propaganda__________
Political Behavior ‖ Propaganda and Politics
Goals & Objectives
Students will define, explain, and identify the most common propaganda techniques apparent in politics.
Students will interpret a variety of primary source texts, pictures, and videos and identify the different techniques used in each.
California State Content Standards
Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding.
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.11-12.5
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
Driving Historical Question
How does propaganda influence political behavior? How influential is propaganda, really?
Accommodations for English Learners, Striving Readers and Students with Special Needs
Students will be given a guide with pictures for the definitions which will help students develop the vocabulary necessary for this lesson.
Students will be given the speech, discussion questions and the link to the video of the speech beforehand. Students who need extra time with the content will have the opportunity to read and watch beforehand if needed.
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 min
Students will watch the video on propaganda and write down the names of the different techniques that are identified in the video.
Goals & Objectives
Students will define, explain, and identify the most common propaganda techniques apparent in politics.
Students will interpret a variety of primary source texts, pictures, and videos and identify the different techniques used in each.
California State Content Standards
Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding.
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.11-12.5
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
Driving Historical Question
How does propaganda influence political behavior? How influential is propaganda, really?
Accommodations for English Learners, Striving Readers and Students with Special Needs
Students will be given a guide with pictures for the definitions which will help students develop the vocabulary necessary for this lesson.
Students will be given the speech, discussion questions and the link to the video of the speech beforehand. Students who need extra time with the content will have the opportunity to read and watch beforehand if needed.
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 min
Students will watch the video on propaganda and write down the names of the different techniques that are identified in the video.
Students will participate in a think-pair-share activity in which they discuss what they believe are the two most powerful techniques and why.
Vocabulary (Content Language Development) ‖ Time: 12 min
Students will write down the definitions for the different propaganda techniques using the guide.
Vocabulary (Content Language Development) ‖ Time: 12 min
Students will write down the definitions for the different propaganda techniques using the guide.
propaganda_techniques_guide.docx | |
File Size: | 174 kb |
File Type: | docx |
Content Delivery (Method of Instruction) ‖ Time: 30 min
Students will watch Richard Nixon's speech from the Republican National Convention of 1968 and as they watch they will follow along and annotate the written copy of the speech I will provide for them.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 25 min
Finally students will work in groups of three as they discuss and write down their answers to the provided discussion questions. Students will turn in the annotations of the speech and their questions sheet. Students will work in groups but each student will turn in a personal copy of the written responses to the discussion questions.
President Nixon's Speech 1968:
Students will watch Richard Nixon's speech from the Republican National Convention of 1968 and as they watch they will follow along and annotate the written copy of the speech I will provide for them.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 25 min
Finally students will work in groups of three as they discuss and write down their answers to the provided discussion questions. Students will turn in the annotations of the speech and their questions sheet. Students will work in groups but each student will turn in a personal copy of the written responses to the discussion questions.
President Nixon's Speech 1968:
richard_nixons_speech.docx | |
File Size: | 22 kb |
File Type: | docx |
Assessments (Formative & Summative)
nixons_speech_questions.docx | |
File Size: | 13 kb |
File Type: | docx |