Title of Unit: The Basics of Politics Title of Lesson: Propaganda Submitted By: Martha Rendon

A. Summary of the Lesson Plan: This lesson is designed for students to think about propaganda and why propaganda is used. Students will be able to identify different examples of propaganda. B. Target Population: Grade Level: 5th grade Skill Level: all skill levels Grouping: Whole group for step 1, table groups step 2, whole group step 3-5, individual work step 6-9, table group step 10, whole group closure C. Materials: Access to YouTube video: http://www.youtube.com/watch?v=9ejTf0iu6yY Chart paper (previously made with propaganda type characteristics) Markers Crayons Legal sized paper for each student Examples of propaganda posters

D. Objectives: o NV State Social Studies Standards o C15.5.5 Define propaganda and give examples.

Student-Friendly Standards C.15.5.5 I can define, discuss and give example of propaganda.

E. Procedure: 1. TW pose the question to the class, How many of us have heard about the word propaganda and do we know any forms of propaganda? 2. SW visit with their table groups to discuss the question and write down their responses in their journals. 3. TW show the clip at the following link: http://www.youtube.com/watch?v=9ejTf0iu6yY and stop at 6:55. 4. TW have previously made chart paper ready to post up listing the characteristics of each form of propaganda. 5. TW start posting up examples of propaganda around the room with a sign identifying the type of propaganda. 6. SW work individually to start brainstorming on the product they want to sell and start to link it to a form of propaganda.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: The Basics of Politics Title of Lesson: Propaganda Submitted By: Martha Rendon

7. TW give students 10-15 minutes to brainstorm for their propaganda posters. 8. TW start passing out legal sized pieces of paper to each student and explain that they will be making a propaganda poster to convince their classmates to try or buy something. (i.e. A student may want to convince their classmates to eat Hershey bars for breakfast bcause it is healthy and delicious.) 9. SW start hanging their posters around the class once they are done with their design. 10. TW have students go around the class in their groups to view the different posters, while also trying to guess what form of propaganda is being used and the product the student is trying to sell. 11. CLOSURE: Today, we learned about propaganda and how to identify different forms of propaganda. Stand up, hand up and pair up with someone not in your table group and tell your partner, which poster you liked, what the poster was trying to sell or try and what type of propaganda was used. Remember, tomorrow we are dressing up like our important person from a political party! F. Assessment: What will you use to measure student understanding? I will be using student discussion and the posters made in class to measure student understanding. Explain how you will know students understand the concepts from the lesson. I will be walking around the room during discussions and while the students are making their posters to check constantly for understanding. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of teaching this lesson will be having the students start to think about propaganda and its different uses. 2. Which part will be most challenging for you to teach? I think the most challenging part of this lesson will be to have the students make their own propaganda posters and understanding what type of propaganda they are using. 3. How will you follow up or extend this lesson? I would want students to have a persuasive speech written to accompany their propaganda poster. As a class, we could review persuasive writing and why we would need it for our poster.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: The Basics of Politics Title of Lesson: Propaganda Submitted By: Martha Rendon

4. What will you do for students who dont grasp the concepts? I would allow students to work with me one-on-one to clarify any part of the lesson that may be causing confusion. For example, if I have students that are really struggling, I could have them brainstorm their ideas with me and I can ask them questions to get them to start thinking about the direction they want to go in for their poster. 5. Which part of the lesson, if any, do you think might need to change? I think I would want to have the student relay back to me what they learned from the video as opposed to me having the characteristics of each form of propaganda already listed out for them. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was thinking about how I would word everything. Once I got started, everything went smoothly.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: The Basics of Politics Title of Lesson: Propaganda Submitted By: Martha Rendon

Sample posters

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4