These lesson plans provide activities to extend learning ... Mind Over... · increase their confidence in expressing their views and in participating in discussions of controversial

1

TheselessonplansprovideactivitiestoextendlearningfromtheMindOverMediaonlineplatform

www.mindovermedia.eu

TABLEOFCONTENTSTherehasneverbeenamoreimportanttimetoexplorethecomplexroleofpropagandaincontemporarysociety.Throughthiscurriculum,learnersgainknowledge,activatecriticalthinkingandcreativity,anddeepentheirsenseofsocialresponsibility.TheselessonscanbeusedwithorwithoutaccesstodigitaltechnologyandInternetaccess.

1. DefiningPropagandaTherearemanydifferentdefinitionsofpropaganda,butalldefinitionssharesomecommonthemes.Thesedefinitionsreflectchangingtimeperiodsandcontexts.

2. RecognizingPropagandaTechniquesAlthoughpropagandatakesmanyforms,itcanrecognizedbyitsuseoftechniquesthatactivatestrongemotions,simplifyideas,respondtoaudienceneeds,andattackopponents.

3. ToShareorNottoShareItisimportanttoconsciouslyreflectonthepotentialbenefitsandharmsthatmayresultfrompropagandabecausepeopleparticipateinthespreadofpropagandawhentheysharewiththeirsocialnetworks.

4. WherePropagandaIsFoundItcanbechallengingtorecognizepropagandawhenitisfoundinentertainment,education,andnewsbecausedonotexpecttobepersuadedbythesetypesofcontent.

5. AnalyzingPropagandawithCriticalQuestionsAnalyzepropagandabyaskingcriticalquestionsaboutthemessagethatidentifyitsauthor,purpose,andpointofview.Alsoconsidermultipleinterpretationsofhowpeoplemayrespondtothemessage.

6. TalkingBacktoPropagandaWhenyoudemonstrateyourabilitytocomment,criticallyanalyze,andputpropagandaincontextbycreatingashortvideoresponse,youareusingthepowerofimage,language,andsoundtoconveyimportantideas.

7. KeepLearningFortheintellectuallycuriousindividual,there’salotmoretolearnaboutpropaganda.Deepeningyourknowledgeofpropagandaisexcellentpreparationforwork,life,andcitizenship.

8. ReflectonPropagandaReflectingonwhatyouhavelearnedaboutpropagandahelpsyouinternalizenewknowledgeandapplyittoeverydaylife.

PREFERREDCITATION:MediaEducationLab(2018).MindOverMedia:AnalyzingContemporaryPropagandaLessonPlans.https://mediaeducationlab.com/curriculum/materials

2

Lesson1:DefiningPropagandaRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroomMaterialsneeded:AccesstheMindOverMediaplatformatwww.mindovermedia.eu andmakecopiesoftheLesson1Worksheetforthissession TimeNeeded:One45-minuteperiodTargetAudiences:Youth(ages11andup),parents,teachers KeyTheme:Therearemanydifferentdefinitionsofpropagandabutalldefinitionssharesomecommonthemesandthesedefinitionsreflectchangingtimeperiodsandcontexts.

LEARNINGOUTCOMES:Participantswill:

● understandthatpropagandaisdefinedindifferentwaysdependingontheculture,timeperiod,andthecontext

● recognizethatpropagandaactivatesstrongemotions,simplifiesideas,appealstoaudienceneeds,andvalues,andtargetsopponents

● developasenseofsocialresponsibilityfortheappropriatesharingofpropaganda ● increasetheirconfidenceinexpressingtheirviewsandinparticipatingindiscussionsofcontroversial

topicswherepeoplehavedifferencesofopinion ● reflectonpropaganda’spotentiallybeneficialorharmfulnatureanditsimpactonindividualsandsociety

MINDOVERMEDIA|WORKSHOPACTIVITIESTheseactivitiesfocusoncontemporary21stcenturypropaganda,whichwedefineasdistinctfromhistoricpropagandaproducedinearliertimeperiods.SetthestagebyplayingtheintroductoryvideoforMindOverMedia,locatedatwww.mindovermedia.eu.Thenusethissequenceofactivitiestostimulatediscussionanddialogue.LESSON1.DEFININGPROPAGANDAInstructionsfortheinstructor:

A. Share,displayorreadaloudthedefinitionsofpropagandalocatedunderthe“Learn”tabattheMindOverMediawebsite,usingtheLesson1worksheet.

B. Activity:Learnersworkwithapartnertoreviewthedefinitionsanddiscuss:Whichelementsinthedefinitiondoyoulikebest?

C. Shareout:Aslearnersexplainthedefinitionstheylikebest,noticethatthedefinitionscomefromdifferenttimeperiodsandcultures.

D. Discuss:Whymightthedefinitionsofpropagandachangeovertimeandbetweencultures?E. Activity:Createacustomdefinitionofpropagandausingelementsfromthedefinitionstoexpress

yourpersonalunderstandingoftheconceptasitisrelevanttothe21stcentury.F. Take-awaymessage:Propagandaisdefinedindifferentwaysbutithasalwaysbeenanimportant

partofcontemporarysocietyanditcontinuestohaverelevancetoday.

