9th Grade Propaganda Techniques Exploration

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9th Grade Propaganda Techniques Exploration

Grade 9English3 days

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In this 9th-grade project, students explore the use and influence of propaganda techniques in historical and modern contexts, developing an understanding of how these methods can shape public opinion. They engage in research and creative tasks, such as crafting advertisements, to practice ethical considerations in persuasion. Through workshops, debates, and discussions, students enhance collaborative and analytical skills while addressing the ethical implications of propaganda. The project culminates in presentations and reflections on the ethical use of influence in media.

PropagandaInfluenceEthicsAdvertisingMedia AnalysisPresentationCollaboration

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we create an advertisement that effectively utilizes propaganda techniques to influence audiences, while being mindful of ethical implications?

Essential Questions

Supporting questions that break down major concepts.

What is propaganda and how has it been used throughout history?
How do different propaganda techniques influence the audience's thoughts and beliefs?
What are the ethical implications of using propaganda?
How can you identify and analyze propaganda in media?
In what ways can propaganda shape public opinion or behavior?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Understand and identify various propaganda techniques and their historical contexts.
Analyze the impact and effectiveness of different propaganda techniques on audiences.
Create an advertisement using a chosen propaganda technique, demonstrating the ability to influence audience perception ethically.
Evaluate the ethical implications of employing propaganda techniques.
Enhance presentation skills through sharing advertisements and analyses with peers.

Common Core State Standards (CCSS) English Language Arts

CCSS.ELA-LITERACY.RI.9-10.8

Primary

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.Reason: Students will analyze different propaganda techniques to understand and evaluate the arguments and reasoning used.

CCSS.ELA-LITERACY.W.9-10.1

Primary

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Reason: Students will create advertisements using propaganda techniques, requiring them to construct arguments that influence an audience.

CCSS.ELA-LITERACY.SL.9-10.4

Secondary

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.Reason: Students will present their advertisements, thereby practicing clear and logical presentation skills.

CCSS.ELA-LITERACY.SL.9-10.1

Supporting

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others' ideas and expressing their own clearly and persuasively.Reason: Collaborating on advertising projects requires effective discussion and idea building, which aligns with this standard.

Entry Events

Events that will be used to introduce the project to students

Advertisement Time Machine

Students are introduced to a collection of historical advertisements through a 'time machine' that utilizes augmented reality. This experience serves to identify propaganda evolution over the decades.

Influence Hackathon

A hackathon event where students are tasked with creating the most persuasive and ethical campaign using propaganda techniques to promote a fictional product, focusing on modern digital platforms.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Propaganda Technique Detective

Students investigate various propaganda techniques and their historical use. They begin to identify and understand specific methods like bandwagon, plain folks, and more, setting the base for creating their own pieces.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a specific propaganda technique to focus on, such as bandwagon or testimonial.

2. Research real-world examples of this technique from different historical contexts.

3. Create a digital presentation detailing the technique, its characteristics, and historical examples.

Final Product

What students will submit as the final product of the activityA digital presentation analyzing a chosen propaganda technique, including historical examples and key characteristics.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.RI.9-10.8 (Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.)

Activity 2

Propaganda Technique Workshop

Through guided workshops, students analyze selected propaganda examples to debate and discuss their implications and effects critically. These activities further hone their judgment and reasoning about the use of propaganda.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Form small groups and choose a modern example of the chosen propaganda technique.

2. Participate in a structured debate, discussing the technique’s impact and effectiveness on today's audiences.

3. Summarize key takeaways from the debate, focusing on modern implications and ethical considerations.

Final Product

What students will submit as the final product of the activityA group report summarizing the structured debate and analysis of a modern propaganda example.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.RI.9-10.8 (Assess whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.)

Activity 3

Create Your Ethical Influence Campaign

In this hands-on activity, students apply their understanding of propaganda techniques to create a campaign that ethically influences the audience on an issue they are passionate about or to run for class president. This project encourages students to think critically about their messaging and explore the ethical side of influence, keeping in mind their unique passions.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify a personal passion or issue students care about, or decide to run for class president.

2. Choose a propaganda technique to align with their campaign goals, ensuring ethical considerations are front and center.

3. Draft a campaign message or platform using a script or storyboard that reflects the chosen technique ethically.

4. Develop the campaign materials using digital tools like videos, graphics, or social media posts.

Final Product

What students will submit as the final product of the activityA campaign strategy presentation or digital advertisement that uses selected propaganda techniques to ethically advocate for a cause or candidacy.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.W.9-10.1 (Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.)

Activity 4

Propaganda Ethics Roundtable

Students engage in a roundtable discussion focused on the ethical implications of propaganda use. This builds critical thinking and discussion skills.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Reflect on the ethical use of propaganda observed during the entry events and workshop activities.

