Unit Theme:​ Propaganda and its Influence on Society

Grade: 11th grade

Timeline: 3 Weeks
Team Members Jordan Andress Hali Beal Stacie Hipp

Subjects History ELA Intermediate/ELL

Rationale March 13th:
What? Why? And How?
This unit is designed to help students understand the usage of propaganda and the impact that it
has on societies when used effectively. Propaganda, by definition, is the use of biased or
misleading information to promote or publicize a certain political cause.
In history, propaganda can be traced to before the Common Era (BCE) during the First Persian
Empire and has continued to be used since, but it is primarily noted to have gained a widespread
use in the early 20th century with World War I, World War II, and the Cold War. It’s important
that students understand the profound impact that propaganda had on society during these times
to better understand the uses of modern-day propaganda and how it can influence beliefs and
cultures. The students, in addition to covering battles and politics during these times, will be
analyzing different posters from the eras and, when applicable, television advertisements and
short films and determining their meanings.
It is crucial for students to recognize how propaganda is being used in today’s society. To
accomplish this, they will be looking at recent novels such as ​The Hunger Games​, among others,
in order to see the impact of propaganda today. Additionally, they will be analyzing how social
media and the internet is using propaganda to integrate into their lives on a daily basis. These are
things that affect their everyday lives without them realizing it. This exercise will be used to
broaden their views on how they are being influenced each and every day.
Propaganda is not just a historical concept, it is alive and thriving in our modern world yet often
goes unnoticed by many. It is pervasive in our media and internet cultures, and can easily
become internalized unknowingly. It is necessary to directly teach students how to identify and
analyze such content, especially ELLs who have often have a harder time recognizing it. To do
so, students will first examine and analyze historical propaganda documents in various cultures,
identifying the way language is used to send a certain message. We will then move to more
modern examples, leading to a student project of student-gathered examples of propaganda in
their daily lives with explanations of how, what, and why.
Student Learning Outcomes
Focus Standards
History ELA Intermediate/ELL
S1.C8.PO2.​ - Listening and
Describe the impact . Speaking
CCSS.ELA-LITERAC
of American Y.W.11-12.2 Comprehension of
involvement in World Write Oral
War II. informative/expl Communications
anatory texts to
S1.C9.PO1.​ - examine and LI-3: summarizing
Analyze aspects of convey complex main ideas/concepts
America’s post ideas, concepts, and supporting
World War II foreign and information details from fiction
policy. clearly and and nonfiction
S1.C9.PO3.​ - accurately read-alouds in
Describe aspects of through the complete sentences.
post World War II effective (math, science, social
American society. studies)
selection,
organization, LI-6: responding to
and analysis of social conversations
content. by
rephrasing/repeating
CCSS.ELA-LITERAC information, asking
Y.W.11-12.4 questions, offering
Produce clear advice, sharing one’s
and coherent experiences and
writing in which expressing one’s
the thoughts.
development, LI-10: recognizing
organization, the language nuances
and style are of a speaker. (e.g., a
appropriate to subtle difference in
task, purpose, tone, expression,
and audience. meaning, etc.)
(Grade-specific Delivery of Oral
expectations for Communications
writing types are
defined in LI-5: asking and
responding to
standards 1-3
academic questions
above.
in complete
CCSS.ELA-LITERAC
sentences. (e.g.,
Y.W.11-12.5 making comparisons,
Develop and describing events,
strengthen agreeing/disagreeing
writing as with others, etc.)
needed by (math, science, social
planning, studies)
revising, editing, LI-6: sharing a
rewriting, or personal
trying a new experience/story
approach, with descriptive
focusing on language supported
addressing what by details and
is most examples in
significant for a complete sentences.
specific purpose LI-11: providing an
and audience. appropriate response
(Editing for to given formal and
conventions informal situations.
should Reading
demonstrate
command of Phonemic
Awareness/Decoding
Language
standards 1-3 up LI-8: applying
to and including knowledge of basic
grades 11-12 syllabication rules
here​.) when decoding
unfamiliar words in
CCSS.ELA-LITERAC content area text.
Y.W.11-12.6
LI-10: applying
Use technology,
knowledge of affixes
including the to base words in
Internet, to context.
produce,
publish, and LI-11: reading
update high-frequency
words.
individual or
shared writing Fluency
products in LI-2: reading
response to grade-level text
ongoing silently with 90%
feedback, comprehension
including new Comprehending Text
arguments or
information. LI-4: answering
literal, inferential,
CCSS.ELA-LITERAC prediction,
Y.SL.11-12.1.B evaluation, and/or
Work with peers personal response
to promote civil, questions about text.
democratic LI-8: summarizing
discussions and the main idea
decision-making (explicit or implicit)
, set clear goals and supporting
and deadlines, details in text.
and establish
individual roles LI-12: determining
as needed. the author's point of
view and/or main
CCSS.ELA-LITERAC purpose (i.e., to
Y.SL.11-12.5 inform, to persuade,
Make strategic to entertain).
use of digital
media (e.g., Writing
textual, Writing Applications
graphical, audio, Persuasive
visual, and
LI-7: writing a
interactive
persuasive text that
elements) in states a
presentations to position/claim and
enhance supports arguments
understanding of with evidence.
findings,
reasoning, and
evidence and to
add interest

