Vote for Me!

Grade Level(s):  9

Subject(s):  English/Language Arts, Social Studies

Learner Outcomes:  The students will

identify examples of the forms of propaganda
identify how propaganda is used in political campaigns
create a political brochure / advertisement
use a form of propaganda
use the word processor
use the digital camera
use the scanner
use the Internet

Materials:

paper and pencil for note taking and class work
magazine advertisements (already pulled from magazines)
old political brochures and advertisements
overhead projector slides
dry erase pens

data projector
Power Point presentation Forms of Propaganda
television
VCR
video of political advertisements
overhead projector
word processor
Internet
digital camera
scanner

Be sure to have data projector available and/or computer lab scheduled for use on Day One.
Review the Propaganda Analysis Home Page prior to propaganda presentation.
Pull various product advertisements from magazines for use on Day One.
Collect old political brochures and ads for use on Day Two.
Record political ads from television for use on Day Two.
If political commercials are not available, see the reference sites below.
Make sure that Internet consent forms are on file for each student.
Make sufficient copies of the Rubric for the student brochure / ad.
Make sufficient copies of the Rubric for use at completion of lesson.

    Day One

• Teacher will show Power Point presentation Forms of Propaganda.
• During the Power Point, students will take notes on the forms of propaganda (i.e., band wagon, glittering generalities, plain folks, name calling, testimonial, and transfer) and examples of each.
• Students, while working in partners, will find one example of each propaganda form in magazine advertisements.
• Students will attach an explanation to each form of propaganda (i.e., what makes the ad bandwagon?  name calling? etc.).

• Students will show one of yesterday's ads to class and explain which form of propaganda the ad uses.
• Teacher should allow some time for discussion.
• Teacher will explain to students that political brochures and advertisements use the forms of propaganda as well.
• Teacher will show students various forms of political brochures and advertisements (both hard copy and television ads) and allow them to discuss which form of propaganda each uses.

• Class will discuss yesterday's political brochures and ads.  (Which ones were the most effective?  least effective? why?)
• On overhead projector, teacher will compile a list of student ideas concerning what makes an effective political brochure and/or advertisement.
• Students will use Word to look up the Making the Political Brochure/Advertisement worksheet.  (Students are to print the worksheet.)
• Students will complete the worksheet in preparation for making their own political advertisement.
• While students are working, teacher should meet briefly with each student to check for understanding.

• Students will use the Internet, word processor, digital camera, and/or scanner to create a political brochure or advertisement for themselves using the standards and requirements given on the Making the Political Brochure/Advertisement worksheet.

• Students will display brochures/advertisements in classroom.
• Students will survey and analyze each brochure/advertisement, writing down the propaganda technique used in each one.
• Class will discuss the brochures/advertisements and the propaganda techniques used.

Exceptional students may need extended time or teamed with a partner.

Students can create a Power Point presentation based on their brochures/advertisements.
Students can research and present information concerning how political brochures/advertisements have changed throughout history.

Brochure Rubric attached
Lesson Rubric attached

     West Virginia Instructional Goals and Objectives

    English 9

Reading Comprehension 9.19, 9.20, 9.24, 9.26, 9.29
Reading Vocabulary 9.35
Writing Skills 9.39, 9.40, 9.42, 9.50, 9.51, 9.52
Language 9.65
Study Skills 9.75, 9.87
Computer/Technology 9.91, 9.92, 9.94

Civics 9.3, 9.7, 9.10, 9.15
History 9.46
Computer/Technology 9.51, 9.52, 9.53

Language Arts  1.  Uses the general skills and strategies of the writing process
Language Arts  5.  Uses the general skills and strategies of the reading process
Language Arts  8.  Uses listening and speaking strategies for different purposes

References:

• The Living Room Candidate
• AdCritic.com:  Politics
• OnPolitics Ad Watch
• P.O.V. -- Dissect an Ad
• University of Iowa Political Advertising Links

• Cari Ryan Pauley
• Mary Ann Patton
• Connie Briles