Modern Propaganda - Can You Trust It?

Context: After learning about propaganda that was used during the Cold War, this lesson introduces students to modern propaganda and also ties in the unit theme of trust/distrust. Students will learn to recognize modern propaganda and analyze it for bias.

! Plan Number: 4 out of 15 !

Objectives and Common Core State Standards: CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. Cognitive: SWBAT analyze modern advertisements for bias. Performative: SWBAT identify and cut out ads containing propaganda.

Materials/Technology Resources Required: Smart Board Smart Starter #154 (image taken from http://www.skiptomalouuu.com/2011/10/modern-daywarfare.html) Magazines and newspapers that can be cut up Enough copies of the Analysis Sheet for each student to have one Pens/pencils Stapler

! Time: 47 minutes !

Instructional Procedures/Steps: 1. Have Smart Starter #154 displayed on the Smart Board when students enter the room (see attached Smart Starter). Students have three minutes to complete the Smart Starter. 2. Review with students what was learned the previous day about propaganda that was used during the Cold War. Review the definition of what propaganda is. Remember that propaganda is typically emotion-based and not fact-based. 3. Ask students to think of modern ads that try to sell a particular point of view in order to shape public opinion and alter behavior. a. Examples might be: i. Political ads for or against candidates ii. Environmental issues, such as logging vs. animal protection or carpooling or bicycling to cut down on auto pollution.

iii. Health and safety issues such as seat belt use, bicycle helmet use, or anti-smoking ads. 4. Have students look through the magazines and newspapers and cut out examples of ads that they think represent propaganda. 5. Each student must find at least one ad and analyze it using the attached Analysis Sheet. Students must staple their ad to their Analysis Sheet and write their names on both the ad and the Analysis Sheet. If students have the time and choose to complete an Analysis Sheet for more than one advertisement, they can receive extra credit for each extra one that they complete.

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Evaluation: Students will turn in at least one completed Analysis Sheet with the corresponding at attached. Accommodations: A students may only be required to answer three of the six questions on the Modern Propaganda Analysis Sheet. Also, if a student doesnt have the dexterity to cut out advertisements, a friend or teacher could do the cutting for them.

! Appendix of Materials Needed: ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Smart Starter #154:

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View the image below. Is this propaganda? Why or why not?

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Name:__________________________________
Period:__________

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Modern Propaganda Analysis Sheet

1. What person or organization is the source of the ad?__________________________________

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2. What audience do you think the ad is trying to reach?_________________________________

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3. What position have the people whove placed this advertisement taken?__________________

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4. What kind of opinion or action are they hoping to get from the readers?__________________

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5. Can you determine from the ad what other views people might have on this subject? Explain._

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6. What attention-grabbing and/or persuasive words did the advertisers use?_________________