CCSS.ELA-LITERAC
Y.RI.11-12.1
Cite strong and
thorough textual
evidence to
support analysis
of what the text
says explicitly
as well as
inferences
drawn from the
text, including
determining
where the text
leaves matters
uncertain

CCSS.ELA-LITERAC
Y.RI.11-12.4
Determine the
meaning of
words and
phrases as they
are used in a
text, including
figurative,
connotative, and
technical
meanings;
analyze how an
author uses and
refines the
meaning of a
key term or
terms over the
course of a text
(e.g., how
Madison defines
faction in
Federalist No.
10)

CCSS.ELA-LITERAC
Y.RI.11-12.5
Analyze and
evaluate the
effectiveness of
the structure an
author uses in
his or her
exposition or
argument,
including
whether the
structure makes
points clear,
convincing, and
engaging.

CCSS.ELA-LITERAC
Y.RI.11-12.6

Determine an
author's point of
view or purpose
in a text in
which the
rhetoric is
particularly
effective,
analyzing how
style and content
contribute to the
power,
persuasiveness
or beauty of the
text.

11-12.RL.5
Analyze how an
author’s
choices
concerning how
to structure
specific parts of
a text
contribute to its
overall
structure and
meaning, as
well as its
aesthetic
impact.

11-12.RL.6
Using a variety
of genres,
analyze how
the narrative
point of view
impacts the
implicit and
explicit
meanings in a
text
11-12.RH.2.​ -
Determine the central
ideas or information
of a primary or
secondary source;
provide an accurate
summary that makes
clear the relationships
among the key details
and ideas.
11-12.RH.7. ​-
Integrate and evaluate
multiple sources of
information presented
in diverse formats
and media (e.g.,
visually,
quantitatively, as well
as in words) in order
to address a question
or solve a problem.
11-12.WHST.2.​ -
Write
informative/explanato
 ry texts, including the
narration of historical
events, scientific
procedures/
experiments, or
technical processes.
11-12.WHST.8.​ -
Gather relevant
information from
multiple authoritative
print and digital
sources, using
advanced searches
effectively; assess the
strengths and
limitations of each
source in terms of the
specific task,
purpose, and
audience; integrate
information into the
text selectively to
maintain the flow of
ideas, avoiding
plagiarism and
overreliance on any
one source and
following a standard
format for citation.
Enduring Understanding: In history, propaganda Theme-Related How does
Important Concepts has been used as a tool Essential propaganda influence
to evoke emotions and Questions society?
sway people to believe
a certain way. During In history, how has
World War II and the propaganda
Cold War, it was used influenced societies?
from every major
How did propaganda
participant to evoke
influence people
emotions and hatred
during World War II?
toward a specific
enemy nation. How did propaganda
influence people
In literature, authors
during the Cold War?
use propaganda to
 influence readers to Does propaganda
believe a certain point influence ​your
of view without overtly opinions today?
telling them to think a
certain way. *As How do we know
literature and ​in what is true if we
literature.​ Social media "weren't there"?
puts these ideas right in
What are the various
the face of the people
propaganda
and gets the desired
techniques and how
message across
do they affect the
instantly.
dissemination of
How does language shape information?
our world?
What is the difference
between propaganda
and news?

