Propaganda and Presidential Choice
Click to download Learning Experience as a .pdf Format
Author:
Madrid-Waddington Central SchoolLisa Flack,Margaret Garner,Gary Tishcler, and Mike Zagrobelny
School District:
Madrid-Waddington Central School
Intended Audience:
Content Area: Cross Curriculum
Course Title: English/Social Studies/ Government
Grade Level: 9-12 with differentiation
Technology Integration:
Technology Hardware: Internet Assess and Prometehan Board
Technology Software: PowerPoint, ActivInspire, PhotoStory3 and Microsoft Movie Maker
Internet Resources: Various Websites including Prometehan Planet
Other Content Areas for STEM Integration:
Content Area: Electoral College - Math & Integartion of Technology
Excel- Data Tabulation and analysis
New York State Learning Standards and Performance Indicators
Addressed by this Learning Experience:
Include the full wording of the standard(s) and specific performance indicator(s).
English Language Arts:
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers,
students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use
knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they
will use oral and written language that follows the accepted conventions of the English language to
acquire, interpret, apply, and transmit information.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written
language that follows the accepted conventions of the English language for effective social communication
with a wide variety of people. As readers and listeners, they will use the social communications of others
to enrich their understanding of people and their views.
Social Studies:
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in the history of the United States and New York.
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history and examine the broad sweep of history from
a variety of perspectives.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for
establishing governments; the governmental system of the United States and other nations; the United
States Constitution; the basic civic values of American constitutional democracy; and the roles, rights,
and responsibilities of citizenship, including avenues of participation.
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning
experience.
What is propaganda and how does it influence our choice of a presidential candidate?
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.
What are the types of propaganda andcan you identify them in political campaign materials?
Learning Objectives:
By the end of this learning experience students will be able to:
Define and identify specific types of propaganda and explain how it is used to influence choices in the
presidential voting process.
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s):
Reference Book(s):
Handout(s):
Other:
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
1. Introduction of definition of propaganda
2. Define types.
3. Students find examples (not necessarily presidential election examples)
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
Differentioation in presentation:
1. Vary visual and written modalities
2. More obvious examples/more easily identifiable as a specific type of propaganda
3. Prometehan Activities on different levels
Time used for Planning:
Time spent without students to prepare.
1.
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
Assessment Tools:
List all forms of assessment for the learning experience.
Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this
lesson is implemented.
Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.
Rigor and Relevance Target:
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning
performance of the student at that level. Select the quadrant that is most appropriate regarding this learning
experience.
Provide Supporting Information to Validate the Quadrant in Which
This Learning Experience is Located.