3

Lesson1WorksheetDefiningPropagandaNeilPostmanoncewrotethatofallthewordsweusetotalkabouttalk,theword“propaganda”isthemostmischievous.That’sbecausethewordhasawidevarietyofdefinitions.UsetheLearntabattheMindOverMedia(www.mindovermedia.eu)andreviewpropagandadefinitions.Thenidentifywhichideasaremostrelevanttoyourexperience.Afterdiscussingthedefinitions,writeyourownpersonalone-sentencedefinitionofcontemporarypropagandaonthebackofthispage.1.Propagandaisonemeansbywhichlargenumbersofpeopleareinducedtoacttogether.–BruceLannesSmith&HaroldLasswell,Propaganda,CommunicationandPublicOpinion,19462.Propagandaisaformofinformationthatpanderstoourinsecuritiesandanxieties.–JacquesEllul,Propaganda:TheFormationofMen’sAttitudes,19623.Propagandaisthedeliberate,systematicattempttoshapeperceptions,manipulatecognitions,anddirectbehaviortoachievearesponsethatfurthersthedesiredintentofthepropagandist.–GarthJowettandVictoriaO'Donnell,PropagandaandPersuasion,19864.Propagandaisintentionally-designedcommunicationthatinvitesustorespondemotionally,immediately,andinaeither-ormanner.–NeilPostman,Technopoly,19945.Propagandaisaformofpurposefulpersuasionthatattemptstoinfluencetheemotions,attitudes,opinions,andactionsofspecifiedtargetaudiencesforideological,politicalorcommercialpurposesthroughthecontrolledtransmissionofone-sidedmessages(whichmayormaynotbefactual)viamassanddirectmediachannels.–RichardAlanNelson,AChronologyandGlossaryofPropagandaintheUnitedStates,19966.Propagandaisindifferenttotruthandtruthfulness,knowledgeandunderstanding;itisaformofstrategiccommunicationthatusesanymeanstoaccomplishitsends.–WalterCunningham,TheIdeaofPropaganda,20027.Propagandaisaformofcommunicationaimedtowardsinfluencingtheattitudeofapopulationtowardsomecauseorposition.–Wikipedia,entryonpropaganda,20088.Propagandaappearsinavarietyofforms.Itisstrategicandintentionalasitaimstoinfluenceattitudes,opinionsandbehaviors.Propagandacanbebeneficialorharmful.Itmayusetruth,half-truthsorlies.Tobesuccessful,propagandatapsintoourdeepestvalues,fears,hopesanddreams.–StevenLuckertandSusanBachrach,TheStateofDeception,2007

4

Lesson2:RecognizingPropagandaTechniquesRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroomMaterialsneeded:AccesstheMindOverMediaplatformatwww.mindovermedia.eu andmakecopiesoftheLesson2Worksheetforthissession TimeNeeded:One45-minuteperiodTargetAudiences:Youth(ages11andup),parents,teachers KeyTheme:Althoughpropagandatakesmanyforms,itcanrecognizedbyitsuseoftechniquesthatactivatestrongemotions,simplifyideas,respondtoaudienceneedsandattackopponents.






LESSON2.RECOGNIZINGTECHNIQUESInstructionsfortheinstructor:

A. Introducetheideathatpropagandacanbedistinguishedfromotherformsandgenresofcommunicationbysomedistinctiveproperties.UsetheLesson2handoutandvisittheMindOverMediawebsitetablabeled“PropagandaTechniques.”Propagandagenerallyappealstoaudiencewhenit:

a. Evokesstrongemotionb. Appealstoaudienceneedsc. Simplifiesinformationandideasd. Attacksopponents

A. Apply:SelectanexampleofcontemporarypropagandafromtheMindOverMediawebsitegalleryandidentifywhichtechniquesareused.

B. Activity:Learnersworktogetherinpairstoidentifyhowanexampleofpropagandamayuseoneormoreofthefourtechniquesofpropaganda.

C. Shareout:Learnersoffersexamplesfromtheirworkwithapartner.Theinstructorcandisplayexamplesasstudentsexplaintheirreasoning.

D. Discuss:Whichofthesefourtechniquesispotentiallymostpowerful?Whichismostdangerous?Why?Inviteparticipantstouseevidenceandreasoningtoexplaintheirideas.

E. Take-awaymessage:Propagandaevokesstrongemotions,appealstoaudienceneeds,simplifiesinformationandideas,andattacksopponents.Thesefourtechniquescanbypassthecriticalthinkingthatisnecessarytoanalyzethesepowerfulformsofpersuasion.That’swhyrecognizingpropagandatechniquescanbeanimportantfirststepindevelopingcriticalthinkingaboutmediamessages.

5

Lesson2WorksheetRecognizingPropagandaTechniquesPropagandaappearsinavarietyofformsbutfourcommontechniquesmakeiteasytospot.Tosuccessfullyinfluencepeople,propagandaactivatesstrongemotions,simplifiesinformation&ideas,respondstoaudienceneeds&values,andattacksopponents.Afterreadingaboutthesefourtechniquesbelow,visittheMindOverMediawebsite(www.mindovermedia.eu)andsearchforexamplesofpropagandathatusethesedifferenttechniques.Thendiscuss:Whichofthesefourtechniquesispotentiallymostpowerful?Whichismostdangerous?Why?Technique1:ActivateStrongEmotionsPropagandaplaysonhumanemotions—fear,hope,anger,frustration,sympathy—todirectaudiencestowardthedesiredgoal.Inthedeepestsense,propagandaisamindgame—theskillfulpropagandistexploitspeople’sfearsandprejudices.Successfulpropagandistsunderstandhowtopsychologicallytailormessagestopeople’semotionsinordertocreateasenseofexcitementandarousalthatsuppressescriticalthinking.Byactivatingemotions,therecipientisemotionallymovedbythemessageofthepropagandist.Whatemotionsareimportantforthosewhocreatepropaganda?Fear,pity,anger,arousal,compassion,hatred,resentment—alltheseemotionscanbeintensifiedbyusingcarefullyselectedlabels.

