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Lesson Planning Form for Differentiating Instruction — Education 305

Teachers:
Grade level and theme:
Thread/crossover:

Anna Claire Lambers and Emily Veenstra
4th Grade, How do we convince others to vote for our candidate? (Visual Propaganda)
History Thread, Language Arts and Arts Crossover

I. Objectives
What is the main focus of this lesson?

This lesson focuses on the mediums through which candidates promote their campaign, as well as the affects
that propaganda and visuals have on the public perspective.
How does this lesson tie in to your Big Idea?

In the campaign process, visual propaganda plays a large role in how the public views your candidate. As
demonstrated in the Nixon/Kennedy debate, visual appeal is a very important aspect to consider when
promoting your candidate. Leaders get elected by convincing others to vote for them through visual
propaganda.
What are your objectives for this lesson? (“students will be able to”.) Indicate connections to applicable national or state
standards (glces). Indicate themes from any threads addressed in this lesson (ex-Geography-human environment interaction)

Students will be able to:
● Compare and contrast a portion of the Nixon/Kennedy debate on the radio with the televised broadcast.
● Create a timeline of visual propaganda used in Michigan from the 1940s on that had to do with
governor elections.
● Recognize how visual propaganda has an effect on a campaign, based off of the Nixon/Kennedy results
and evidence from the timelines they created.
● View other forms of visual propaganda from Michigan, and various slogans used in Michigan
campaigns (tv commercials, posters, radio advertisements, etc.)
● Create a slogan for their campaign with their group members.
● Design and distribute visual propaganda for their own campaign.
Threads:
 Political—Structure of Government
 Political—Decision Making
 Sociocultural—Class
Grade Level Content Expectations:
4 – H3.0.9 Create timelines (using decades after 1930) to sequence and describe important events in
Michigan history; annotate with connections to the past and impact on the future.
4 – C3.0.6 Describe how the President, members of the Congress, and justices of the Supreme Court come
to power (e.g., elections versus appointments).
CCSS.ELA-LITERACY.SL.4.2

Paraphrase portions of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.RI.4.7

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages) and explain how the information
contributes to an understanding of the text in which it appears.
II. Before you start
Prerequisite knowledge and skills.
What are you assuming they know

Students should already have a “candidate” for whom they are campaigning
(Coke vs. Pepsi)

or have already done.

Assessment
(formative and summative)

Key vocabulary for this lesson
(include key concepts from
individual threads ex- economicsopportunity cost etc)

Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?

Opportunities for differentiation

III.
The
Plan
Time

10

Parts
Motivation
(Opening/
Introduction/
Engagement)

3
3

3

3

1

5

Development

Michigan Propaganda Timeline
Students create visual propaganda for their campaign
Reflectional Journal: What methods did you use to convince others to vote for
your candidate? Why?
Propaganda
Slogan

“Budgeting Your Campaign Worksheet”
Posterboard/other material for creating visual propaganda
Nixon/Kennedy Debate rehash found here: http://www.history.com/topics/uspresidents/kennedy-nixon-debates
Some students can work on the more creative side of designing the campaign
posters while others can work on writing a slogan, or crafting the language
they are going to write on the propaganda posters.

The description of (script for) the lesson, wherein you describe teacher activities and student
activities

● Have students listen to the Kennedy/Nixon debate (just the audio), jotting down
some things they are thinking about as the debate is being played.
● Have students watch the Kennedy/Nixon debate, jotting down more things they
are observing as the debate is being played.
● Have students compare what they observed with both listenings of the debate
with an “elbow buddy.”
● As a whole group, come together and make a list of differences that each
experience brought. What effect did the visual play on your opinion of Nixon?
Kennedy?
● Show the 2:30min video from the History Channel that describes why this
debate is so significant to the campaign, and ultimately who won the elections
for that year.
● Propaganda is defined as: information, especially of a biased nature, used to
promote or publicize a particular political cause or point of view. Based off of
this definition, can students recall any propaganda that they have seen in the
past?
● “Even right here in Michigan, political parties will use propaganda to promote
their ideas or political campaign. We are going to create a timeline of
propaganda specifically from Michigan. I have several mediums of propaganda
and political advertising that I am going to give to each of your groups. See if
you can put them in order by year that the governor held office in Michigan.”
● Students split up into small groups, each with the same envelope of images to

put together a timeline of campaign ads and propaganda.
● Once in order, note the many different kinds of visual propaganda used: the
visual propaganda they are using on their timelines include cartoons, pictures
with slogans, newspaper articles, buttons, and a trademark clothing item of a
particular candidate (G. Mennen “Soapy” Williams).
● Write and answer these questions in your campaign journals:
○ What other forms of visual propaganda could be used today to promote a
campaign?
○ Are there certain mediums of advertising for a campaign that you find
most convincing?
● “For your own campaigns, you are going to come up with your own slogan.
Brainstorm as a group to choose a slogan that will best promote your candidate.”
● Give students time to brainstorm.
● “Now that you have a slogan, you can begin creating your own propaganda.
Remember, even your propaganda has to fit within your campaign budget.
Review the list on your “Budgeting Your Campaign” sheet to be sure you are
meeting the requirements and have enough money.”
○ ADVERTISING
You will need to advertise for your candidate. Later in art class, you will
design posters, buttons, cartoons, etc. You must buy a cartoon and 3
sheets of poster board.
● Cartoon in the school paper
$500 (1 per group)
● Poster Board
$100 per sheet
● Construction Paper Fliers
$50 per sheet
● Buttons
$50 per button
● Campaign slogan read on morning announcements
$250 per morning
● Video on the school website
$1000 (1 per group)
● Any of the propaganda work that you don’t finish in class today will need to
be completed and hung before the end of the week. Take this seriously. This
advertising is the “face” of your campaign.

5

5

1
3
1520

1
5
5

Closure

● Reflectional Journal: What methods did you use to convince others to vote for
your candidate? Why?
● Distribute the propaganda for your campaign around the school.