2. Engage in a roundtable discussion on the potential ethical issues and responsibilities when using propaganda.

3. Document personal reflections and group consensus on how to ethically use persuasion in media.

Final Product

What students will submit as the final product of the activityA reflective essay or group consensus document discussing the ethical considerations of using propaganda techniques.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.SL.9-10.1 (Initiate and participate effectively in collaborative discussions with diverse partners.)

Activity 5

Persuasive Presentation Parade

Students present their advertisements to the class, practicing clear and logical presentation skills and providing feedback based on set criteria.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Prepare the created advertisement for presentation, focusing on clarity and effective communication.

2. Present the advertisement to the class, explaining the chosen propaganda technique and ethical considerations.

3. Receive peer feedback and provide constructive critiques on other presentations.

Final Product

What students will submit as the final product of the activityA classroom presentation showcasing the student's advertisement with a focus on propaganda techniques and ethical considerations.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.SL.9-10.4 (Present information clearly, concisely, and logically.)

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Propaganda Techniques Project Rubric

Category 1

Understanding of Propaganda Techniques

Assessing the student's ability to identify, describe, and analyze various propaganda techniques and their historical significance.

Criterion 1

Identification and Description

Criterion measures the ability to accurately identify and describe chosen propaganda techniques.

Exemplary

4 Points

Insightfully identifies and describes a variety of propaganda techniques with precise vocabulary and comprehensive context.

Proficient

3 Points

Accurately identifies and describes chosen propaganda techniques using appropriate terminology.

Developing

2 Points

Correctly identifies some propaganda techniques but lacks detailed description and context.

Beginning

1 Points

Struggles to accurately identify or describe propaganda techniques, exhibiting minimal understanding.

Criterion 2

Historical Analysis

Measures the ability to relate propaganda techniques to their historical context and significance.

Exemplary

4 Points

Provides insightful analysis of the historical application and evolution of propaganda techniques with rich examples.

Proficient

3 Points

Analyzes historical use of propaganda techniques with relevant and mostly accurate examples.

Developing

2 Points

Provides some analysis of historical use but lacking detail or accuracy.

Beginning

1 Points

Offers little to no analysis, indicating minimal understanding of historical relevance.

Category 2

Creative Application and Ethical Consideration

Evaluating the creation of advertisements using propaganda techniques with a focus on ethical considerations.

Criterion 1

Creative Execution

Criterion measures the creativity and originality in developing the advertisement using propaganda techniques.

Exemplary

4 Points

Innovatively applies propaganda techniques in a creative, original, and engaging manner.

Proficient

3 Points

Appropriately applies propaganda techniques creatively with originality.

Developing

2 Points

Applies propaganda techniques with some originality, though predictably.

Beginning

1 Points

Struggles to apply propaganda techniques creatively, often predictable or incomplete.

Criterion 2

Ethical Consideration

Assessment of the consideration for ethical implications within propaganda use in student work.

Exemplary

4 Points

Thoroughly integrates ethical considerations, demonstrating deep awareness and responsibility.

Proficient

3 Points

Acknowledges important ethical considerations with clear awareness.

Developing

2 Points

Considers some ethical implications, though lacking depth.

Beginning

1 Points

Minimal to no consideration of ethical implications in work.

Category 3

Presentation Skills and Collaboration

Focuses on the ability to communicate ideas clearly, logically, and collaboratively through presentations.

Criterion 1

Presentation Clarity

Criterion measures clarity, conciseness, and logical flow of the presentation.

Exemplary

4 Points

Presents information clearly and logically with excellent audience engagement and structured coherence.

Proficient

3 Points

Presents information clearly with logical flow and audience awareness.

Developing

2 Points

Presents with some clarity, though lacking in cohesive flow.

Beginning

1 Points

Struggles to present information clearly with no logical flow or audience engagement.

Criterion 2

Collaborative Participation

Measures active participation and contribution in group settings.

Exemplary

4 Points

Leads discussions effectively, contributing insightful ideas and encouraging peers constructively.

Proficient

3 Points

Contributes effectively to discussions and collaboration with peers.

Developing

2 Points

Participates in discussions but contributes minimally or inconsistently.

Beginning

1 Points

Rarely participates or contributes to group discussions.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on your learning throughout this project on propaganda techniques. How has your understanding of propaganda and its ethical implications evolved?

Text

Required

Question 2

On a scale from 1 to 5, how effectively do you feel you could identify and analyze propaganda in media before and after this project?

Scale

Required

Question 3

Which propaganda technique did you find most interesting and why?

Text

Required

Question 4

How confident do you feel about creating ethical advertisements now compared to the start of the project? Choose the statement that best represents your confidence.

Multiple choice

Required

Options

I feel much more confident.

I feel somewhat more confident.

I feel about the same.

I feel less confident.

Question 5

What will you take away from the Propaganda Ethics Roundtable regarding the responsible use of propaganda in media?

Text

Required