What message is the

author trying to
convey?

In what situations is
specific language
used and why?

What is fact and what

is opinion?

How can we identify

biases in media?

Technology Integration English: Students will create a multimedia presentation. Students will
be viewing examples of propaganda techniques on Youtube.

Interdisciplinary After studying propaganda in the historical, literary, and

Essay/Performance Task contemporary settings, students will write an analytical research
essay on their choice of one of the following topics: How
propaganda influenced society, what are the themes present in a
selection of 3 propaganda pieces and their desired effects, how
propaganda has evolved over time.
 The students task is to create 2-3 minute infomercial informing
the public of different propaganda uses and its effects on society.
Students will take knowledge from their English/ELL and History
classes. Students will use the propaganda technique worksheet
from English to display the elements of propaganda in their
multimedia presentation. Students will pull their prior knowledge
of previous uses of American propaganda from World War II and
the Cold War from History to support their infomercial with
historical context. For History, students will also be expected to
write an analytical research essay on the propaganda form that
they chose to use and how that relates to its use in history during
WWII or the Cold War.

Students will create a propaganda project using multimedia with a

written justification portion.
Use tech and tools from history to show elements in video 2 min
psa info.
Common Instructional Strategies
All Learners
Think-pair-share
Read alouds
Collaborative group work
Graphic organizers
Worksheets
Fill in the blank notes

English Language Learners

Read alouds
Dictogloss Activity
TPR
Running Dictation
Vocab Squares
Resource / Speech Language

Modeling activities, with examples

Preferential seating for hearing/audio
Opportunity for practice
Access to resource room or learning support room
Structured seating arrangements

Keep days and activities structured

Extra time to complete the work or reading given

GATE
● Group work
● Provide extension, enrichment, acceleration, and complexity
● Expand students’ time for free reading.
● Provide alternatives for students who complete their work early

Individual Unit Theme:

Subject: ELA Grade Level: 11th
Focus Standards
CCSS.ELA-LITERACY.W.11-12.4 ​Produceclear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1-3 above.

Use technology, including the Internet, to produce, publish, and

CCSS.ELA-LITERACY.W.11-12.6​
update individual or shared writing products in response to ongoing feedback, including new
arguments or information.

CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear
goals and deadlines, and establish individual roles as needed.

CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence
and to add interest

CCSS.ELA-LITERACY.RI.11-12.4
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of
a key term or terms over the course of a text

CCSS.ELA-LITERACY.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness or beauty
of the text.

Essential Understandings Knowledge/Skills

Important Concepts: Students will know and be able to

do:
What are the various propaganda techniques and how do
they affect the dissemination of information? Analyze the elements of propaganda

What is the difference between propaganda and news?
How do good writers persuade others to their way of
thinking?
How does recognizing propaganda devices in writing make
you a better writer yourself?
Gain new knowledge on the historical
origins and evolution of propaganda
Interpret media today – Propaganda in
news/social media
Learn how to compose a persuasive
narrative

