Propaganda Lesson

Snapshot:
Students research web sites on propaganda and create a slide show illustrating Hitler’s propaganda techniques. In cooperative groups, the students produce a video on an original product using as many techniques as possible in cooperative groups.

Abstract or Invitation:
The students will learn how propaganda was used during World War II as well as how propaganda is used in our newspapers, television, and other media today specifically in ads, editorials , etc. These lessons will demonstrate the influence propaganda has on society by highlighting the techniques used. Specifically, Hitler used propaganda in Germany during World War II to influence the vulnerable German people who were in a state of economic depression. Being vulnerable, the German people believed that Hitler was their promise to economic freedom and an answer to becoming the domineering world power. Why did all of people not resist? How could the doctors, generals, and other top ranking officials become so weak and easily persuaded? What propaganda techniques did Hitler use the most?

Situations:
Propaganda Techniques are usually taught best in a language arts, reading, or a literature classroom. This unit lends itself to creativity and critical thinking. It will take anywhere from five to nine days to finish this lesson.

Tasks:
1. The student will listen to the teacher model the different types of propaganda techniques and take notes.
2. In small cooperative groups,the students view the web sites on Hitler’s propaganda(see the Tools section) and produce a word processing or drawing slide show to demonstrate these different types of techniques.
3. The students,in cooperative groups,look through newspapers and magazines to find examples of propaganda techniques in ads and then share in a session with the class.
4. Independently, the students, gathering from magazines and newspapers ads,will make a booklet either during class or as an outside project to show examples of each technique.
5. Independently, the students will survey ads on the Internet or in newspapers to look for positive and negative words after listening to the teacher explain connotation and denotation.
6. Then in groups of six , the students will create a skit on an original product and film this commercial (skit). These should incorporate all propaganda techniques and language skills such as alliteration, rhyme, jingle,etc.
7. Independently, the student will evaluate and analyze ads on the Internet or in magazines and write his or her opinion. The student will use the knowledge of techniques and rubric/evaluation sheet as a guide.

Interactions:
The student works both independently and collaboratively on the above projects. Students rely on the teacher to tell them the propaganda techniques initially and then the teacher will act as facilitator for classroom discussion about ads representing the techniques. The research on Hitler’s propaganda is done on the Internet in small groups and in turn, each group will use creative strategies to demonstrate the propaganda techniques that Hitler used during World War II. The students, in small cooperative groups, look through magazines and newspapers to investigate American advertising to find examples of each of the techniques. Independently, representatives of the group share with the class examples found. In cooperative groups, the students will brainstorm,create, and present commercials to film. Either the groups may film outside of the classroom, or four commercials a day may be viewed live and recorded on film by the teacher and the student filming committee. Independently, each student will express his or her opinions about the effect of ads in our society.

Standards These are from the Tennessee Curriculum Framework:
1. The student will be able to experience and develop interest in literature which includes multicultural, gender, and ethnic diversity.
2. The student will be able to extend reading vocabulary by utilizing context.
3. The student will be able to identify connotation and denotation.
4. The student will develop comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
5. The student will be able to identify and interpret literary elements.
6. The student will be able to utilize sources of information including technological tools.
7. The student will use cognitive strategies to evaluate the text critically.
8. The student will discern the purposes, main ideas, biases, points of view, and persuasive devices found in various texts.

Assessment :
1. The teacher will check for understanding of the notes and review by asking questions . The students may give examples orally of each propaganda technique.
2. The teacher will grade each presentation as the slide show for a grade using the evaluation sheet or rubric with each section counting each section as ten points to determine the grade of the projects. Evaluation: 1- Did they indeed find Hitler’s propaganda? 2- Did they impart the knowledge on their slide show?
3. The peers as well as the teacher will determine at the time of sharing if the ad is indeed a correct example of the type of propaganda. The evaluation itself is a teaching tool.
4. The independent booklets should be graded on techniques given and correctness of words underlined if indeed, those words actually proved that was the technique. For example, if the ad show emotional words. Did the student underline emotional words as love.?
5. When one accesses the converted ads, did the student change the ad from positive to negative. One might also give a test with words in denotation form, and see if the students can transfer the words to positive and negative connotation.
6. The creative writing choices at the end of the lessons would demonstrate the students’ analytical knowledge of propaganda. Grading should be done on: 1-organization 2-grammar 3-supporting details. One may even give a content grade and a grammar grade.
7. The teacher may collect the evaluation sheets and declare a winner of one group of films and may use the students’ sheets along with the teacher sheet to determine the final grade.

