Why Think About Propaganda? Instructional Plan and · PDF fileJoju Cleaver, Purdue University...

Joju Cleaver, Purdue University June 8, 2014 EDCI 56900, Dr. Akesha Horton Paper Prototype – Why Think About Propaganda? 1 | P a g e

Why Think About Propaganda?

Instructional Plan and Paper Prototype

Joju Cleaver, Purdue University

EDCI 56900, Dr. Akesha Horton


Table of Contents Context ............................................................................................................................................ 3

Learning Objectives ........................................................................................................................ 4

Terminal Goal ............................................................................................................................. 4

Learning Objectives .................................................................................................................... 4

Criteria:........................................................................................................................................ 5

Content ............................................................................................................................................ 6

Week 1: ....................................................................................................................................... 7

News Team Project ................................................................................................................... 10

The 7 Devices: ........................................................................................................................... 10

Bias and Disinformation............................................................................................................ 11

Argument, Persuasion and Propaganda ..................................................................................... 12

Case Study - Ward Churchill .................................................................................................... 13

Week 2 .......................................................................................................................................... 15

Guided Research ....................................................................................................................... 16

Perspective ................................................................................................................................ 17

Persuasive Essay ....................................................................................................................... 17

Final Project .............................................................................................................................. 18

Assessments .............................................................................................................................. 19

Site Map ........................................................................................................................................ 23

StoryBoard ................................................................................................................................ 24

Merrill’s 5 Star Self –Evaluation .................................................................................................. 38

PROBLEM ................................................................................................................................ 38

ACTIVATION .......................................................................................................................... 39

DEMONSTRATION ................................................................................................................ 40

APPLICATION ......................................................................................................................... 42

INTEGRATION ........................................................................................................................ 43


Context Topic and Context Description

Title: Why Think About Propaganda?

Why should juniors and seniors in high school think about propaganda? The goal of the

instruction is to promote critical thinking and discussion about the types of media propaganda to

which students are exposed. Students will learn about the seven commonly used propaganda

techniques: Name-Calling, Glittering Generality, Transfer, Testimonial, Plain Folks, Card

Stacking, and Band Wagon. Students will learn how propaganda is repeatedly used in various

forms of mass media to influence human behavior and public opinion. Students will benefit from

having a deeper understanding of how these seven devices of propaganda are used to influence

public opinion and how it affects public intelligence.

Target learners: Junior and senior high school students at the George School, a private Quaker

school.

The instruction will be implemented in preparation for the annual International Awareness Week

(IAW). An annual event at the George School where regular classes are canceled for juniors and

seniors in order to participate in IAW. The week consists of seminars and programming around a

key event or topic relevant to current events and global interdependence. The topic this year will

be: Public Intelligence and Influence in the Blogosphere. The tutorial will enable students to

better understand the context, attitudes, perspectives and motivations of bloggers and activists

taking on the role citizen journalists in response to mass media propaganda.

Technology and Delivery / Student Access

The tutorial will be delivered asynchronously online. It will be offered through the history and

English department. Students will typically have completed history units that cover key elements

of Latin American history, World Wars, the Mexican Revolution, Russian Revolutions, the rise

of Nazism, the Cold War, the Chinese Revolution, and the Cuban Revolution. In order to

participate in the tutorial the prerequisites are a grade of B or higher in US history class, IB/AP

English and no outstanding assignments. Permission from both History and English teachers is

required. Each student has access to either a personal computer or the campus computer lab.

Participating students will be emailed links to enter the tutorial. Students will have two weeks to

complete the tutorial. The information will be organized primarily as a classic tutorial and will

incorporate aspects of an exploratory tutorial and social media.

The modules will be guided and monitored by two George School history teachers. One from the

History and English department. Each teacher will provide timely feedback to keep students on

track and motivated during the tutorial. Teachers will actively monitor/guide online class

discussions and give timely feedback on the writing assignments uploaded by students.

Technologies: The module will be designed using the LMS Edu2.0. The automatic and

consistent interface and navigation the LMS provides lends itself to ease of use and design. The


multiple functions Edu20.org offers allows students to interact online when social learning is

necessary.

Learning Objectives

Terminal Goal The overall goal of this course is to develop the skills of media propaganda analysis. The

purpose of the instruction is to promote critical thinking, awareness and discussion about the

devices of media propaganda to which students are routinely exposed. Through a series of

lessons students will learn how to recognize, understand and analyze seven of the most

commonly used propaganda devices in mass media. The course aims to refine each student’s

ability to recognize the patterns of propaganda and the power it has to influence public opinion

and shape public intelligence. The students will benefit from gaining a broader perspective and

deeper understanding of how the information they receive can be manipulated by seven specific

devices of propaganda.

Learning Objectives The learning objectives were devised following the guidelines of both Mager and Horton:

Students will learn about the seven commonly used propaganda devices: Name-Calling,

Glittering Generality, Transfer, Testimonial, Plain Folks, Band Wagon and Fear. Students will

learn how propaganda devices are used to influence human behavior, public opinion and shape

public intelligence.

1. Students will be able to identify and define the attributes of seven major types of propaganda

techniques commonly used in media.

1.1. Given assigned readings students will demonstrate comprehension of the definitions and

attributes through participation in the online class discussion forum.

1.2. Given video(s) depicting examples of propaganda devices used in the media students

will recall the attributes of commonly used propaganda devices and should identify and

define six out of seven examples correctly.

2. Students will be able to distinguish between, argument, persuasion and propaganda.

2.1. Given written excerpts and/or videos to compare argument, persuasion and propaganda

students should comprehend the differences between the styles.

2.2. Given examples of media students should accurately identify the style.

2.3. Given examples of media students should correctly identify and explain the propaganda

device(s) being used.

3. Given excerpts from newspapers and/or videos leaners will be able to identify specific

propaganda device(s) being used.