Technique2:SimplifyInformation&IdeasPropagandamayuseaccurateandtruthfulinformation,orhalf-truths,opinions,liesandfalsehoods.Successfulpropagandatellssimplestoriesthatarefamiliarandtrusted,oftenusingmetaphors,imagery,andrepetitiontomakethemseemnaturalor"true."Oversimplificationisawayofdescribingthingsusingcatchyandmemorableshortphrasesthatbecomeasubstituteforcriticalthinking.Oversimplifyinginformationdoesnotcontributetoknowledgeorunderstanding,butbecauseourbrainsnaturallyseektoreducecomplexity,thisformofpropagandacanbeeffective.

6

RecognizingPropagandaTechniquespage2Technique3:RespondtoAudienceNeeds&ValuesEffectivepropagandaconveysmessages,themes,andlanguagethatappealsdirectly,andmanytimesexclusively,tospecificanddistinctgroupswithinapopulation.Propagandistsmayappealtoyouasamemberofafamilyorbyusingyourbeliefsandvalues,racialorethnicidentity,yourpersonalaspirationsandhopesforthefuture,orevenyourhobbiesorfavoritecelebritiestoinfluenceyou.Sometimes,universalvaluesareactivated,aswhenourdeepesthumanvalues—theneedtoloveandbeloved,tofeelasenseofbelongingandasenseofplace—areactivatedbypropaganda.Bycreatingmessagesthatappealdirectlytotheneeds,hopes,andfearsofspecificgroups,propagandabecomespersonalandrelevant.Whenmessagesarepersonallyrelevant,peoplepayattentionandabsorbkeyinformationandideas.Technique4:AttackOpponents

Propagandacanserveasaformofpoliticalandsocialwarfarebyidentifyingandvilifyingopponents.Itcancallintoquestionthelegitimacy,credibility,accuracy,andeventhecharacterofone’sopponentsandtheirideas.Propagandacanalsobeusedtoexcludespecificgroupsofpeople,incitehatred,orcultivateindifference.Becausepeoplearenaturallyattractedtoconflict,apropagandistcanmakestrategicuseofcontroversytogetattention.Attackingopponentsalsoencourages"either-or"or"us-them"thinkingwhichsuppressestheconsiderationofmorecomplexinformationandideas.

7

Lesson3:ToShareorNottoShareRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsMaterialsneeded:AccesstheMindOverMediaplatformatwww.mindovermedia.eu andmakecopiesoftheLesson3Worksheetforthissession TimeNeeded:One45-minuteperiodTargetAudiences:Youth(ages11andup),parents,teachers KeyTheme:itisimportanttoconsciouslyreflectonthepotentialbenefitsandharmsthatmayresultfrompropagandabecausepeopleparticipateinthespreadofpropagandathroughsharingwiththeirsocialnetworks.






LESSON3.TOSHAREORNOTTOSHAREInstructionsfortheinstructor:

A. Introducethisidea:Morepropagandaisspreadvirally—fromperson-to-person—thanthroughone-waytransmissionsfromnewspapers,broadcasters,governmentsoradvertisers.Today,“liking”andsharingasocialmediapostcanbeapowerfulwaytoinfluencethepeopleinoursocialnetworks.Thisisbecausewetrustourfriendsmorethanwetrustpeoplewedonotknow.

B. Explain:Manypeopledonotmakecarefuldecisionsaboutwhether“toshareornottoshare.”Theymightshareonlinecontentautomaticallywithouttoomuchthinking.Theymightshare,forexample,whentheirstrongfeelingsareactivated.Butbeforesharing,weshouldfirstreviewthemessagecarefully,understandit,andreflectonitsvaluetousanditsvaluetothepeopleinoursocialnetworks.

C. Activity:Canyoufindexamplesofpropagandayouwouldfeelcomfortablesharing?Learnersreviewandrateexamplesofpropaganda.Thetablabeled“Rate”presentsuserswitharandomexampleofpropaganda.Workingwithapartner,learnersreviewexamplesandprovidearatingonthe“beneficial-to-harmful”scale.Readthecommentssharedbyothers.Discuss:Wouldyousharethisexamplewithyoursocialnetwork?Whyorwhynot?

D. Shareout:Participantsdescribeexamplesofpropagandathattheywouldfeelcomfortablesharingwiththeirsocialnetworksandotherexamplesthattheywouldnevershare.Discuss:Whatpatternsareevidentinthechoicespeoplemake?

F. Take-awaymessage:It’simportanttoevaluatepropagandabyconsideringitssocialbenefitsandpotentialharms.Mediamessagescaninfluencepeople’sattitudes,knowledge,beliefsandvalues.Somepropagandacanbeinterpretedasbeneficialandotherpropagandaisconsideredharmful.Butbecauseweinterpretmediamessagesdifferently,peopledon’talwayshavethesameinterpretationsaboutwhetheraparticularexampleisbeneficialorharmful.

8

FindanexampleofcontentontheMindOverMediaWebsitethatyouwouldbeVERYwilling

tosharewithyoursocialnetwork.

FindanexampleofcontentontheMindOverMediaWebsitethatyouwouldNOTwillingto

sharewithyoursocialnetwork.

Lesson3WorksheetToShareorNottoShare

Viralmarketingisapromotionalstrategyinwhichaudienceparticipationandinteractionisactivatedtointentionallyspreadamessage.Newformsofpropagandausestrongemotionsandsurprisingorunconventionalcontenttoinspirepeopletosharecontentwithothers.Today,manypeople“like”orshareamessageafteronlyaquickscanoftheheadlineandimage.Theymaychoosetosharecontentbecauseitmaybepleasurableorgivethemstatusamongtheirsocialnetworks.Butwhenpeoplesharecontentwithoutfirstreading,viewing,orconsideringit,theycancontributetothespreadofpropaganda.Weshould“thinkbeforeweshare.”Activity:Workingwithapartner,visittheMindOverMediawebsite(www.mindovermedia.eu)andusethe“Rate”tabtoaccessexamplesofpropaganda.Thencompletethetwotasksbelow:

9

Lesson4

WhereCanPropagandabeFound? Roomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroom.AccesstocellphonesorlaptopsenablesstudentstousetheMindOverMediaplatform. Materialsneeded:AccesstheMindOverMediaplatformandmakecopiesoftheLesson4Worksheetforthissessionatwww.mindovermedia.eu TimeNeeded:One45-minuteperiodTargetAudiences:Youth(ages11andup),parents,teachers KeyTheme:Itcanbechallengingtorecognizepropagandawhenitisfoundinentertainment,education,andnewsbecausewedonotexpecttobepersuadedbysuchcontent.