Tools:
Set:
Ask students to define propaganda. Most of the time students will think of propaganda as only negative and never positive. Ask students why they buy a certain brand of clothing. Were you persuaded by ads?(Oral)Write the word propaganda on the board with the following definition: words or pictures written or stated to influence people to be for or against something. (written)

Purpose :
The students will learn about how propaganda was used during World War II as well as how propaganda is used in our newspapers , televisions, and other media to change our world. The students will learn the techniques used most frequently today. Specifically, Hitler used propaganda in Germany during World War II to in influence the German people to believe in him and to believe in genocide, which is the extermination of a race. The students will transfer knowledge of the techniques and view how Hitler used propaganda as one of his definite steps to an extermination of a race

Types of Propaganda:
Bandwagon-Everybody else is buying this product. Jump on the bandwagon.Example:Rambler blue jeans are worn by most teenagers.
Testimonial- A well-known person endorses a product. Example:Michael Jordan says,” I wear Swift shoes to play the best.”
Transfer -A picture of a famous person is used to endorse a product.Example:Looking very athletic and extremely fit, Michael Jordan is standing next to a famous brand of Swift clothing with a smile on his face.
Emotional Words or Loaded Words - Words are repeated that appeal to human nature and lift them emotionally. The following are positive words:love,family, beautiful, delicious, juicy. The following are negative words: pitiful, cold , hungry, lost. Hitler used emotional words to appeal to the people who were very poor at the time of the Great Depression. Please notice the pictures of how he always kissed the children; however, notice that they are blonde and blue eyed children.Example: Buy the most delicious hamburgers at Loney’s Restaurant. Please send money to our organization to help homeless, hungry, and helpless children.
Glittering Generalities- Adjectives are used in the superlative form to place the product in the glittering spotlight. Notice in Hitler’s speeches how he promised that Germany would have all of the power and be the best country with the most power. Example:Super Nova , the newest car is the finest car on the market because it is the fastest.
Name Calling- Selected words are used to make a product, a person , or a group of people sound bad. This is how Hitler tore down the Jewish race. Hitler put down the Jews and convinced teachers to begin the process by explaining how he thought Jewish people had very little brain power. As an example of this name calling, see the book, Daniel’s Story by Carol Matas where the teachers made fun of Daniel because he was Jewish. Hitler used name calling in many of his speeches during World War II. These can be found on the Internet as well as in Grolier’s Encyclopedia. Example from the book,Daniel’s Story : ‘Before Daniel can move away, the teacher wraps a measuring tape around Daniel”s head. Then he holds the tape up to the class. The teacher says, “You see! Head too small;no room for brains.” ’Example: My opponent is a slithering snake who tricks everyone into believing that he is good for this country and its goals.
Comparison-Comparing one product to another famous product is used. The students will find ads which compare and contrast products and use name calling. Catsup is often compared with one coming out of the bottle better than the other. Example: Wright’s Barbecue Sauce is spicier and thicker than the bland, runny Sam’s Barbecue Sauce. Many times statistics are used in these commercials.
Plain folks-An appeal to the common person is used. Example:You should eat at Baby Jim’s because we have down home cookin’.
Snob Appeal- Words are used to appeal to the very wealthy. Hitler used this for his regime and the Aryan people as he explained that the Aryans were better in strength and intelligence than other people. He even convinced doctors to do experiments to prove this. Knowing these techniques is a shield. Example:John North’s Shoppe is only for the distinguished gentleman who seeks to be the top executive.
Stereotype- Words are used to peg people into one hole or words are used to make people fit into a pattern. Hitler used this propaganda in all of his speeches to convince the people that the Jews were not worthy of humanity. He even convinced the teachers in the public schools to humiliate the Jewish children as ones who could not think as well as others and often chided them by saying that their brains were smaller than others. Example: Blacks play better basketball. Orientals are better artists. Girls are better students. Aryans are smarter because of their blonde hair and blue eyes.
Faulty Cause and Effect-This technique promises something which will not live up to the promise.Example: If a girl uses a certain Isis perfume, then her boyfriend will bring flowers to her door every time she wears it. One of my favorite commercials shows the kids drinking a certain brand of hot chocolate and the promise that a snow will come as they drink it.