3.1. Given a case study students should recognize specific propaganda devices within an

authentic context and accurately identify the devices being used. Students should

identify key phrases that demonstrate the devices within the context of the case study.

3.2. Given a case study students should demonstrate comprehension in the class discussion in

the online forum. Students should elaborate on the examples presented within the case

study.

4. Given examples of media propaganda and links to online resources students will be able to

find current examples of propaganda used to shape public opinion around key events in

recent history.

4.1. Given videos demonstrating specific events and the devices used to shape public opinion

students should understand the scope, context, and attributes to look and select three

accurate examples.

5. Given a key historical event and a specific position to represent students will be able to

demonstrate, elaborate and defend their perspective, opinion and rationale regarding the use

of propaganda to shape public opinion.

5.1. Given a video about the “information war” students should understand the concept,

context and stakeholders in the “information war”. Students should indicate

comprehension and elaborate in an assigned writing activity.

6. Given a reflection topic students will be able to describe, critically analyze and discuss the

techniques of persuasion and propaganda devices commonly used in the media and how it

affects their lives.

6.1. Given the article: Post War Propaganda students will be informed about the role of

propaganda and the democratic process and how it impacts their lives.

6.2. Given a specific written task students should recall the characteristics of at least three

propaganda devices commonly used in the media and elaborate on how it impacts their

lives.

Criteria:

(1) After studying the seven techniques of propaganda commonly used in the media the student

is able to accurately identify six out of seven examples in a quiz.

(2) After studying the attributes of argument, persuasion and propaganda the student is able to

accurately distinguish the attributes in 3 OUT OF 4 examples.


(3) (Attitude & Feel) Case study: Attitude & Feel should be considered in the criteria/objectives

and discussion about this.

(4) Given links to online resources students will demonstrate accurate comprehension of the

attributes and use of the techniques of propaganda by selecting three examples used in current

media. To effectively demonstrate comprehension the student must explain how his/her

examples represent the technique.

(5) (Attitude & Feel) The student must be able to demonstrate critical thinking skills and

comprehension of the techniques and attributes of propaganda in the context of a key historical

event from differing perspectives. In a written 1 page persuasive essay in support or opposition

to using propaganda in the media to shape public opinion. Students will state their opinion

clearly. Students will support their opinion with specific details using key elements from the

lessons (ie. emotions, values and bias). Students will present their ideas clearly and logically.

(6) (Attitude & Feel) Final assignment: The student will write a 1-2 page reflection paper about

the role propaganda had played in their lives. Students must explain how their opinions, ideas

and understanding of media messages has been impacted by propaganda? The student will share

a written reflection in the online discussion forum about the impact the use of propaganda has on

public opinion and public intelligence. The reflection will be shared in the online discussion

forum. Students are required to respond to at least 4 of their peers reflection papers. Students can

engage and further the discussion by posting comments that support and or challenge their peers.

Content Welcome page:

Welcome to our online tutorial. The modules in this course are designed to prepare you for the

annual International Awareness Week (IAW). The IAW topic this year is: Public Intelligence

and Influence in the Blogosphere. This information in this tutorial will put the IAW seminars in

context and help you understand the attitudes, perspectives and motivations of the bloggers and

activists who will be visiting us at George School. The lessons in this module will help you

understand why our guest are compelled to take on the role of citizen journalists.

Be sure to check the News links on the menu to the left for the latest announcements. For the

next 2 weeks we will be learning the basics about propaganda and how it's commonly used to

influence your thoughts and ideas. Take some time to familiarize yourself with the course

environment. If you have any questions feel free to email me at [email protected].

1. Click on the Class link at the top of this page on the top menu bar.

2. Click on Why Think About Propaganda?

3. Once you enter the class you can click the Lessons tab to explore the class content.

4. Use the menu bar on the left to take a look at the Syllabus.

5. Check the News link daily for updates and announcements.

mailto:[email protected]


When students enter the Class they will see a Welcome page for Why Think About Propaganda?

The Class Welcome statement explains the goal of the instruction and a brief introduction to the

topic of propaganda.

Welcome page:

The overall goal of this course is to help you develop the skills of media propaganda analysis.

Our lessons will promote critical thinking, awareness and discussion about the devices of media

propaganda. You will learn how to recognize, understand and analyze the seven of the most

commonly used propaganda devices in mass media. You will gain a broader perspective and

deeper understanding of how the information you receive from the television, radio, newspapers

and internet is often manipulated by seven specific devices of propaganda.

This course is inspired by the work of the Institute for Propaganda Analysis, (IPA). In 1937 the

IPA was created to educate the American public about the widespread nature of political

propaganda. The IPA is best-known for identifying the seven basic propaganda techniques:

Name-Calling, Glittering Generality, Transfer, Testimonial, Plain-Folks, Card Stacking, and

Bandwagon.

According to the IPA,

"It is essential in a democratic society that young people and adults learn how to think, learn how

to make up their minds. They must learn how to think independently, and they must learn how to

think together, they must come to conclusions, but at the same time they must recognize the right

of other men and women to come to opposite conclusions. So far as individuals are concerned,

the art of democracy is the art of thinking and discussing independently together" (Lee & Lee,

1972).

Institute for Propaganda Analysis., Lee, A. M. C., & Lee, E. B. (1972). The fine art of propaganda.

New York, Octagon Books

The course is organized into two lessons, Week 1 and Week 2. Each lesson is organized by

topic.

Week 1:

Overview for the week: Welcome to Why Think About Propaganda?

This first week you will learn the basics about propaganda. You will learn the When, What, How,

and Why propaganda devices are used to manipulate information and shape your opinions. Our

readings for Week 1 will focus on learning about the seven propaganda devices most commonly

used in the media. You will also view several videos that will deepen your understanding about

how propaganda is used to manipulate your thoughts and ideas. Each week click on the

corresponding week in the menu on the left. That is where you will find your reading, videos and

activities for the week.


Use the Class Blog to post your reactions and thoughts to the readings. You are not expected to

post for every single reading but rather keep a journal of your reaction to one of the

readings/videos or your response to a question posed within section.