Create a multimedia presentation

Texts Assessment
Defining Propaganda II. (n.d.). Retrieved April 13, Formative Summative:
2018, from Assessment:
MultiMedia
https://www.historians.org/about-aha-and-membership/
Defining Presentation
aha-history-and-archives/gi-roundtable-series/pamphlet
Propaganda
s/em-2-what-is-propaganda-(1944)/defining-propagand Summary
a-ii
Propaganda History
QCQ Worksheet
 Daily Reading
Welcome to the Purdue OWL. (n.d.). Retrieved April
Logs- Hunger
14, 2018, from
Games
https://owl.english.purdue.edu/owl/resource/696/1/
Propaganda
Element Graphic
Visual propaganda on Facebook: A comparative Organizer
analysis of Syrian conflicts Hyunjin Seo, Husain
Ebrahim ​Media, War & Conflict Vol 9, Issue 3, pp. Social Media
227 – 251 First Published August 5, 2016 Scavenger Hunt

Jowett, G. S., & ODonnell, V. (2012). Propaganda and

persuasion. Los Angeles: Sage.

M. (2009, April 29). Classic Michael Jackson Pepsi

Commercial (1984) (High Quality). Retrieved April
14, 2018, from
https://www.youtube.com/watch?v=2Md5lPyuvsk
C. (2012, March 28). Teenage Mutant Ninja Turtles
Anti-Drug PSA. Retrieved April 14, 2018, from
https://www.youtube.com/watch?v=Zbsq5tmz6Lo
Black, M. I., & Rosenthal, M. (2016). Child’s first
book of trump. Simon & Schuster.

S. (1985). ​How the Grinch stole Christmas​. New York:

Random House.

Collins, S. (2008). The Hunger Games. NY, NY:

Scholastic Press.

Orwell, G. (1989). 1984: A novel. New York: Signet.

Learning Plan: Scope and Sequence
Daily Bell Work
Daily Writing Journal for reading ​Hunger Games/1984
Defining Propaganda
Students will read the article “Defining Propaganda”
individually. Students will summarize the article in 200-
words
Propaganda Through the Ages
Students will read the “A Brief History of Propaganda.”
article on the history of propaganda and complete a “QCQ”
(Quote, Comment, Question) guide.
Students will engage in a group activity identifying
common elements of propaganda. Students will be given a
graphic organizer as they watch Youtube videos/
commercials on the screen. Students will be asked to
identify all the techniques seen in the videos, and provide
evidence from the video.
Students will read and analyze “​Visual Propaganda on
Facebook: A comparative analysis of Syrian conflicts”
Students will complete a take home assignment where they
need to find propaganda elements/ techniques throughout
their social media accounts. Students will be asked to find 5
different posts/ads, etc and write a paragraph for each. The
will debrief if they saw any of the previously studied
propaganda techniques. Then they will review their article,
identify any propaganda techniques used, and rewrite the
title to show a different bias
Students will create a graphic organizer of their choice to
compare and contrast elements of propaganda in ​Hunger
Games ​and​ 1984
Students will actively listen to read aloud of child’s books
featuring elements of propaganda. Students will break into
small groups and create their own children’s book with
“subtle” elements of propaganda.
Differentiation
ELL: ​Bell work will be completed
every day prior to class to check for
understanding and prior knowledge.
Visual aids/ presentations will be
utilized throughout unit. Students will
be given choice when completing
Daily Writing Journals (i.e.
storytelling, notes, drawing, etc.)
Students will work in groups assigned
by teacher to support all students.
Students will be provided with
supplemental readings when needed
for individual work.
SPED:
All activities and assignments will be
modeled with clear directions and multiple
examples. Extra time will be given as
necessary for students who need it. Checks
for understanding will be given after every
instruction and during group work. Checks
for understanding will also be provided
during writing journal submissions.
Groups will be assigned by teacher.All
accommodations’ to IEPs and 504s will be
supported and provided
Effective Persuasion Presentation- MultiMedia
Students will create a presentation
Student get choice of media, and how they want to
communicate what they learned about propaganda from this
unit. Students must include at least 5 elements, references
or other sources of propaganda techniques to show mastery.

