Objective: Students will identify propaganda techniques in a text.
Day 1: Propaganda
Opening Activity:
Define the appeals to audience.
|
INSTRUCTION: Take notes on the six propaganda techniques. You'll need to be able to identify each in action. |
|
Practice Identifying Propaganda Techniques
American WWII Posters"Concerns about national security intensify in wartime. During World War II, the Government alerted citizens to the presence of enemy spies and saboteurs lurking just below the surface of American society. "Careless talk" posters warned people that small snippets of information regarding troop movements or other logistical details would be useful to the enemy. Well-meaning citizens could easily compromise national security and soldiers` safety with careless talk" (The National Archives: The Powers of Persuasion).
More American WWII Posters"During the war years, gasoline, rubber, sugar, butter, and meat were rationed. Government publicity reminded people that shortages of these materials occurred because they were going to the troops, and that civilians should take part in conservation and salvage campaigns." (The National Archives: The Powers of Persuasion)
CLOSURE: Mrs. Wooding will tell you which poster that you will write about. Analyze the propaganda poster. What propaganda techniques are used? How? Why?
Day 2: Propaganda
Get our binder paper and label it:
COLLABORATIVE DISCUSSION: Comparing Squealer's Speech with a Propaganda Poster (CH 3 reading assignment)
OPENING ACTIVITY: Individually, QUIETLY, and effectively review your notes on the following:
- Appeals to Audience
- Evaluating Evidence
- Propaganda Techniques
COLLABORATIVE DISCUSSION PREPARATION
SL 10.1A. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Analyze (break apart and explain how parts work) both the WWII poster and Squealer's speech from Chapter 3 of Animal Farm. How are the two similar?
"Comrades!" he cried. "You do not imagine, I hope, that we pigs are doing this in a spirit of selfishness and privilege? Many of us actually dislike milk and apples. I dislike them myself. Our sole object in taking these things is to preserve our health. Milk and apples (this has been proved by Science, comrades) contain substances absolutely necessary to the well−being of a pig. We pigs are brainworkers. The whole management and organisation of this farm depend on us. Day and night we are watching over your welfare. It is for your sake that we drink that milk and eat those apples. Do you know what would happen if we pigs failed in our duty? Jones would come back! Yes, Jones would come back! Surely, comrades," cried Squealer almost pleadingly, skipping from side to side and whisking his tail, "surely there is no one among you who wants to see Jones come back?"
Get into your group of four so that you are facing each other. You will have a collaborative conversation in which you work towards the following Common Core State Standards.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
NOTE: In conversations you do not READ your preparation notes to each other. Your goal is to talk about the topic so that you can make new connections.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
NOTE: In conversations you do not READ your preparation notes to each other. Your goal is to talk about the topic so that you can make new connections.