LEARNINGOUTCOMES: Participantswill:





LESSON4.WHERECANPROPAGANDABEFOUND?Instructionsfortheinstructor:

A. Introducetheideathatpropagandacanbefoundinmanydifferentformsandgenresofcommunicationandexpression.Peoplemighteasilyrecognizeadvertisingaspropaganda,butmaybelesslikelytonoticepropagandainnews,educationorentertainmentmedia.

B. DistributecopiesofLesson4worksheettolearnerstoreviewthesixlocationswherepropagandacanbefound.Theselocationsare:(1)advertising,(2)education,(3)entertainment,(4)journalismandpublicrelations,(5)governmentandpolitics,and(6)activismandadvocacy.Youmaywanttoaskstudentstoreadorhavestudentsreadaloudthedescriptionsforeach.

C. DemonstrateUseofWebsite:AttheMindOverMediawebsite,openthetablabeled“Browse.”VisuallyscantofindanexampleofanadandaskstudentstoseeifitmeetsthedefinitionofpropagandadiscussedinLesson1.ReviewconceptsfromLesson2byasking:Whatpropagandatechniquesareusedinthisad?Doesitattackopponents,appealtoaudienceneeds,activatestrongemotion,orsimplifyideas?

D. Activity:StudentsshouldsearchtheMindOverMediawebsite,individuallyorwithapartner,tofindexamplesforallsixlocationswherepropagandamaybefound,makingnotesontheworksheettodescribetheirchoices.Studentscanusethewebsite“Search”or“Sort”functionstofindexamples.Theymayalsochoosetosearchforexamplesonlineandthenuploadnewexamplestothewebsiteusingthe“Upload”tab.

E. Shareout:Askstudentstoidentifyoneexampleeachofentertainment,education,andnewsthatisaformofpropaganda.Afterviewingordisplayingthem,discussthequestion:Whichhasagreaterimpactonsociety:propagandainentertainment,propagandaineducation,orpropagandainnews?Studentsshouldexplaintheiranswersusingevidenceandreasoning.

F. Take-awaymessage:Propagandainentertainment,educationandnewsisnotalwayseasytospot.Peoplecanbeblindtopropagandathatalignswiththeirexistingworldview.Socialtheoristshavesuggestedthatpropagandaisaformofsocialcontrolthatunifiesandstabilizessociety,whileothersseeitasrepressiveandlimitingtohumanfreedom.Peopleneedtodecideforthemselveshowtomakesenseofthemanyformsofpropagandatowhichtheyareexposed.

10

Lesson4WorksheetWhereCanPropagandaBeFound? Activity: Workingindividuallyorwithapartner,readaboutthe6locationswherepropagandacanbefound.Thenbrainstormatleastonecontemporaryexampleforeachofthesixlocationsanddescribeitbrieflyinthespacebelow. Advertising:Thereisadifferencebetweenadvertisingandpropaganda.Advertisingsupportssalesandmarketinggoals.Advertiserswanttogenerateincreasedconsumptionoftheircommercialproductsandservicesbyusingavarietyofformsofmassmediaanddigitalmediatopersuadereaders,viewers,usersorlisteners.Thepublicisgenerallyawareofadvertisingandrecognizesitspurpose.Manyformsofmassmediathatcanbeaccessedforfree—includingbroadcasttelevision,radio,andsearchengines—dependonsellingadvertisingspacetobusinessesthatwanttosellproductsandservicestoaudiences.Butadvertisingcanbepropagandawhenitactivatesstrongemotions,attacksopponents,orsimplifiesinformationtoshapepeople’sattitudesandbehaviors.

YOUREXAMPLE:

Education:Fromkindergartentocollege,someformsofeducationareexplicitlydesignedtoleadpeopletoacceptaparticularworldview.Educationcanbeaformofindoctrinationwhencertaindoctrines,ideas,information,valuesandbeliefsarenotpermittedtobequestioned.Propagandaenterstheclassroominmanyways.Manybusinessesandtechnologycompaniesprovidecurriculummaterialstoeducators.Theseareexplicitlydesignedtopromoteaparticularpointofview.Forexample,Monsantoandotherbiotechnologyfirmsprovidevideos,lessonplans,andothermaterialsforscienceteachers.InIllinois,astatelawmandatesthatschoolspromoteapositiveimageforcoalmining.

YOUREXAMPLE:

Entertainment:Somestoriesarejustentertainment,butmanystoriesarealsoaformofpropaganda.Storiesofferideasandinformationaboutgoodandevil,rightandwrong,thusembeddingvaluesandideologyintonarrativeform.InmanyAmericanmoviesandvideogames,violenceisdepictedasjustifiedandmorallycourageous,whichisavaluemessagethatisgenerallynotquestionedinsociety.Anotherwaythatpropagandaisembeddedinentertainmentisthroughnativeadvertisingorsponsoredcontent,whereacompany’sworldviewispresentedasaformofentertainment.