This presentation will serve as the assessment for the unit

Individual Unit Theme: Propaganda Used During World War II and the Cold War

Subject: American History Grade Level: 11

Focus Standards

S1.C8.PO2.​ - Describe the impact of American involvement in World War II.

S1.C9.PO1.​ - Analyze aspects of America’s post World War II foreign policy.
S1.C9.PO3.​ - Describe aspects of post World War II American society.
11-12.RH.2.​ - Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key details and
ideas.
11-12.RH.7. ​- Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem.
11-12.WHST.2.​ - Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
11-12.WHST.8.​ - Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.

Essential Understandings Knowledge/Skills

Throughout much of modern history, propaganda has been used Students will need prior
in times of conflict and war. Many believe that propaganda was knowledge of:
only used against the United States’ enemies during World War Hitler’s rise to power;
II and the Cold War, but as we will learn, this is not the case.
the Great Depression;
There are also many different types of propaganda used by the
United States during these times, and it’s important for students definition of propaganda.
to understand the emotions and feelings the types were supposed Students skills:
to inflict on the citizens. Analyze; discuss; write;
read; think; and listen.

Texts Assessment

● Inside America’s Shocking WWII Propaganda Machine. Formative: Summative:

(2016). Retrieved from 3-2-1 on Multimedia
https://news.nationalgeographic.com/2016/12/world-war- American propaganda
propaganda project with
2-propaganda-history-books/
usage. written
Socratic analytical
Seminar on research
essay
 ● Propaganda During WWII: The Elements and American detailing
Techniques. (unk.). Retrieved from Propaganda the type of
https://www.smore.com/7y6bw-propaganda-during-wwii during propaganda
WWII. they chose
● Foley, C. (2015). An Analysis of American Propaganda
Graphic to talk
in World War II and the Vietnam War. In BSU Honors organizer about and
Program Theses and Projects. Item 90. Available at: for how it
http://vc.bridgew.edu/honors_proj/90 watching relates to
● Man’s Propaganda. (2010). The Cold War. Retrieved Walt propaganda
from Disney’s usage
Der during
https://manspropaganda.wordpress.com/the-cold-war/
Fuehrer’s World War
● Walt Disney Productions. (1943). Der Fuehrer’s Face. Face and II and the
Retrieved from Education Cold War.
http://www.dailymotion.com/video/xd1oxk for Death.
● Thompson, K. & Knight, H. (2000). ​Eloise in Moscow Think-Pair-
(Eloise: The Ultimate Edition). New York: Simon and Share on
Schuster Books for Young Readers. Eloise in
Moscow​.
● Collins, R. F. (2011). ​Children, War and Propaganda​.
Propaganda
● Belmonte, L. A. (2010). ​Selling the American way: U.S. analysis
propaganda and the Cold War​. Philadelphia, PA: quiz given
University of Pennsylvania Press. with a form
of
propaganda
to analyze.

Learning Plan: Scope and Sequence Differentiation

Daily Bell Work will include a different type of propaganda ELL:

from World War II and the Cold War (when we enter the Visual aids will be used
section) to complete a brief write up on it. during lectures about
WWII and the Cold War
When discussing propaganda, students will use a 3-2-1 strategy and most forms of
where they write down three facts they learned, two questions propaganda.
they have, and one thing they found most interesting about Any written forms of
propaganda as a whole. propaganda will be read
out loud.
Students will get into groups of 3-4, will use their knowledge of Group readings will be
propaganda and create a propaganda poster on an event from a done popcorn style.
movie, book, or television show that will be viewed by the For writing assignments,
school. ELLs will be able to use
talk-to-text apps,
drawings, or complete
Prior to America’s involvement in WWII with the bombing of alternative verbal
Pearl Harbor, introduce students to propaganda usage in Nazi assignments.
Germany, Japan, and Italy. For group work, students
will be grouped with
After Pearl Harbor, introduce American propaganda to students, students that are known to
describing the different forms that it took and who it was geared be well-behaved and
to influence. considerate.

