Media Propaganda

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Media Propaganda Persuasion Throughout History

• Angie Hillman

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Unit Summary

• Students examine the impact of media propaganda
  and persuasion throughout history. Students will
  analyze advertisements and their use of primary
  and secondary sources as well as facts and
  opinions to influence the sale of products and/or
  ideas.

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Unit Summary

• They will learn to identify various advertising
  techniques and then create an original product
  through a presentation using several of these
  techniques through a PowerPoint or video group
  assignment. Upon completion they will present it
  to their peers and then collect feedback.
• Students will also analyze Hitlers influence
  through propaganda during World War II.

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CFQs Essential Question

• Do media presentations impact the way we think
  and live our lives?

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CFQs Unit Questions

• What influences you when you buy something (peer
  pressure, advertisements, color, cost, name
  brand, comfort)?
• Do you believe everything that you are told or do
  you go with your gut on things?

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CFQs Content Questions

• What is the difference between the following
  persuasive strategies and propaganda techniques
  (bandwagon, repetition, testimonial, transfer,
  loaded words, rewards, glittering generalities)?
• What is the difference between a fact and
  opinion?
• What is the difference between a primary and
  secondary source?

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Vision for Unit

• By creating this unit, I want to
• Examine advertising in daily life
• Get students thinking more about the art of
  propaganda throughout history
• During this unit, I want my students to
• Analyze how they feel about advertising and its
  effects on people
• Use technology to communicate with different
  audiences

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Project Approaches

• As my students work on this project they will
• Connect their advertisements to real world
  decisions that they make about products and ideas
• Collaborate with peers
• Create a product that shows what they have
  learned
• Share their learning with a real audience
• Make connections to Hitlers propaganda

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21st Century Learning

• Students will develop higher-order and 21st
  century skills in this unit as they
• Use the Essential and Unit Questions to guide
  their analysis of advertisements and propaganda
• Communicate their ideas and skills of persuasion
  with their peers
• Reflect on their reading, writing, research, and
  thinking strategies, and modify and adapt them as
  necessary
• Use project assessments to self-assess their work
  and give feedback to their peers

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Requests for Feedback

• Only positive nice feedback please
• Ideas on how long to spend on each section of the
  unit