Da PROPAGANDA LESSON PLAN

Learning Objectives:
After this lesson, students will be able to:

 define key terms of the lesson plan content

 recognize and identify propaganda types of propaganda
 create imaginary propaganda on their mind and set

Length of time:
40 minutes

Materials
 Text containing propaganda, such as magazines, newspapers, etc. power point

Curriculum Standards
 CCSS.ELA-Literacy.RI.9-10.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how
the language of a court opinion differs from that of a newspaper).

 CCSS.ELA-Literacy.RI.9-10.6

Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance
that point of view or purpose.

 CCSS.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; identify false statements and fallacious reasoning.

 CCSS.ELA-Literacy.W.9-10.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Instructions
 Begin the lesson by showing students an image of propaganda. Go around the room and ask each
student to give a one-word impression. Discuss answers.
 Tell students this is an example of propaganda. Define the term and share prior knowledge.
 Begin the video lesson What is Propaganda? - Definition, Techniques, Types & Examples. Ask students
to take notes, or print the transcript and have students highlight.
  Pause the lesson at 1:20. Check for understanding and discuss:
o What are some forms propaganda can take?
o What is the purpose of propaganda?
o Is propaganda always negative? Why or why not?
 Resume the video, then pause again at 3:20. Ask:
o What purpose does propaganda serve during war?
o Explain how propaganda was used by the Germans after World War I.
o How did the United States use propaganda during World War II?
o Compare and contrast the German and United States' uses of propaganda.
 Re-start the lesson and pause at 4:30. Check for understanding, then ask:
o How is propaganda used to change human behavior?
o Is it okay to use propaganda in this way?
o Are there better ways to affect human behavior?
 Play the lesson summary as a review, instructing students to refine notes and definitions.
 With students, brainstorm other examples of propaganda seen in modern times. List on board or
chart paper.
 Discuss the pros and cons of propaganda.

Activity
 Divide students into small groups and instruct them to work together to create their own propaganda
posters.
 Allow students time to brainstorm ideas for their propaganda. Refer to the lesson for specific reasons
propaganda is used.
 As students work, walk around and visit each group, offering ideas and guidance. Allow use of
technology, if necessary.
 When students are finished, have them share their work. Discuss and offer support and constructive
criticism.
 Display in classroom or hallways.

Extensions
 Assign students a particular time period or event to research propaganda usage. Write in an
informative essay and share.
 For homework, instruct students to search for examples of propaganda in their lives.
 Have students write a reflective essay in which they discuss how propaganda has impacted them and
their thinking, as well as what they'll do to be more aware of it in the future.
 Teach students about card stacking propaganda using our related lesson below.