Have students individually read through and annotate key SPED:

information from the National Geographic article on American Modeling for how daily
WWII propaganda. Students will then get into groups of 4-5 and bell work is expected to be
will popcorn read certain sections of ​Children, War, and completed.
Propaganda ​and “An Analysis of American Propaganda in Shortening writing
World War II and the Vietnam War.” assignments like the
research essay to one page
Class will engage in socratic seminar on American propaganda instead of two.
using knowledge from lectures and class readings, with the Allowing extra time for
questions “How did propaganda influence the homefront?” students to complete
“What was unique about American propaganda?” and “How was in-class assignments.
American propaganda similar to Nazi Germany’s? How was it For group work, students
different?” will be grouped with
students that are known to
Students will watch Walt Disney Productions’ Der Fuehrer’s be well-behaved and
Face and Education for Death (about ten minutes each) and fill considerate.
out a graphic organizer. Students will then use the organizer as a For lectures or class
tool to complete a one page write up on these cartoons. periods with expected
notes, students will be
When entering into the section of the Cold War, students will be given gap notes.
reminded of the propaganda used during WWII, and shown some
of the different forms of propaganda the Soviet Union used
against the United States and the United States against the Soviet
Union.

Teacher will read Eloise in Moscow, written in 1959, to students,

who will listen and write down notes on aspects of propaganda
used in the text of the book. Students will then engage in a
think-pair-share about their thoughts on the book.

Students will be put into groups of 4-5 and read certain sections
of ​Selling the American way: U.S. propaganda and the Cold War
and “An Analysis of American Propaganda in World War II and
the Vietnam War” that both deal with American propaganda
during the Cold War and specifically into Vietnam.
Toward the end of the unit, students will be given a form of
American propaganda from either WWII or the Cold War along
with a propaganda analysis quiz, in which the students will
analyze their form of propaganda and write down responses to
the questions.

Students throughout the unit will be working on their multimedia

propaganda infomercial project where students will discuss a
certain aspect of propaganda and present it to the public.
Students will also be expected to write a two page analytical
research essay detailing the form of propaganda they chose to
talk about and how, from their prior knowledge, research they’ve
done, and notes from lectures, it historically relates to WWII and
the Cold War. Students will be allowed some in-class time to
work on this.

Individual Unit Theme: Propaganda Use During World War II and the Cold War

Subject: Low-Intermediate ELL Grade Level: Varied

Focus Standards

Work on paraphrasing into summarizing

Listening and Speaking
Comprehension of Oral Communications
LI-3: summarizing main ideas/concepts and supporting details from fiction and
nonfiction read-alouds in complete sentences. (math, science, social studies)
LI-6: responding to social conversations by rephrasing/repeating information, asking
questions, offering advice, sharing one’s experiences and expressing one’s thoughts.
LI-10: recognizing the language nuances of a speaker. (e.g., a subtle difference in tone,
expression, meaning, etc.)
Delivery of Oral Communications
LI-5: asking and responding to academic questions in complete sentences. (e.g., making
comparisons, describing events, agreeing/disagreeing with others, etc.) (math, science,
social studies)
LI-6: sharing a personal experience/story with descriptive language supported by details
and examples in complete sentences.
LI-11: providing an appropriate response to given formal and informal situations.
Reading
Phonemic Awareness/Decoding
LI-8: applying knowledge of basic syllabication rules when decoding unfamiliar words in
content area text.
LI-10: applying knowledge of affixes to base words in context.
LI-11: reading high-frequency words.
Fluency
LI-2: reading grade-level text silently with 90% comprehension
Comprehending Text
LI-4: answering literal, inferential, prediction, evaluation, and/or personal response
questions about text.
LI-8: summarizing the main idea (explicit or implicit) and supporting details in text.
LI-12: determining the author's point of view and/or main purpose (i.e., to inform, to
persuade, to entertain).
Writing
Writing Applications
Persuasive
LI-7: writing a persuasive text that states a position/claim and supports arguments with
evidence.

