Project Based Learning on Propaganda
Eight Minute Presentation Planning Form:
1. Significant Content: To analyze and identify the use of propaganda techniques in the electronic and print media.
The student will identify, collect and analyze examples of propaganda/manipulation techniques
The students will then choose two examples of propaganda devices: bandwagon, card stacking, etc. to create a ten minute script written by the students with evidence culled from print and electronic media illustrating the two propaganda devices. The students will then create their own commercial or political campaign illustrating the two propaganda devices they have studied.
2. 21st Century Skills:
The students will collaborate in teams to gather, analyze, and synthesize information culled from print and electronic media. The students will then use this information to create, script and tape an informative video which will be followed by a creative script illustrating the two propaganda devices.
3. In-depth Inquiry:
How do the Media use propaganda devices to sway and manipulate behavior and opinion?
4. Driving Question:
We need to know how the media influences our choices, our opinions, and behavior through manipulation, propaganda and bias
5. Need to Know:
The students will need to know, identify and analyze the basic concepts of propaganda techniques.
The students will need to know how to analyze and synthesize the information and construct an informative script.
The students will need to know how to use these propaganda techniques to create their own commercial or political campaigns.
The students will need to know how to shoot, direct and perform the script.
The students will be put into teams at the discretion of the teacher.
The students will bid on which devices they will work on.
The students will decide which ads and commercials to analyze.
The students will write the scripts, direct and tape the presentation.
The students will write an original script, which they will direct and act in.
7. Revision and Reflection:
The students will write a reflective essay.
8. Public Audience:
The class
Divide the class into groups
Present each group with two samples of persuasive essays on opposite sides of a topic. Have the students analyze the writing and then write a persuasive/analytical essay on the two samples.
Extending:
Divide the class into groups of three
One student will be running for some sort of office (for example: class president) and develop a platform.
Second student will be campaign manager
Third student will be speech writer.
Each group will present a campaign speech.
Each group will write a rebuttal on the other’s campaign speech.
Each group will respond to the rebuttal.
