Political Behavior ii Campaign Commercial Assignment
Goals & Objectives
Students will examine the different propaganda techniques used in campaign advertisements.
Students will apply their knowledge of different propaganda techniques in the creation of their very own commercial.
California State Content Standards
12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices.
12.6.4 Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding.
Common Core Literacy Standards
CCSS.ELA-LITERACY.W.11-12.2.E
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Driving Historical Question
How effective are campaign adds and commercials? Does the public understand the different propaganda techniques well enough to read between the lines or are they easily manipulated and persuaded by such advertisements?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 11 min
Together as a class we will discuss the different propaganda techniques used in these ridiculous campaign commercials. This activity ties into our last lesson in which we learned the most common techniques and then applied that knowledge to analyze a primary source of President Nixon's speech before the Republican National Convention.
Students will examine the different propaganda techniques used in campaign advertisements.
Students will apply their knowledge of different propaganda techniques in the creation of their very own commercial.
California State Content Standards
12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices.
12.6.4 Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding.
Common Core Literacy Standards
CCSS.ELA-LITERACY.W.11-12.2.E
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Driving Historical Question
How effective are campaign adds and commercials? Does the public understand the different propaganda techniques well enough to read between the lines or are they easily manipulated and persuaded by such advertisements?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 11 min
Together as a class we will discuss the different propaganda techniques used in these ridiculous campaign commercials. This activity ties into our last lesson in which we learned the most common techniques and then applied that knowledge to analyze a primary source of President Nixon's speech before the Republican National Convention.
Vocabulary (Content Language Development) ‖ Time: 5 min
Students will be revisiting the vocabulary they learned in the last lesson. Students will be asked to take out their completed vocabulary sheet that they will need to complete this activity. We will as a class go over the answers for each term and I will answer any questions the students have as I explain and clarify for them.
The one new term that I will be introducing to the students is the word Platform. I will explain this word as I go over the directions for this activity,
Students will be revisiting the vocabulary they learned in the last lesson. Students will be asked to take out their completed vocabulary sheet that they will need to complete this activity. We will as a class go over the answers for each term and I will answer any questions the students have as I explain and clarify for them.
The one new term that I will be introducing to the students is the word Platform. I will explain this word as I go over the directions for this activity,
Content Delivery (Method of Instruction) Time: For 40 minutes on day 1 and 25 minutes on day two, students will be working on the campaign commercial.
campaign_commercial_directions_and_rubric.docx | |
File Size: | 13 kb |
File Type: | docx |
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20 Minutes
Students will perform their commercials on Day 2 of the lesson. This should take 15-20 minutes. I will be grading their rubric as they perform their commercials.
Lesson Closure ‖ Time: Students will vote for their favorite commercial. The winning groups will receive a prize from the teacher. It will most likely be something edible or drinkable. It is highly likely they will have a choice between juice boxes or granola bars
Assessments (Formative & Summative):
Students will be performing the commercials and that will be their assessment for this lesson. The rubric is available above.
Accommodations for English Learners, Striving Readers and Students with Special Needs:
Students will special needs and English Learners will be given the directions and rubric the night before so that they can read it over and familiarize themselves with the expectations of the assignment. Also students will be using the vocabulary guide that they had created in the last assignment. This guide is a graphic organizer with pictures which will definitely assist students who are English Language Learners and those with special needs.
Resources (Books, Websites, Handouts, Materials):
William A. McClenaghan, Magruder's American Government 2004
Description: Hailed as a stellar educational resource since 1917, Magruder's American Government teaches students the inner workings of the American political and legal system. Updated annually, Magruder's incorporates the most current and authoritative American government content to meet the changing needs of today's high school students and teachers. The text's clear, engaging narrative is enhanced with numerous primary sources, political cartoons, charts, graphs, and photos, to make the subject of government accessible and motivating to students of all abilities.
Students will perform their commercials on Day 2 of the lesson. This should take 15-20 minutes. I will be grading their rubric as they perform their commercials.
Lesson Closure ‖ Time: Students will vote for their favorite commercial. The winning groups will receive a prize from the teacher. It will most likely be something edible or drinkable. It is highly likely they will have a choice between juice boxes or granola bars
Assessments (Formative & Summative):
Students will be performing the commercials and that will be their assessment for this lesson. The rubric is available above.
Accommodations for English Learners, Striving Readers and Students with Special Needs:
Students will special needs and English Learners will be given the directions and rubric the night before so that they can read it over and familiarize themselves with the expectations of the assignment. Also students will be using the vocabulary guide that they had created in the last assignment. This guide is a graphic organizer with pictures which will definitely assist students who are English Language Learners and those with special needs.
Resources (Books, Websites, Handouts, Materials):
William A. McClenaghan, Magruder's American Government 2004
Description: Hailed as a stellar educational resource since 1917, Magruder's American Government teaches students the inner workings of the American political and legal system. Updated annually, Magruder's incorporates the most current and authoritative American government content to meet the changing needs of today's high school students and teachers. The text's clear, engaging narrative is enhanced with numerous primary sources, political cartoons, charts, graphs, and photos, to make the subject of government accessible and motivating to students of all abilities.