Essential Understandings Knowledge/Skills

How does language shape our world?

Texts Assessment

Formative Summative:
H. J. ​A Brief History of Propaganda During Conflict: Lessons :Vocabula
for Counter-Terrorism Strategic Communications.​ The ry Analysis
International Centre for Counter-Terrorism – The Hague 7, worksheet Paragraphs
no. 6 (2016). s, graphic
Qin, A. (2017, July 6). ​At the Movies in China, Some organizers Propaganda
Propaganda With Your Popcorn​. New York Times. Retrieved Presentatio
April 14, 2018, from https://www.nytimes.com n
Spiegelman, A. (1992). ​Maus: A survivor's Tale​. London:
Penguin.
Bachrach, S. D. (2009). ​State of Deception: The Power of Nazi
Propaganda​. U.S. Holocaust Memorial Museum.
Holiday, R. (2017). ​Trust Me, I'm Lying: Confessions of a
Media Manipulator​. New York: Portfolio/Penguin.
https://www.youtube.com/watch?v=8Qu3HFsh4QY
http://propaganda.mediaeducationlab.com/
http://propaganda.mrdonn.org/techniques.html

Learning Plan: Scope and Sequence Differentiation

Vocabulary of Propaganda
Students will create vocabulary cards for provided terms ELL
related to propaganda.
Students will create vocabulary triangles for same terms.
SPED
Elements
In class, we will watch
https://www.youtube.com/watch?v=8Qu3HFsh4QY . Students
will read along and fill out accompanying worksheet. Students
will group up to compare & discuss.

Students will visit​ ​http://propaganda.mediaeducationlab.com/

&​ ​http://propaganda.mrdonn.org/techniques.html​ to learn
more about propaganda at their own pace. They will continue
to fill in the accompanying worksheet with descriptions of
common elements and characteristics of propaganda.

Reading & Writing – Historical Propaganda

As a class, we will review ​State of Deception: The Power of Nazi
Propaganda​ and discuss the contents. Students will work
together to complete Before, During, and After + Gerund
activity to describe the contents.

As a class, we will read chosen excerpts from ​Maus: A

survivor's Tale​ that depict propaganda use. Students will work
together to complete Before, During, and After + Gerund
activity to describe the contents.

Jigsaw activity. Students will partner up to read chosen

excerpts of ​A Brief History of Propaganda During Conflict:
Lessons for Counter-Terrorism Strategic Communications.
Students will fill out the accompanying graphic organizer to
create a synopsis of the material. Groups will share their
results with the class.

Students will write 1-2 paragraphs on their chosen piece of

propaganda detailing its elements, intent, and outcome.
Students will analyze their piece, detailing what words/images
are used, why they were used, and how they are persuasive.
Students will describe the effects of the piece, detailing the
creator’s intent of the piece and the outcomes it had on society.

Reading & Writing – Modern Propaganda

As a class, we will review ​At the Movies in China, Some
Propaganda With Your Popcorn​ and discuss the contents.
Students will work together to complete Before, During, and
After + Gerund activity to describe the contents.

Jigsaw activity. Students will partner up to read chosen

excerpts of​ Trust Me, I'm Lying: Confessions of a Media
Manipulator​. Students will fill out the accompanying graphic
organizer to create a synopsis of the material. Groups will
share their results with the class.

Students will create a propaganda piece in their chosen

format (poster, paper, website, etc) on a non-controversial
topic of their choice that has been approved. Students will
present their piece and detail why they chose the elements they
did and their desired effect.