Week 1: Once you have completed all of the readings for Mon-Weds you are ready to participate

in the class discussions.

Click on the Forum link in the menu on the left to post your comments.

It is important that you actively participate in our weekly discussions. You should have at least

one post by Wednesday, at the latest. You are required to respond to at least four of your peers

by the end of week 1. This helps to get the discussion going and gives everyone enough time to

participate.

Remember our forum is not a chat room. Take time to prepare your post. It is not the quantity of

posts that you should focus on. It is the quality. Think before you write and post thoughtful

responses. Ask yourself: "Am I offering a new idea to the discussion?" or "Does my post include

evidence to supports my claims?". You will be graded on the substance, timing and originality of

your posts

And it's ok to disagree just be sure to provide supporting evidence. A healthy debate is highly

encouraged!

Each of you need to join a News Team. Click on the Group link to learn more about the teams.

Objectives:

By the end of the week you should be able to:

Define the major types of propaganda devices used to influence your behavior, opinions and

intelligence.

Identify specific propaganda devices being used in examples of mass media.

Distinguish between argument, persuasion and propaganda in the media.

Recognize and find current examples of propaganda devices being used to shape public opinion.


Reading Schedule:

Mon: The 7 Devices

Tues: Bias and Disinformation

Weds: Argument, Persuasion,

Propaganda

Thurs/Fri: Case Study

*Suggested schedule. You can

read ahead if you prefer.

Monday: The 7 Devices

The reading assignment is the from Introduction & Common techniques chapters from the

site http://propagandacritic.com/. The site is based on the research conducted by the Institute

for Propaganda Analysis. You can find the links to the specific chapters in the resource tab in

week 1.

Activities:

Go to the Group link and join a News Team Monday.

Begin your daily review of the network you choose to

monitor.

Post in the Discussion Forum by Wednesday.

Watch assigned videos

Share your reaction in the Blog

Homework: Due next Monday

Complete the Case Study on

Professor Ward Churchill

You will have the weekend to

complete this assignment.

Reading :

The 7 Devices:

Introduction & Common techniques chapters from the site http://propagandacritic.com/.

Bias and Disinformation

Demons, Atrocities and Lies

How to Detect Media Bias & Propaganda

Society of Professional Journalists Code of Ethics

Argument, Persuasion & Propaganda

A Plea From Russia

Some People Push Back

Professor Ward Churchill is a Traitor

An Appeal for Whistleblowers

Friday: Case Study

The lessons are organized by the week and by topic. Learning objectives 1-3 will be covered in

the first week. Learning objectives 4-6 will be covered in the second week.

http://propagandacritic.com/



News Team Project

You will work in teams and monitor the news coverage. There are five News Teams: CNN,

MSNBC, FOX, RT and AL JAZEERA. Four members per team max.

Informed by your reading and resources each News Team must monitor their network news with

a critical eye and keep informal notes throughout week 1 & 2 in the Team wiki. You can choose

to observe or read the news alone or with partners. However, your notes are posted to the same

Team wiki.

Questions to ponder:

Who is the intended audience?

What point of view is being privileged?

What point(s) of view are being dismissed or played down?

What stories are featured on the front page or Headlines?

What stories are “buried” and harder to access?

The 7 Devices: Learning Objectives:

1. Students will be able to identify and define the attributes of seven major types of

propaganda techniques commonly used in media.

1.1. Given assigned readings students will demonstrate comprehension of the definitions and

attributes through participation in the online class discussion forum.

1.2. Given video(s) depicting examples of propaganda devices used in the media students will

recall the attributes of commonly used propaganda devices and should identify and define six out

of seven examples correctly.

Name-Calling, Glittering Generality, Transfer, Testimonial, Plain Folks, Card-stacking and

Band Wagon

Read the articles from: propagandacritic.com

Watch Videos

Take Quiz (assessment #1)

Videos:

Propaganda and persuasion

Propaganda and the Seven Techniques.

Myth of Liberal Bias-Chomsky

Name-Calling

Plain Folks/Bandwagon



Misinformation, Disinformation and Critical Thinking

Propaganda is often given a negative connotation due to its history of power and control; as in

the Hitler’s regime, but in reality the definition is very simple. According to Webster’s College

Dictionary, propaganda is “information or ideas methodically spread to promote or injure a

cause, movement, nation etc, and the deliberate spread of such information or ideas”. Whether

the reader of a media source agrees or disagrees with the content, the purpose of the media is to

convey one way to look at a particular situation or idea.

Sometimes, propaganda results in no important change on the reader’s ideals or morals, like the

coverage of a popular new restaurant. The topic does not have much effect because it is not

powerful enough to significantly change a society. The light heartedness of the topic blinds a

person to the fact that they are still reading a source of propaganda making people not realize

how common propaganda truly is. More powerful events, however, such as propaganda in the

media coverage of a war can having a lasting effect on an individual and may result in changing

the way society views the war. Propaganda’s influence on public opinion can be the difference

between winning and losing a war. In his book “munitions of the Mind,” Dr. Philip Taylor

explained the significance of propaganda in war media coverage. “Propaganda itself is neither

sinister nor evil. It is really no more than the organization of methods designed to persuade

people to think and behave in a certain way, and in wartime that usually means getting them to

fight or to support the fight” (Labash, 20 Dec, 2001). Wartime propaganda is so important that it

can often be used as a weapon because of the power that comes with public support. The ability

to win public support can be just as important as the ability to fight the war.

In his book Mein Kampf, Hitler dedicated an entire section to the discussion of war propaganda.