YOUREXAMPLE:

11

WhereCanPropagandaBeFound? p.2 JournalismandPublicRelations:Publicrelationsisthetermusedforcommunicationprofessionalswhoseektoshapeperceptionsandinfluencepublicopiniononbehalfofabusinessclient.IntheU.S.,therearefourpublicrelationsprofessionalsforeveryworkingjournalist.PRpeoplefeedjournalistsinformationbasedontheagendaandgoalsoftheirclients.Theymayaimtogetinformationandpositiveopinionsaboutabusinessintothenewsbycarefullycraftingevents,videonewsreleases,blogging,newsletters,policydocuments,andsocialmediaposts.Ingeneral,peoplearenotawareofhowpublicrelationseffortshaveshapedthecontentofnewspaperarticles,blogposts,orotheronlineinformation.

YOUREXAMPLE:

GovernmentandPolitics:Throughoutthe20thcentury,theUnitedStateshasgeneratedwarpropagandabydefiningbattlesasconflictsbetweengoodandevil.Politiciansusepropagandatogetelected.Theytalktoreportersabouttopicsandissuesthatgetprintedorbroadcastasnews.Propagandacanalsousedtohelpimprovepublichealthoraddresssocialissues.Youmaybefamiliarwithpublicserviceannouncements(PSAs)thataimtoalteryourbehavior.Byreshapingperceptionsofsocialnorms,publicservicecampaignscanhaveabeneficialimpactonchangingattitudesandbehaviors.

YOUREXAMPLE:

ActivismandAdvocacy:Peoplewhoaretryingtoimprovesocietyorcreatesocialchangeusepropagandatoinfluencepublicopinion.Activiststrytopromotesocial,political,economic,orenvironmentalchangethroughusingcommunicationactivitiesandpubliceventsthatattractattentionandinfluencepeople'sknowledge,attitudes,andopinions.

YOUREXAMPLE:

12

Lesson5AnalyzingPropagandawithCriticalQuestionsRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroom.AccesstocellphonesorlaptopsenablestudentstousetheMindOverMediaplatformbutthisisnotrequiredforthisactivity.Materialsneeded:AccesstheMindOverMediaplatformandmakecopiesoftheLesson5worksheetforthissessionatwww.mindovermedia.euunder“ForTeachers”Note:SmartphonecardsshowninLesson5areavailableforpurchaseathttps://mediaeducationlab.com/curriculum/materialsTimeNeeded:One45-minuteperiodTargetAudiences:Youth(ages11andup),parents,teachersKeyTheme:Analyzepropagandabyaskingcriticalquestionstoidentifytheauthor,purposeandpointofviewofthemessageandconsidermultipleinterpretationsinhowpeoplemayrespond.






LESSON5.ANALYZINGPROPAGANDAWITHCRITICALQUESTIONSInstructionsfortheinstructor:

A. Introducetheideaofanalyzingmediamessagesasaprocessofaskingquestionsandexploringideasthatmayhavemultipleresponsesandinterpretations.ReviewtheLesson5worksheet,whichdisplaystheMediaLiteracySmartphoneasavisualmetaphorforaspecificapproachtothecriticalanalysisofmediamessages.

B. ReviewtheMediaLiteracySmartphoneiconsbyexplainingthembriefly:a. RealityCheck:Considerwhatisaccurateandinaccurateaboutthecontentofamediamessage.b. PrivateGainorPublicGood:Considerwhoisbenefittingfinancially(orinotherways)fromthe

distributionofthismediamessage.c. What’sLeftOut?Noticingomittedinformationhelpstoidentifythepointofviewofamediamessage.d. ValuesCheck:Howdoesthismediamessagealignwithorcontradictyourownvalues?e. ReadBetweentheLines:Whatideasareimpliedbutnotstateddirectlyinthemediamessage?f. StereotypeAlert:Considerthewaysthatstereotypesareusedtoinfluenceyouremotions.g. SolutionsTooEasy:Considerhowthemediamessageattractsyourattentionbysimplifyingideas.h. Record/SaveforLater:Decideupontheoverallworthandvalueofthemessage.

C. Activity:Workingindividuallyorwithapartner,learnersselectanexampleofpropagandatoanalyzeattheMindOverMediawebsite(www.mindovermedia.eu).Alternatively,theteachermayselectanexampleforstudentstoanalyze.Withapartner,theydiscussandconsidertheissuesraisedbytheiconsontheMediaLiteracySmartphoneandthenwritebriefanswerstotheFiveKeyQuestionsofMediaLiteracy.

D. Shareout:Studentsidentifysomeideasthatemergefromthediscussion,explainingtheiranswersusingevidenceandreasoning.

E. Take-awaymessage:Propagandaismeanttoevokeemotionsthatbypasscriticalthinking.Whenpropagandaiscriticallyanalyzed,insightsarerevealedthatenablepeopletomakemorerationaljudgmentsandevaluationoftheideasandinformationpresented.

13

Lesson5WorksheetAnalyzingPropagandawithCriticalQuestions Activity:Workingindividuallyorwithapartner,selectanexampleofpropagandatoanalyzeattheMindOverMediawebsite(www.mindovermedia.eu).Withyourpartner,discussandconsidertheissuesraisedbytheiconsontheMediaLiteracySmartphoneandthenwritebriefanswerstothefiveKeyQuestionsofMediaLiteracy.

14

Lesson6TalkingBacktoPropagandaRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroom.Accesstocellphonesorlaptopsisneededinorderforstudentstocreatemediaforthisactivity.Materialsneeded:AccesstotheMindOverMediaplatformwww.mindovermedia.euandAdobeSpark(www.spark.adobe.com).MakecopiesoftheLesson6worksheetforallstudents.TimeNeeded:Thislessonworksbestwhendeadlinepressureisapplied.Itisdesignedfortwo45-minuteperiods.TargetAudiences:Youth(ages11andup),parents,teachersKeyTheme:Whenyoudemonstrateyourabilitytocomment,criticallyanalyze,andputpropagandaincontextbycreatingashortvideoresponse,youareusingthepowerofimage,languageandsoundtoconveyimportantideas.




