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Grade Level: Overview

10

Subject:

English Curriculum Objectives

Duration:

2 classes

Students will learn the importance of point of view within literature as well as develop an understanding of how certain pieces of media are created to portray a specific message. In addition to this students will reflect on how the society uses propaganda to give their inhabitants the idea that they are living within a utopian society.

7.4 recognize the use and impact of specific literary and media devices 7.7 demonstrate an awareness that texts reveal and produce ideologies, identities, and positions 8.1 use writing and other ways of representing to – extend ideas and experiences – reflect on their feelings, values, and attitudes – describe and evaluate their learning processes and strategies

Lesson Title
Teacher Guide Ice Breaker/Opener
(Exercise to introduce the topic/bring in focus)

Student Adaptations Materials Needed  Examples of Nazi Propaganda  Class set of Matched  Paper, markers, magazines, etc for creating the poster

After finishing reading chapter 29 of Matched, brainstorm how the outer provinces are represented within the story both through Ky’s perspective as well as how the society represents the outer provinces. Following the discussion of the war within Matched, begin discussion on WWII and the use of propaganda by the Nazi party. Students will be shown examples of propaganda that was used during that time and told what its purpose was. "The essence of propaganda consists in winning people over to an idea so sincerely, so vitally, that in the end they succumb to it utterly and can never escape from it." Goebbels

Introduction
(Give and/or demonstrate necessary introductory info to subject matter)

Activity
(Describe the independent and/or group activity for students to gain better understanding of material)

Students will be expected to develop their own propaganda put out by society which focuses on the imminent war. Because little is known about the outer provinces students can be creative in their interpretations. If students wish to go further with this activity they can develop their own propaganda by the outer province against the society. .

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Additional time given for students who do not complete the poster.

Other Resources 

Extension
(Activities for further study into content material for students who have completed activities ahead of time.)

Wind-Up/Closure
(Allow for questions/clarification on the subject from students – reinforce original objectives and lesson purpose)

“Through clever and constant application of propaganda, people can be made to see paradise as hell, and also the other way round, to consider the most wretched sort of life as paradise.” Adolf Hitler At the close of the second class students will be shown this quote and asked to complete an exit slip on how this relates to the society in general.

Additional Notes
Class One – Students will complete the brainstorm as well as the class discussion on propaganda. They will then begin to think of ideas for their own propaganda posters. Class Two – We will begin the class by reading one more chapter of the novel. Following this we will have the remainder of the class to work on their posters. Posters should be completed by the end of class. If students finish early they can either create a new piece of propaganda from the perspective of the Outer Provinces or they can work on their journals. Posters will be put up around the classroom.

Assessment
(Assigned work for remaining class period, homework, or following class i.e. test, project etc)

See attached rubric for summative assessment of the activity. Exit slips will be assessed formatively with feedback