He described the purpose of war propaganda was to support Germany in the war and bring help

bring victory. Hitler had the power to use propaganda as a tool that he could use for the control

of the masses. His use of propaganda caused a movement against the Jewish people, which

eventually led to the holocaust and the extermination of millions of Jewish people. Hitler

described his idea of propaganda in his autobiography Mein Kampf:

“The function of propaganda is, for example, not to weigh and ponder the rights of different

people, but exclusively to emphasize the one right which it has set out to argue for. Its task is not

to make an objective study of the truth, in so far as it favors the enemy, and then set it before the

masses with academic fairness; its task is to serve our own right, always and unflinchingly”

(Hitler, chap V1).

Propaganda was so important to Hitler and Hitler’s effort that he assigned a man named Dr.

Joseph Goebbels to the official position of “National Propaganda Leader”.

Vidal, D. Propaganda in War Reporting


Retrieved from:

http://www.stanford.edu/class/e297a/War%20Reporting%20on%20the%20U.S.%20War%20in%

20Iraq.htm

Reading:

How to Detect Media Bias & Propaganda: (Introduction, pgs.2-7, pgs.26-29)



Videos:

Engineering of Consent & Edward Bernays

How the Media Constructs Public Opinion

Norman Solomon: You Can’t Really Trust the Media

The Myth of Liberal media: The Propaganda Model

Misinformation Vs Disinformation

Political Propaganda

Argument, Persuasion and Propaganda

Learning Objective #2

2. Students will be able to distinguish between, argument, persuasion and propaganda.

2.1. Given written excerpts and/or videos to compare argument, persuasion and propaganda

students should comprehend the differences between the styles.

2.2. Given examples of media students should accurately identify the style.

2.3. Given examples of media students should correctly identify and explain the propaganda

device(s) being used.

Persuasive writing, also known as the argumentative writing, utilizes logic and reason and

sometimes emotion to show that one idea is more legitimate than another idea. It attempts to

persuade a reader to adopt a certain point of view or to take a particular action. Ideally, the

argument should always use sound reasoning and solid evidence by stating facts, giving logical

reasons, using examples, and quoting experts.

However, more emotional techniques are also used effectively, though sometimes they may

border on manipulation. Consciously or not, an author may draw on our emotions by using

logical fallacies or propaganda.

Key elements of persuasion and argument:

Choose your position. Which side of the issue or problem are you going to write about, and what solution will you offer? Know the purpose of your essay.


Analyze your audience. Decide if your audience agrees with you, is neutral, or disagrees

with your position.

Research your topic. Support your position with evidence. Remember that your evidence must appeal to reason.

Disprove the opposing argument. Understand the opposite viewpoint of your position and then counter it by providing contrasting evidence or by finding mistakes and

inconsistencies in the logic of the opposing argument.

Question:

Can you detect the differences between the articles? Which ones are persuasive, argument or

propaganda? Compare and contrast the methods and devices used in the articles and videos.

Reading:

A Plea for Caution From Russia


Professor ward Churchill is a Traitor

An appeal for More Whistleblowers

Videos:

Kerry Bashes RT as Propaganda

Tyrel Ventura-The Buzzsaw

Mainstream News Repeaters

Call of Duty Black Ops- Advanced Warfare

Call of Duty Black Ops- There’s a Soldier in All of Us

Week 1 Discussion Forum:

Q1) What is propaganda? Is propaganda good or bad? Or does it depend on who is using it?

Explain in several sentences. Describe three examples of propaganda devices and/or symbols

used to agitate your emotions, link a person to a negative symbol, or bend the rules of logic. Feel

free to upload images or videos to illustrate your examples. Respond to at least three of your

peers.

Q2) Do you feel as though your thoughts or opinions have ever been influenced or manipulated

by propaganda? Explain, why or why not. If so, share a specific example and device. If not, share

what makes you immune.

Case Study - Ward Churchill

Learning Objective #3

3. Given excerpts from newspapers and/or videos leaners will be able to identify specific

propaganda device(s) being used.


3.1. Given a case study students should recognize specific propaganda devices within an

authentic context and accurately identify the devices being used. Students should identify key

phrases that demonstrate the devices within the context of the case study.

3.2. Given a case study students should demonstrate comprehension in the class discussion in

the online forum. Students should elaborate on the examples presented within the case study.

Case Study:

Read the Op-ed article: Some People Push Back: Justice of Roosting Chickens by Ward

Churchill. Read the articles written in response to Professor Churchill's article. Watch the videos.

Pay close attention to the propaganda devices being used. Pay attention to how and why

propaganda is being used in the Ward Churchill case.

Questions:

After reading the articles and viewing the videos:

Describe the scenario. Who are the key players? Who is using the propaganda devices and for

what purpose?

Can you identify the propaganda devices used in the Professor Ward Churchill case? Provide

specific examples.

Do you feel as though Professor Churchill is the victim of propaganda, a propagandist or both?

And why?

Context:

Sept. 12, 2001 Prof. Churchill writes an op-ed piece published online by Dark Night Field Notes,

giving a “gut reaction” to possible causes of the Sept. 11 attacks. This is later expanded and

published as On the Justice of Roosting Chickens: Reflections on the Consequences of U.S.

Imperial Arrogance and Criminality (AK Press, 2003). Neither receives much public attention.

January 26, 2005 A Syracuse, NY newspaper discusses Prof. Churchill’s scheduled lecture at

Hamilton College sponsored by the Kirkland Project for the Study of Gender, Society and

Culture. The Kirkland Project had already been targeted by various rightwing organizations,

including Lynne Cheney’s American Council of Trustees and Alumni (ACTA) and David

Horowitz Center for the Study of Popular Culture and Students for Academic Freedom. A well-

coordinated campaign at Hamilton had recently succeeded in forcing cancellation of a class

which was to have been taught by former political prisoner Susan Rosenberg (who was to speak

on a panel with Prof. Churchill).

Within a few days the story, which focused on two words (“little Eichmanns”) taken out of

context from the 2001 op-ed piece, had been picked up by AP, newspapers around the country,


and highlighted by Fox News’ Bill O’Reilly, who urged viewers to contact Hamilton College.

Both Ward Churchill and Hamilton College soon received thousands of calls, letters and e-mails,

including threats of violence and death.