Projects:
Project One: The student/students will use the web sites below to determine what propaganda techniques Hitler used. Then the students will produce a slide show to share the information on Hitler’s techniques and how he used them. The whole class may move from one computer to another to read the information in the slide shows. Project Two:The students, in small cooperative groups, will look through magazines and newspapers to investigate American advertising. They will find examples of each of the techniques which are explained above. A representatives of each group will share examples found with the class. A discussion of the techniques will reinforce the different types of propaganda.Project Three: For reinforcement , have the students independently make their own propaganda booklets, by cutting and pasting ads from newspapers and magazines. They should identify by underlining in red the specific phrase that illustrates the technique.Project Four: The teacher will define connotation and denotation. In order for the student to understand connotation and denotation in ads whether political or commercial, he or she will look on web sites or in newspapers to find an ad. Then they will change the ad from positive to the negative. Example: Lovely new home--- Dilapidated antiquated house. In order for the teacher to facilitate, one might want to practice with positive and negative words and demonstrate the difference between connotation and denotation. Denotation: exact definition car or auto Connotation: Positve-caddy Negative --jalopyNow the students will understand how important words become in an ad and will transfer this process in the project below. Project Five: In small groups,the students will make up their own product and develop an ad to present to the class. The students should use as many propaganda techniques techniques as possible. Many other language skills can be explained such as alliteration, rhyme,connotation, denotation, and jingle to make the ad more stimulating.Students can use the following rubric for evaluation.

Evaluation sheet or Rubric.
1. Eye to Eye Contact
2. Introduction----Question or catchy tune to grasp attention immediately
3. Participation of Everyone in Cooperative Group
4. Props or Visual Aids
5. Clever naming of product using alliteration or rhyme such as :Rollo’s Rolls; Polly’s Pig Feet
6. Number of propaganda techniques used (above)
7. Presentation (high interest)
8. Jingle
9. Enunciation
10. Pronunciation

Count 10 points for each category and then have the students to tabulate each group.The teacher will video the commercials and then the class will watch again to evaluate each project.

Project Six: The students will write two paragraphs for homework. Each student will Identify his or her favorite ad which the students produced in class and reveal why the ad was so appealing; and identify one ad from TV which they think is extremely clever and explain why. One might also use the computer to view the ads on the Internet and determine the ad’s techniques and lures.

Tools:
Old Magazines and newspapers
Folder with brads
Video Camera
Props for Ads (each group will bring their own props)
Computer with the Internet

Propaganda Techniques Websites
A. http://www.mtsu.edu/~baustin/holo.html The Shoah pages are in memory of the victims of the Holocaust. The attitudes and propaganda techniques of the Nazi regime are shared.
B. http://yn.la.ca.us/ceclang/ceclang.25.txt This shows different types of propaganda techniques.
C. http://modb.oce.ulg.ac.be/schmitz/Holocaust This is the site for pictures which show the humiliation of the students in the classroom in Germany during World War II.
D. http://remember.org/guide/History.root.stereotypes.html A good site which will explain how stereotyping leads to prejudice. A good example to show students how slander can dehumanize people. This site defines racism, bigotry, genocide, discrimination, and even sexism. At the end, many good activities are listed to use in the classroom.
E. http://remember.org/guide/History.root.stereotypes.html A discussion of prejudice is provided. Many other related activities about the Holocaust are found here.
F. http://www.bostonphoenix.com/archive/movies/97/09/11/BFF_trailers/VOICES_OF_THE.CHILDREN.html This site explains how the children in the camp of Terezin wrote and produced an opera,Brundibar, about Hitler to try to make others understand what was happening. Silently or maybe not so silently, the children of Terezin had their own propaganda in this opera production. G. http://www.bton.ac.uk/design/MA.COURSE/LHitler.html This site shows the British Illustrator’s Magazine with views of Hitler and his antics of propaganda.
H. http://bioc09.uthscsa.edu/nanet/achive/nc/9604/0267.html Opinions of the people about Hitler’s use of American propaganda are provided.
I. http://www.calvin.edu/academic/cas/gpa/hitler2.htm This shows Hitler used phrases like,“One does not beg for his rights, one fights for them.” Pictures of the Fuhrer, Hitler, are also shown.
J. http://www.calvin.edu/academic/cas/gpa/index.htm A display of Hitler’s theory and practice of propaganda is demonstrated.
K. http://www.calvin,edu/cas/gpa/ww2era.htm The 1939 conference for propagandists is shown.
L. http://www.calvin.edu/academic/cas/gpa/ww2era.htm Hitler’s speech converted to English is given. It shows how Nazi propaganda worked. This shows a 1933 letter from a German Propagandist to an American Friend. This is a good site with other links which leads to a bibliography of books on Nazi propaganda, books on anti Semitism, a showing of German propaganda posters, a peek into History of der Sturmer , and an entire section on the Olympics in 1936.