● developasenseofsocialresponsibilityfortheappropriatesharingofpropaganda ● increasetheirconfidenceinexpressingtheirviewsusingimages,language,andsound ● participateindiscussionsofcontroversialtopicswherepeoplehavedifferencesofopinion ● reflectonpropaganda’spotentiallybeneficialorharmfulnatureanditsimpactonindividualsandsociety

LESSON6.TALKINGBACKTOPROPAGANDAInstructionsfortheinstructor:

A. Introducetheideaofanalyzingmediamessagesasaprocessofaskingquestionsandexploringideasthatmayhavemultipleresponsesandinterpretations.Ifneeded,reviewLesson5wherelearnersanalyzedanexampleofpropagandausingtheMediaLiteracySmartphonetoengageincriticalanalysisofmediamessages.

B. Activity:DistributeandreviewtheLesson6activityworksheet. Workingindividuallyorwithapartner,learnersselectanexampleofpropagandatoanalyzeattheMindOverMediawebsite(www.mindovermedia.eu).Withapartner,they:

a. Generatequestions:Listquestionsthatcometomindinrespondingtothepropagandaexample.b. Respondtoquestions:Reviewthequestionsontheworksheettoidentifythemostvaluable

considerations.c. Gatherinformation:UsingtheInternetandotherresearchsources,findinformationtohelpanswer

thesequestions.C. Explain:Makingavideocanbeagoodwayto“talkback”topropaganda.Today,manyonlineplatformsmakeit

easytocreatemedia.IntroduceAdobeSparkusinga6-minutevideodemonstration,availableathttps://youtu.be/kxzge9GzVbE.

D. Establishatimelimitforstudentstocompletetheirwork.Explainthatstudentsneedabout50%ofthetimetoplananddeveloptheirideasand50%ofthetimetoproducetheirvideo.Peopleworkinginmediabusinessesalwaysfacedeadlinepressureanditcanhelppromotecreativity.

E. Shareout:Afterstudentscompletetheirwork,theycanposttheircompletedvideostothePadletWall:https://padlet.com/hobbs/mindovermedia.There,learnerscanviewanddiscussexamplesandofferfeedbacktocommentonthework.Theycanalsorateandcommentonexamplesdevelopedbyothers.

F. Take-awaymessage:Creatingmediaisapowerfulwaytodevelopyourideasandsharethemwithothers.Whenpeople“talkback”topropagandausingthepowerofvideoimages,language,andsound,theycaninfluencethewaysothersinterpretandunderstandideasandinformation.Beingasociallyresponsiblecommunicatormeansofferingtrustworthyinformationandopinionsdeeplyrootedinevidenceandreasoning.

15

Lesson6WorksheetTalkingBacktoPropaganda Activity:Workingindividuallyorwithapartner,selectanexampleofpropagandatoanalyzeattheMindOverMediawebsite(www.mindovermedia.eu).Afterresearchanddiscussion,createavideoresponsethatsynthesizessomeofthemostimportantideasandinsightsyoulearned,usingAdobeSpark(www.spark.adobe.com)asimplevideoproductiontool.YOURPROPAGANDAEXAMPLE:______________________________________________________WRITEYOURQUESTIONS:Whatquestionsdoesthisexampleraiseforyou?___________________________________________________________________________________________________________________________________________________________________________________________________________CONSIDERMOREQUESTIONS:Discusssomeofthequestionsbelow:

➢ TheMessage:Whatisthetopicorinformationalcontentoftheinformationandideasbeingexpressed?

➢ Techniques:Whatsymbolsandrhetoricalstrategiesareusedtoattractaudienceattentionandactivateemotionalresponse?

➢ EnvironmentandContext:Where,when,andhowisthismessageusuallyencounteredbypeople?

➢ MeansofCommunication&Format:Whatisthegenreofthemessageandhowdoesthisparticularforminfluenceaudiences?

➢ AudienceReceptivity:Howarepeoplelikelytothinkandfeelaboutthemessageandhowfreetheyaretoacceptorrejectit?

RESEARCH&PLANUsetheInternettosearchforinformationtohelpyouansweroneormorequestions.Remember:

+Takenotes:Capturethemostinterestinginformationyoufind.+Gatherimages:Makescreenshotsofvisualcontentthathelpsyouanswerthesequestions.+Beforeyouproduce,discuss:Whatisthemostimportantinsightyouwishtocommunicateaboutyourpropagandaexample?

PRODUCEWorkingunderdeadlinepressure,useAdobeSpark(http://www.adobe.spark.com)afreevideoproductionplatform,tocreateashortvideocommentaryonyourpropagandaexample.Sequenceideas,languageandimagestoproduceavideocommentarytoexpressyourperspectiveontheexampleyouselected.Rememberthatvideosunder2minutesaremorelikelytobeviewedthanlongervideos.SHARE&DISCUSSPostyourcompletedworkonthePadletWall:https://padlet.com/hobbs/mindovermedia.Herelearnerscangivefeedbackandoffercommentsontheworkofothers

16

Lesson7KeepLearningRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroom.Materialsneeded:Accesstocellphonesorlaptopsmaybeneededinorderforstudentstoresearchandwrite.MakecopiesofLesson7worksheetforalllearners.TimeNeeded:One45-minuteperiodplushomeworktimeforreading,writingandindependentstudyTargetAudiences:Youth(ages11andup),parents,teachersKeyTheme:There’salotmorelearnaboutpropagandafortheintellectuallycuriousindividual.Deepeningyourknowledgeofpropagandaisexcellentpreparationforwork,life,andcitizenship.





LESSON8.ONPROPAGANDA:KEEPLEARNINGInstructionsfortheinstructor:

A. Introducetheideathatpeoplehavebeenwritingaboutpropagandafor3,000years.Fortheindependentlearner,thistopicisrich,complexandfascinating.Thereissomuchmoretolearn!