The essay titled Some People Push Back: On the Justice of Roosting Chickens about the

September 11, 2001 attacks, in which he argued that American foreign policies provoked the

attacks. He described what he called the "technocratic corps at the very heart of America's global

financial empire" in the World Trade Center as "little Eichmanns," i.e. as those who banally

conduct their duties in the service of evil.

In response to the 2005 publicity from the mass media and in weblogs, Churchill was both

widely condemned and widely defended. Some defenders who did not agree with Churchill's

analysis and/or with his inflammatory phrasing nonetheless felt that the attacks on Churchill

represented efforts at intimidation against academic discourse and suppression of political

dissent.

At the height of the controversy, the University ordered an inquiry into Churchill's research, and

then fired him on July 24, 2007, leading to a claim from some scholars that he was fired over the

ideas he expressed.

Media resources:

O’Reilly Factor

David Horowitz

Churchill Lawsuit

When They Came After Ward pt. 1

Churchill Jury Verdict

Retrieved from:

http://wardchurchill.net/churchill-v-cu-2/timeline/

http://en.wikipedia.org/wiki/Ward_Churchill_September_11_attacks_essay_controversy

Week 2

Overview:

You made it to Week 2!

IAW is just around the corner. You have all made great progress in learning about propaganda

devices and how they are being used in the media. This week our required reading will be

minimal. The activities planned for Week 2 will give us the opportunity to interact and

collaborate.

You are going to put what you've learned about Propaganda Devices into practice. Our first

assignment is a Guided Research assignment. You will apply what you have learned by finding 3

current examples of propaganda devices used to shape public opinion.


We also have 3 writing activities this week.

Our discussion this week will focus on perspective and the role it plays in propaganda in the

media. There are many reason why propagandists use persuasive techniques to influence the way

you think. It’s important to try and understand different points of view.

Group Assignment Update:

The four News Teams have been monitoring the daily news and keeping notes in the class wiki.

We will vote as a class on how we can turn those notes into a class project.This will be a small

group project. (Goups of 2)

Individual Assignments:

Guided Research (Monday)

Week 2 Discussion Forum Topic: Perspective (Tuesday)

Write a Persuasive Essay (Weds)

Final Reflection Paper (Friday)

Guided Research Learning Objective #4:

4. Given examples of media propaganda and links to online resources students will be able

to find current examples of propaganda used to shape public opinion around key events in recent

history.

4.1. Given videos demonstrating specific events and the devices used to shape public opinion

students should understand the scope, context, and attributes to look and select three accurate

examples.

Find three examples of propaganda devices:

Find three examples using the links below. Share your examples in a blog post. Explain how

your examples represent the propaganda device.

Answer these questions:

What does the propagandist want you to do?

Why do they go about it this way?

What are they doing in the media?

Is it effective? Why or why not.

Resources:

http://www.nytimes.com/

http://www.nytimes.com/pages/opinion/index.html?module=HPMiniNav&contentCollection=Op

inion&pgtype=Homepage&region=TopBar&action=click&t=qry626

http://www.theguardian.com/us


http://www.democracynow.org/

http://www.infowars.com/

Perspective Consider this: In order to understand, be understood and effectively communicate you must

consider the aspect of perspective. The way you interpret a situation depends on your

perspective, your point of view. Take for example the folktale, Six Blind Men and The Elephant,

it is a parable about perspective:

Six blind men having never seen an Elephant do not know what it is. Unable to see, each man

reaches out and feels the Elephant to determine what it is. Each man touching a different part of

the animal uses what he perceives to describe what an Elephant must be. Each man has only

considered his own perspective. The result? Each man comes to wildly different conclusions of

what an Elephant must be.

Watch the video: 'The Blind Men and the Elephant' by John G. Saxe (read by Tom O'Bedlam)

Each man has a piece of the puzzle. But as you know, without all of the pieces it’s impossible to

see the complete picture.

How does perspective affect what each man thinks?

Can you understand how and why each man arrived at his conclusion?

Article:

The Ideology of Symbolism, the Symbols of Idolatry

Persuasive Essay

Learning Objective #5:

Given a key historical event and a specific position to represent students will be able to

demonstrate, elaborate and defend their perspective, opinion and rationale regarding the use of

propaganda to shape public opinion

Assessment: Create an Original Work

There are many reason why propagandists use persuasive techniques to influence the way you

think. It’s important to try and understand different points of view. You may be assigned a

perspective different than your own.

Watch the video below and take a side. http://youtu.be/LyjnEm8DZkI

http://youtu.be/LyjnEm8DZkI


Assignment:

Secretary Clinton refers to informing the public as an

“information war”. She claims that the United Statesislosing

theinformation war. What does that mean? Who is at war? What

side of the “information war” would you take? Why?

Write a 1 page persuasive essay in support or opposition to using

propaganda in the media to shape public opinion.

Scenario:

Last names that begin with the letters A-L:

You are a propagandist and you support the use of these devices in the media. You have an

agenda and you are willing to do what it takes to see it through. Tell us how and why you must

use these devices and symbols to influence public opinion and why we should not be concerned.

Use at least 3 propaganda devices to persuade us.

Last Names that begin with the letters M-Z:

You are a member of the unsuspecting public and you’ve just discovered that propagandist often

manipulate the information you receive in the media. You decide to write an article for your

local paper to inform the public about the dangers of propaganda in the media. Tell us how and

why propagandists use these devices and symbols to influence public opinion and why we should

be concerned. Use ate least 3 propaganda devices to persuade us.

Remember:

Your introduction should state your position clearly.


Address concerns people may have about propaganda in the media and try to convince us

see it from your perspective.

For a strong conclusion, restate your topic and summarize your main points.

Final Project Learning Objective #6:

Given a reflection topic students will be able to describe, critically analyze and discuss the

techniques of persuasion and propaganda devices commonly used in the media.

