear-cut right and wrong. When coming in contact
with this technique, the subject should attempt to consider all other factors tied into the situation. As with almost all propaganda
techniques, the subject should attempt to find more information on the topic. An informed person is much less susceptible to this sort
of propaganda.
plain folks: The plain folks device is an attempt by the propagandist to convince the public that his views reflect those of the common
person and that they are also working for the benefit of the common person. The propagandist will often attempt to use the accent of a
specific audience as well as using specific idioms or jokes. Also, the propagandist, especially during speeches, may attempt to increase
the illusion through imperfect pronunciation, stuttering, and a more limited vocabulary. Errors such as these help add to the impression
of sincerity and spontaneity. This technique is usually most effective when used with glittering generalities, in an attempt to convince
the public that the propagandist views about highly valued ideas are similar to their own and therefore more valid. When confronted by
this type of propaganda, the subject should consider the proposals and ideas separately from the personality of the presenter.
simplification (stereotyping): Simplification is extremely similar to pinpointing the enemy, in that it often reduces a complex
situation to a clear-cut choice involving good and evil. This technique is often useful in swaying uneducated audiences. When faced
with simplification, it is often useful to examine other factors and pieces of the proposal or idea, and, as with all other forms of
propaganda, it is essential to get more information.
testimonials: Testimonials are quotations or endorsements, in or out of context, which attempt to connect a famous or respectable
person with a product or item. Testimonials are very closely connected to the transfer technique, in that an attempt is made to connect
an agreeable person to another item. Testimonials are often used in advertising and political campaigns. When coming across
testimonials, the subject should consider the merits of the item or proposal independently of the person of organization giving the
testimonial.
transfer: Transfer is another of the seven main propaganda terms first used by the Institute for Propaganda Analysis in 1938. Transfer
is often used in politics and during wartime. It is an attempt to make the subject view a certain item in the same way as they view
another item, to link the two in the subjects mind. Although this technique is often used to transfer negative feelings for one object to
another, it can also be used in positive ways. By linking an item to something the subject respects or enjoys, positive feelings can be
generated for it. However, in politics, transfer is most often used to transfer blame or bad feelings from one politician to another of his
friends or party members, or even to the party itself. When confronted with propaganda using the transfer technique, we should
question the merits or problems of the proposal or idea independently of convictions about other objects or proposals.
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 5 of 8
Intel® Teach Program
Thinking with Technology Course
unwarranted extrapolation: making huge predictions about the future on the basis
of a few small facts. Example: If the U.S. approves NAFTA, thousands of jobs and factories will move to
Mexico.
Practice Ranking (For your future quick reference)
Teacher ID: not available
Password:
Practice Team ID 1: Changer01-05
Password: changer01-05
Practice Team ID 2:
Password:
Unit Details
Prerequisite Skills
Basic computer skills: Microsoft Word, PowerPoint and Internet Explorer (or the ability to quickly learn the
same)
Instructional Procedures
1. T will instruct S’s to read a ‘blurb’ on the Boston Massacre from a history textbook and discuss what they
learned with designated ‘shoulder partner’.
2. T brings the group together and as a WG (whole group) T facilitates the sharing of pertinent information
by the students regarding the Boston Massacre: massacre, British soldiers caused it, colonists are not safe if
the soldiers are here, soldiers are taking the colonists’ jobs, etc.
3. T distributes and reads aloud T-created WS (worksheet) that accompanies video, making sure to play the
‘Read Out Loud’ Game to ensure student engagement; T covers instruction and answers any Q’s about the
assignment at this time.
4. Show video, Unsolved History: The Boston Massacre [44:27], stopping where necessary for S’s to fill in
blanks with the details of how the Boston Massacre was used as anti-British propaganda.
5. After the video, allow S’s to choose a partner and compare WS answers; instruct S’s to pick a different
partner and repeat.
6. As a WG, T will facilitate a review of WS answers, instructing students to change/fix/add-to answers as
necessary.