B. Activity:DistributeandreviewtheLesson8worksheet.Learnersexploreresourcesindependentlytocontinuetheirlearning,composinga300-wordblogpostorothermultimediaproductiontosummarizethenewinformationtheydiscover.Keyelementsoftheworkshouldinclude:

a. OfferaSummaryofKeyIdeas:Youexplainsomethingyoulearnedbyreading,viewingorlistening.b. ConnecttoYourExperience:Showhowthenewideasaremeaningfulandrelevanttoyourlife.c. GenerateNewQuestions:Describethequestionsthatenteredyourmindasyouwerereading,

listeningorviewing.Explainwhythesequestionsareinterestingorimportant.C. Shareout:Afterstudentscompletetheirwork,theycanpostalinktotheirworkhere:

https://padlet.com/hobbs/keeplearning.Atthiswebsite,theycanalsoreviewandcommentontheideassharedbyothers.

D. Take-awaymessage:There’ssomuchtolearn!Deepeningyourknowledgeofpropagandaisexcellentpreparationforwork,life,andcitizenship.

17

Lesson7WorksheetKeepLearningARTICLES

EuropeanParliament(2015).AtAGlance:UnderstandingPropagandaandDisinformation.http://bit.ly/2K6z39v

Nielsen,RasmusKleisandGraves,Lucas(2017).“NewsYouDon’tBelieve”:AudiencePerspectivesonFakeNews.ReutersInstitute,UniversityofOxford.http://bit.ly/2QsRc50Waller,jMichael(2006)“RidiculeasaWeapon.”Thisessayoffersinsightontheuseofhumorasaformofpropagandainwarfare.http://bit.ly/2OgWsHsZannettou,SavvasandBlackburn,Jeremy(2018,September7).“HowRussianTrollsBehaveOnline.”U.S.NewsandWorldReport.Thisarticledescribeseffortstoidentitynewformsofpropagandausedtodestabilizeworldpolitics.http://bit.ly/2xaaynyBraudy,Leo(essay).“EntertainmentorPropaganda?”ThisessayoffersahistoricallookathowAmericanHollywoodfilmsembeddedpropagandaintonarrativehttps://learcenter.org/pdf/WWBraudy.pdf

BOOKS

Roberts-Miller,Patricia(2017).DemagogueryandDemocracy.NewYork:TheExperiment.Explorestherhetoricalstrategiesusedbypoliticalleaderswhopromotepopulismthatcandivideanddamagedemocracies.Holiday,Ryan(2012).TrustMe,I’mLying.NewYork:Penguin.Thisbookexplainshowonlinemarketingisusedinethicallyquestionablewaystoinfluencepublicopinion.Luckert,StevenandBachrach,Susan(2009).TheStateofDeception:ThePowerofNaziPropaganda.NewYork:W.W.Norton.ThisisthedefinitiveguidetoHitler’suseofpropagandaasapoliticalcandidate,asadictator,andforwarandmassmurder.

VIDEOS

IntroductiontoPropaganda.FromtheAcademyofIdeas,this7-minutevideosummarizeskeyideasfromtheworkofJacquesEllulonpropaganda.https://youtu.be/-WpFzTplp28NewsChannelorPropagandaTool?This7-minuteListeningPostvideoexploresRT,Russia’sEnglishspeakingchannelasaformofcontemporarypropaganda.https://youtu.be/XIMAM7-etlw

18

WhyObviousLiesMakeGreatPropaganda.ThisVoxNewssegmentexplorestheRussian“firehoseoffalsehoods”usedasaformofdisinformationandpropagandainbothRussianandAmericanpolitics.https://youtu.be/nknYtlOvaQ0

RealityShowPresident:InsidetheWhiteHousePRMachine.A12-minutefilmonhowpresidentsshapetheirpublicimagethroughphotographyandmediarepresentation.https://youtu.be/1WrZKgTNE0gEducationvsIndoctrination.ThisBrainwavesAnthologyinterviewwithphilosopherJasonStanleyoffersareflectiononsocialstudieseducationasaformofsocialcontrolthroughpropaganda.https://youtu.be/HQy4yDx01bAPoetryandPropaganda.Athree-minutevideobyFilmScapelProductionsabouthoweducatorsusethepowerofpoetryasaformofpropagandatoactivatelearners’emotions.https://vimeo.com/1375741527PropagandaTechniquesUsedonYouEveryday.FromHowStuffWorks,thisvideointroducestechniqueslikenamecalling,glitteringgeneralities,testimonials,institutionaltransfer,bandwagon,plainfolksandmore.https://youtu.be/q8R9MDt4jEc

MeetEdwardBernays,MasterofPropaganda.FromCorbettReportExtras,thisvideointroducestheworkofEdwardBernays,whounderstoodthesocialbenefitsofpropagandaasameanstoadvanceconsumercultureanddemocracy.https://youtu.be/44I3pMouCnM

FILMSThePropagandaGame(2015).ThisdocumentarybyAlvaroLongoriashowsexamplesofpropagandainNorthKorea.TheCenturyoftheSelf(2002).ThisBritishdocumentaryseriesbyAdamCurtisexplorestheworkofSigmundFreudandEdwardBernaysindevelopingpowerfulideasabouthowtousehumannaturetocontrolandshapepublicopinion.ManufacturingConsent:NoamChomskyandtheMedia(1993).CanadianfilmmakersMarkAchbarandPeterWintonickfollowProfessorNoamChomskyashepromoteshisbook,ManufacturingConsent,explaininghowmediacontrolspublicopinion.