Assessment: Write a final Reflection Paper

Topic:

The gathering and dissemination of information is a major function of the press. Among the press's roles are what are called the "three I's"—information, interpretation, and interest. People

seeking to influence your thoughts and opinions must use media. People seeking to influence

https://www.youtube.com/watch?v=LyjnEm8DZkI&feature=youtube_gdata_player


policy in Washington, from the capital to you, and from you back to officials must use media to

disseminate information. This flow of information is the lifeblood of America's democratic

system. Ideally this information flows in more than one direction.

1. Is propaganda compatible with democracy, or does it undermine the population's ability

to think critically about world events?

2. What contribution will emerging communication technologies make to the dissemination

of information and propaganda?

3. Does it make it possible for the audience to challenge the propagandist?

Assessments Learning Objective #1:

Students will be able to identify and define the attributes of seven major types of propaganda

devices commonly used in media.

Assessment:

Name-Calling, Glittering Generality, Transfer, Testimonial, Plain Folks, Band Wagon, and Fear

are all common propaganda devices used in various forms of mass media to influence human

behavior and public opinion.

Complete each sentence. Choose the correct propaganda device or attribute commonly used by

propagandist in the media.

Question Answer Answering correctly

reveals an elaboration:

When a propagandist warns

you that disaster will result

if you do not follow a

particular course of action,

she is using the device of

________.

Fear By playing on your deep-

seated fears, propagandists

hope to redirect your

attention away from the

merits of a particular idea

or person in order to

persuade you to accept

their “fear-reducing” plan.

Words can mean different

things to different people;

they can be used in different

ways. Words like,

civilization, Christianity,

good, proper, right,

democracy, patriotism,

motherhood, fatherhood,

science, medicine, health,

Virtue Words Propagandists use

cherished words and beliefs

to persuade you to reject or

accept a person or an idea.


and love. ______ are words

about which we have deep-

set ideas.

By using the ____________

technique, politicians and

advertisers try to convince

you that they, and their

ideas, are "of the people."

Plain-Folks America's recent presidents

have all been millionaires,

but they have gone to great

lengths to present

themselves as ordinary

citizens.

___________ persuades

you to reject and condemn

without examining the

evidence. In contrast,

___________ persuades

you to accept without

looking at the evidence.

Therefore, __________ is

__________ in reverse.

Name Calling

Glittering Generalities


Name Calling

Name-Calling, Glittering Generality, Transfer, Testimonial, Plain Folks, Band Wagon, and fear

are all common propaganda devices used in various forms of mass media to influence human

behavior and public opinion. Select the correct propaganda device described below.

Question Answer Answering correctly

reveals an elaboration:

What propaganda device is

used to persuade you to

reject and condemn a

person or idea by linking

them to a negative symbol?

Name Calling

The propagandist who uses

this technique wants you to

reject the person or the idea

on the basis of the negative

symbol, instead of looking

at the available evidence.

What propaganda device is

used to make us accept a

person or idea without

examining the evidence?


The basic theme of this

device is: "everyone else is

doing it, and so should

you." Since few of us want

to be left behind, this

technique can be quite

Bandwagon Supported by all of the

other propaganda devices,

the Bandwagon technique

can be used to harness the

fears and hatreds,

prejudices and biases,


successful. What is this

device?

convictions and ideals

common to a group.

What device is used to carry

over the authority, sanction,

and prestige of something

you respect and revere to

something the propagandist

wants you to accept?

Transfer If the propagandist

succeeds in getting a

church or nation to approve

a campaign on behalf of

some program, he thereby

transfers its authority,

sanction, and prestige to

that program. Thus, we

may accept something

which otherwise we might

reject.

What common propaganda

device involves citing

individuals, like celebrities,

who are not qualified to

make judgments about a

particular issue?

Testimonial There is nothing wrong

with citing a qualified

source, and the testimonial

technique can be used to

construct a fair, well-

balanced argument.

However, it is often

misused to persuade you to

accept or reject a person or

idea.


Given a key historical event and a specific position to represent students will be able to

demonstrate, elaborate and defend their perspective, opinion and rationale regarding the use of

propaganda to shape public opinion

Assessment: Create an Original Work

There are many reason why propagandists use persuasive techniques to influence the way you

think. It’s important to try and understand different points of view. You may be assigned a

perspective different than your own.

Watch the video below and take a side. http://youtu.be/LyjnEm8DZkI

http://youtu.be/LyjnEm8DZkI


Assignment:

Secretary Clinton refers to informing the public as an

“information war”. She claims that the United Statesislosing

theinformation war. What does that mean? Who is at war? What

side of the “information war” would you take? Why?

Write a 1 page persuasive essay in support or opposition to using

propaganda in the media to shape public opinion.

Scenario:

Last names that begin with the letters A-L:

You are a propagandist and you support the use of these devices in the media. You have an

agenda and you are willing to do what it takes to see it through. Tell us how and why you must

use these devices and symbols to influence public opinion and why we should not be concerned.


Last Names that begin with the letters M-Z:

You are a member of the unsuspecting public and you’ve just discovered that propagandist often

manipulate the information you receive in the media. You decide to write an article for your

local paper to inform the public about the dangers of propaganda in the media. Tell us how and

why propagandists use these devices and symbols to influence public opinion and why we should

be concerned. Use ate least 3 propaganda devices to persuade us.

Remember:

Your introduction should state your position clearly.


Address concerns people may have about propaganda in the media and try to convince us

see it from your perspective.

For a strong conclusion, restate your topic and summarize your main points.


Given a reflection topic students will be able to describe, critically analyze and discuss the

techniques of persuasion and propaganda devices commonly used in the media.

Assessment: Write a final Reflection Paper

Topic:

The gathering and dissemination of information is a major function of the press. Among the

press's roles are what are called the "three I's"—information, interpretation, and interest. People

seeking to influence your thoughts and opinions must use media. People seeking to influence

policy in Washington, from the capital to you, and from you back to officials must use media to

https://www.youtube.com/watch?v=LyjnEm8DZkI&feature=youtube_gdata_player


disseminate information. This flow of information is the lifeblood of America's democratic

system. Ideally this information flows in more than one direction.