7. T will announce that there will be a temporary ‘change in direction’ from the Boston Massacre, but caution
S’s that the information just learned from the video will be used again later.
8. T distributes a pre-test of propaganda techniques; S’s are told that THIS test will NOT be graded, but is
just a measurement tool; when S’s finish, test is self-corrected and marked (for S and T knowledge).
9. T distributes and reads aloud the list of propaganda techniques and definitions to S’s, making sure to play
the ‘Read Out Loud’ Game to ensure student engagement; T leads a S-centered discussion about the
techniques: activating prior knowledge, eliciting stories and examples of propaganda techniques, discussing
which techniques are both most and least familiar (which might aid S’s unfamiliar with most of the
techniques to begin building a framework for the new information).
10. T will demonstrate/model and use direct instruction to facilitate S use of the Visual Ranking tool.
11. S’s will complete with a partner or small group of 3 the Visual Ranking activity: TRUTH or…How DARE
you?; S’s will compare their ranking (after saving) to at least 2 other groups and the class average, making
sure to write down group #’s and the correlation info for each group—3 comparisons total.
12. T will reassemble into WG and ask for S-shares: allow for at least 3-4 groups to share about the activity
before moving on.
13. T will now introduce the project.
14. T will lead the collaboration on the mostly finished rubric, making sure to include some S-input for S buyCopyright © 2008 Intel Corporation. All Rights Reserved.
Page 6 of 8
Intel® Teach Program
Thinking with Technology Course
15.
16.
17.
18.
19.
20.
21.
22.
in
T will allow S’s to choose Project groups of no more than 3 students (each classroom will have between 1015 groups) and choose a product category (hair accessory, video game, toy).
SG’s (student groups) will brainstorm ideas for product.
SG’s will use a T-provided checklist to make sure the SG is on-task and meeting appropriate
deadlines/timelines.
As SG’s settle on a product and marketing campaign, each SG will meet with T, and T will approve
product/project, before any visual/multimedia work is allowed to be done during classtime.
T will allow one day in class to begin/work-on/finish visual/multimedia aspect of project; all other
multimedia work is to be done outside of class.
T will continue to monitor and consult with S’s and SG’s on project, utilizing less than 5 minutes of
classtime.
T will administer a matching post-quiz on propaganda techniques.
SG’s will present their product with the goal of persuading the most S’s to buy their version of the product
via propaganda; have S’s do peer evaluations (see above), T will evaluate presentations with the
collaborative rubrics and the written script by 6 Traits.
Accommodations for Differentiated Instruction
Resource
Student
Nonnative
English
Speaker
Gifted
Student
Materials and Resources Required For Unit
Printed Materials
List of propaganda techniques with definitions of the same.
Supplies
Internet ad clips (optional, or for students whose schedules reasonably preclude
them from researching/discovering their own examples) demonstrating a myriad of
propaganda techniques.
Technology -Hardware
InFocus projector, SmartBoard; Teacher computer, student computers,
microphones for presentations,
Technology -Software
Intel Visual Ranking tool; SmartBoard Notebook; Internet; PowerPoint; Microsoft
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 7 of 8
Intel® Teach Program
Thinking with Technology Course
Word
Internet Resources
Other Resources
http://www.dvarchive.com/stock-video-footage/1/propaganda
http://listverse.com/2007/07/30/top-10-propaganda-videos/
(some videos not appropriate-screen first)
Unsolved History: The Boston Massacre [44:27]
A major turning point in American history, the Boston Massacre marks the
culmination of a series of violent confrontations between the British soldiers and
colonial patriots. Discrepancies in eyewitness accounts and historical documents
shroud the event in mystery and lead scientists and historians to conduct field
experiments and seek out expert knowledge to recreate the incident in hopes of
determining the plausibility of the various claims. From Crispus Attucks’
positioning to Paul Revere’s engraving, the program uncovers the truth about the
Boston Massacre.
source: Discovery Education / unitedstreaming.com videos
Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the
Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries.
*Other names and brands may be claimed as the property of others.
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 8 of 8