19

Lesson8ReflectonPropagandaRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroom.Accesstocellphonesorlaptopsisneededinorderforstudentstocommentthroughtheuseofavirtualexchangeplatform.Materialsneeded:AccesstotheMindOverMediaplatformwww.mindovermedia.euandFlipgrid(www.flipgrid.com),whichrequiresacomputerorcellphonewithcameraandmicrophone.MakecopiesoftheLesson8worksheetforallstudents.TimeNeeded:One45-minuteperiod.TargetAudiences:Youth(ages11andup),parents,teachersKeyTheme:Reflectingonwhatyouhavelearnedaboutpropagandahelpsyouinternalizeandapplynewknowledgetoeverydaylife.





LESSON7.REFLECTONPROPAGANDAInstructionsfortheinstructor:

A. Introducetheideaofreflectionasapartoflearningwhereyoudiscoverwhatyoureallythinkandfeel.Whenlearnerstaketimetoreflect,theydeepentheirunderstandingofnewideasandareabletoapplytheseideastoeverydaylife.

B. Explain:Makingavideocommentcanbeagoodwaytoreflectonyourownlearningandlifeexperience.C. Activity:DistributeandreviewtheLesson7worksheet.Learnersselectonequestiontoanswer.First,learners

reviewthecommentsmadebyothers.ThesearefoundattheMindOverMediawebsite:http://bit.ly/MOMreflect

D. TimetoWork:Learnerscanbeadvisedtomakesomenotesandfirstplanoutwhattheywanttosaytoanswerthequestion.Usingthegreen“plus”button,userscanfollowtheinstructionstomakeavideocommentusingFlipgrid.

E. Shareout:Afterstudentscompletetheirwork,theycanreviewandcommentontheideassharedbyothers.F. Take-awaymessage:Reflectingonwhatyouhavelearnedaboutpropagandahelpsyouinternalizeandapply

newknowledgetoeverydaylife.

20

Lesson8WorksheetReflectonPropaganda Activity:Workingindividually,selectoneormoreofthequestionsbelowandcreateashortvideoresponse,usingtheFlipgridplatformavailableattheMindOverMediawebsite:http://bit.ly/MOMreflect

Harms and Benefits of Propaganda

● Whatarethedangers,risks,andpotentialharmsofpropaganda?Whataresomepotentialbenefitsofpropagandaforindividualsandthegeneralpublic?

● Describeapieceofpropagandathatyouthinkisbeneficialandexplainwhyyouwouldconsidersharingitwithpeopleinyoursocialnetwork.

● Describeapieceofpropagandathatyouwouldneversharewithyoursocialnetworkandexplainwhyyouwouldnotshareit.

Propaganda in Your Life

● Howdoyouexperiencepropagandainyourdailylife? ● Areyounoworhaveyoueverbeenapropagandist?Ifso,pleasedescribeyourefforts.Ifno,

explainwhyyouarenot. ● Whenispropagandaethical?Whenisitunethical? ● Doyouthinkyoungpeopleshouldbeexposedtoandalsolearnaboutcontemporary

propaganda?Whyorwhynot?

Reflection on Learning

● Whatwasthemostinterestingorimportantthingyoulearnedaboutpropaganda? ● Whatquestionsdoyouhaveaftercompletingtheworkshop?Whatwouldyouliketolearn

moreabout? ● Whatsurprisedyoumostabouthowothersinterpretedpropagandaexamples?

21

Credits MindOverMedia:AnalyzingContemporaryPropagandaresultedfromacollaborationbetweenReneeHobbsandtheUnitedStatesHolocaustMemorialMuseumindevelopingeducationalprogrammingandresourcestosupportthespecialexhibition,StateofDeception:ThePowerofNaziPropaganda.AttheMuseum,DavidKlevanledthewebsiteinitiative.AttheMediaEducationLab,ReneeHobbs,KaylenShimoda,FrankBaker,JonathanFriesem,SandyMcGee,andLiliSchlessercontributedtothedevelopmentoftheprogram.SpecialthankstoJoAnnaWasserman,whoseinsightonpropaganda(pastandpresent)inspiredusall.WebdesignandproductionserviceswereprovidedbyNightKitchenInteractive,andDrushupdevelopedthemultilingualfeaturesoftheplatform.MindoverMediaEUisaMediaLiteracyforAllpilotprojectfundedbyDGConnectandsponsoredbytheEvensFoundation.Theprojectisco-financedbyEuropeanCommissionDirectorate-GeneralforCommunicationsNetworks,ContentandTechnologyaspartofagreementnoLC-00644630.Teammembersinclude:JoannaKrawczykandEvaVanPassel,EvensFoundation(Belgium,Poland);NicoletaFotiade,MediaWiseSociety(Romania);SonjaHernesniem,FinnishSocietyofMediaEducation(Finland);IgorKanizaj,AssociationforMediaandCulture(Croatia);MajaDobiasz,CenterforCitizenshipEducation(Poland);JoWeisz,StreetPress(France);BertPietersandAndyDemeulenaere,InteruniversitairMicro-ElectronicaCentrum(Belgium);andReneeHobbs,MediaEducationLab,UniversityofRhodeIsland(USA).Learnmoreaboutthework:www.propaganda-blog.comandlistentothePlanetofPropagandapodcastseries:https://mediaeducationlab.com/planet-propagandaTheseeightlessonplansweredevelopedbyReneeHobbsattheMediaEducationLabandtheonlinevideoreflectionquestionsweredevelopedbySamanthaStanley.ThePlanetofPropagandapodcastserieswasdevelopedbyNikitaDuke.ThemissionoftheMediaEducationLabistoadvancethequalityofmedialiteracyeducationthroughscholarshipandcommunityservice.Learnmore:www.mediaeducationlab.com

Documents

These lesson plans provide activities to extend learning ... Mind Over... · increase their confidence in expressing their views and in participating in discussions of controversial