4. Is propaganda compatible with democracy, or does it undermine the population's ability

to think critically about world events?

5. What contribution will emerging communication technologies make to the dissemination

of information and propaganda?

6. Does it make it possible for the audience to challenge the propagandist?

Site Map


StoryBoard Participating students will receive an email invitation to join the class. The email will give

students their login instructions.

The opening page of the module is a Welcome page. There is a menu to the left and a navigation

bar at the top. A side bar on the right displays the latest announcements and a to-do list for the

students. The Edu20.org LMS provides a consistent and automatic navigation that is predictable.


The layout display has consistent key areas that are distinct and predictable.

The welcome statement explains the context of the course and advises students to stay informed

by using the News link. A 5 step list at the bottom of the page explains how to enter the class and

familiarize themselves with the, lessons, syllabus and interface.

When students enter the Class they will see a Class Welcome page: The logo in the upper left corner changes

once students enter the Class. Announcements can be seen in a side panel on the right. The Class Menu is

on the left. Links will take you to the News, Lessons, Calendar, Resources, Forums, Groups, Chat, Wiki,


Blogs, and Syllabus for the class. A Stop & Think box on the right presents a rhetorical question for the

class and can be changed daily to direct students attention to relevant concepts and to get students thinking.

A Class Welcome statement explains the goal of the instruction and a brief introduction to the topic of

propaganda. At the bottom of the page students are directed to go to the Lessons tab to get started.

The Lesson link takes students to a page where Lessons are organized in dropdown folders

organized by week and also by topic.

Week1

Overview for the week: Welcome to Why Think About Propaganda?


The week ahead is explained in the overview page.

Reading Schedule:

Mon: The 7 Devices

Tues: Bias and Disinformation

Weds: Argument, Persuasion,

Propaganda

Thurs/Fri: Case Study

*Suggested schedule. You can

read ahead if you prefer.

Monday: The 7 Devices

The reading assignment is the from Introduction & Common techniques chapters from the

site http://propagandacritic.com/. The site is based on the research conducted by the Institute

for Propaganda Analysis. You can find the links to the specific chapters in the resource tab in

week 1.

Activities:

Go to the Group link and join a News Team Monday.

Begin your daily review of the network you choose to

monitor.

Post in the Discussion Forum by Wednesday.

Watch assigned videos

Share your reaction in the Blog

Homework: Due next

Monday

Complete the Case Study on

Professor Ward Churchill

You will have the weekend to

complete this assignment.

Reading :

The 7 Devices:



Introduction & Common techniques chapters from the site http://propagandacritic.com/.



How to Detect Media Bias & Propaganda


Argument, Persuasion & Propaganda

A Plea From Russia


Professor Ward Churchill is a Traitor

An Appeal for Whistleblowers

Friday: Case Study

Students are able to access lesson folders in several ways. On overview page students can either

scroll down continuously, use the navigation at the top of the overview page to jump to each

lesson, the menu on the left or by toggling using the icons in the upper right corner.

In the overview students are prompted to sign up for a News Team. To sign up for a News Team

students use the Groups link in the menu bar on the left:



Students can choose a team

and join. Each team will post

informal notes in their team

wiki. Using the wiki link in

the menu on the left.

Students begin their lessons with the lesson The 7 Devices:

The 7 Devices:


At the bottom of the passage there are links to the reading resources and videos for the 7 devices:

Each link leads to an article that will open in a new tab:


Students select

articles using the sites

navigation or the

lesson menu.

Students can return to access the videos using the videos folder within the lesson. Each video will play

within the module:

After completing the lesson on the 7 devices students will be prompted to take a quiz:

To be designed: a fill in the blank quiz using drag and drop.

Following the Quiz Students can use the lessons tab to return to the Week 1 lesson menu and

proceed to access other lessons.


All the lessons are similarly structured using articles and videos. Some pose questions within the

reading. Students can answer these questions and post their reactions to the lessons in their class

blog:

Week 1 Discussion Forum:

Once students have completed the required reading they are ready to participate in the class discussion.

Students are expected to post by Wednesday.


The final assignment for Week 1 is the Case Study. Students will have the weekend to complete

the project:

Resources are in the reading and videos folders at

the bottom of the page:


Week 2: Overview

There are fewer reading and video resources in Week 2.The majority of the lessons are viewable as pages.

Students can scroll through each section continuously.

Students use the familiar menu options to navigate through the lessons in Week 2:

Students will conduct a guided research and share their findings in the class blog.


Perspective: The perspective lesson is a rhetorical “think about it” exercise. Students view a brief video

and read an article to get them thinking about perspective in preparation for the next lesson.


Persuasive Essay

After viewing a video about Secretary of State H. Clinton discussing an “information war”

students will be assigned a side to take based on their names. Each student will write a

persuasive essay from a specific perspective.

Students can access the video can from within the page.


A video is available to view for tips on persuasive/argument writing.

Once they are finished they can upload the essay in the assignment area:


The last assignment of the module is a final reflection:

Merrill’s 5 Star Self –Evaluation

TYPE OF INSTRUCTION: The “Why Think About Propaganda” instruction is a classic tutorial

that incorporates aspects of guided research/analysis, case study and social media.

PROBLEM


Stage Criteria Explanation

PROBLEM

Is the courseware

presented in the

context of real world

problems?

Does the courseware show learners the task

they will be able to do or the problem they

will be able to solve as a result of

completing a module or course?

The course is presented in the

context of real world problems.

The overall goal of the

instruction is that students will

be able to recognize propaganda

devices in the media after taking

the course. The lessons are

structured around real world

events and examples and tasks

are modelled on the overall goal.

The information and authentic

problems and examples become

more complex as the course

progresses.

Are students engaged at the problem or task

level not just the operation or action levels?

Does the courseware involve a progression

of problems rather than a single problem?

RATING FOR PROBLEM STAGE: GOLD

ACTIVATION



ACTIVATION

Does the courseware attempt to

activate relevant prior

knowledge or experience?

Does the courseware direct

learners to recall, relate,

describe, or apply knowledge

from relevant past experience

that can be used as a foundation

for new knowledge?

This course directs learners to

recall, relate, describe, and apply

knowledge from relevant past

experience and current events

within the discussion forums.

The course provides relevant

experience in that it is structured

around familiar and relevant

news networks, news clips and

videos. The courseware requires

students to observe, interact, and

analyze familiar objects using a

refined perspective.

Students can demonstrate prior

knowledge in the writing

activities: discussion forum,

blog, and reflective essays.

Does the courseware provide

relevant experience that can be

used as a foundation for the new

knowledge?

If learners already know some of

the content are they given an

opportunity to demonstrate their

previously acquired knowledge

or skills.

RATING FOR ACTIVATION STAGE: GOLD

DEMONSTRATION


DEMONSTRATION

Are the demonstrations

(examples) consistent with the

content being taught?

Are the demonstrations

(examples) consistent with the

content being taught?

• Examples and non-examples

for concepts?

• Demonstrations for

procedures?

• Visualizations for processes?

• Modeling for behavior?

Examples for key concepts are

used in each phase of the

module.

Non-examples are not used.

Demonstrations, modelling and

visualizations are presented

throughout each lesson,


Are at least some of the

following learner guidance

techniques employed?

• Learners are directed to

relevant information?

• Multiple representations are

used for the demonstrations?

• Multiple demonstrations are

explicitly compared?

specifically in the readings and

video clips.

Learners are directed to relevant

information and resources that

represent the concepts and

problems presented in the

course.

Multiple representations are

provided within each lesson,

print media and video clips are

used to demonstrate specific

concepts. Relevant print media

and video from varying

perspectives are used to enhance

learning.

Is media relevant to the content

and used to enhance learning?

RATING FOR DEMONSTRATION STAGE: GOLD


APPLICATION


APPLICATION

Are the application (practice)

and the posttest consistent with

the stated or implied objectives?

Are the application (practice)

and the posttest consistent with

the stated or implied objectives?

• Information-about practice

requires learners to recall or

recognize information.

• Parts-of practice requires the

learners to locate, name, and/or

describe each part.

• Kinds-of practice requires

learners to identify new

examples of each kind.

• How-to practice requires

learners to do the procedure.

• What-happens practice

requires learners to predict a

consequence of a process

given conditions, or to find

faulted conditions given an

unexpected consequence.

This course asks the learners

explicitly to name, identify, find

and describe examples of the

concepts presented in the

courseware.

The quiz, discussion forums,

case study, and writing activities

and assessments require students

engage in “Parts-of” practice.

The guided research activity

requires students to engage in

“Kinds-of” activities. The News

Team project engages students

in “How-to” activities and the

final reflection engages students

in “What if” activities.

The courseware requires

students to a varied sequence of

problems through the

assessment and practice

activities. The quiz allows for

immediate feedback. The written

assignment and discussion

forums require teachers to

provide timely and adequate

feedback.

Teachers are available via email

to assist students.

The courseware incorporates a

blend of standalone, self-paced,

and social learning and coaching

within the module is limited

other than contacting teacher via

email.

Does the courseware require

learners to use new knowledge

or skill to solve a varied

sequence of problems and do

learners receive corrective

feedback on their performance?

In most application or practice

activities, are learners able to

access context sensitive help or

guidance when having difficulty

with the instructional materials?

Is this coaching gradually

diminished as the instruction

progresses?

RATING FOR THE APPLICATION STAGE: SILVER


INTEGRATION


INTEGRATION

Does the courseware provide

techniques that encourage

learners to integrate (transfer)

the new knowledge or skill into

their everyday life?

Does the courseware provide an

opportunity for learners to

publicly demonstrate their new

knowledge or skill?

The courseware provides ample

opportunities for students to

publicly demonstrate their new

knowledge or skill through the

various writing activities.

Students post in the class blog

and demonstrate integration of

the knowledge learned in this

course final reflection.

Students must take a position

and defend it in the persuasive

writing activity.

Students will have the

opportunity to create original

work using their new knowledge

in blog posts.



reflect-on, discuss, and defend

their new knowledge or skill?



create, invent, or explore new

and personal ways to use their

new knowledge or skill?

RATING FOR THE INTEGRATION STAGE: GOLD


References

Hitler, A., & Manheim, R. (1971). Mein Kampf. Boston: Houghton Mifflin.

Institute for Propaganda Analysis, Lee, A. M. C., & Lee, E. B. (1972). The fine art of propaganda. New

York, Octagon Books

Horton, W. (2012). E-Learning by Design. San Francisco, CA: Pfeiffer.

Mager, R. F. (1997). Preparing Instructional Objectives. Atlanta, GA: CEP Press.

Merrill, M. D. (2001, April 27). 5 Star Instructional Design Rating. Utah State University.

Vidal, D. Propaganda in War Reporting. Retrieved from:

http://www.stanford.edu/class/e297a/War%20Reporting%20on%20the%20U.S.%20War%20in%

20Iraq.htm

Ward Churchill Solidarity Network. (2011). Churchill vs CU Timeline. Retrieved from:

http://wardchurchill.net/churchill-v-cu-2/timeline/

Wikipedia. (2014). Ward Churchill September 11 Attacks Essay Controversy. Retrieved from:

http://en.wikipedia.org/wiki/Ward_Churchill_September_11_attacks_essay_controversy

Why Think About Propaganda? Instructional Plan and · PDF fileJoju Cleaver, Purdue University...

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Transcript of Why Think About Propaganda? Instructional Plan and · PDF fileJoju Cleaver, Purdue University...