1. Media Propaganda & Persuasion Throughout History Angie Hillman

2. Unit Summary Students examine the impact of media propaganda and persuasion throughout history. Students will analyze advertisements and their use of primary and secondary sources as well as facts and opinions to influence the sale of products and/or ideas.

3. Unit Summary They will learn to identify various advertising techniques and then create an original product through a presentation using several of these techniques through a PowerPoint or video group assignment. Upon completion they will present it to their peers and then collect feedback. Students will also analyze Hitler’s influence through propaganda during World War II. They will learn to identify various advertising techniques and then create an original product through a presentation using several of these techniques through a PowerPoint or video group assignment. Upon completion they will present it to their peers and then collect feedback. Students will also analyze Hitler’s influence through propaganda during World War II.

4. CFQs Essential Question  Do media presentations impact the way we think and live our lives?

5. CFQs Unit Questions  What influences you when you buy something (peer pressure, advertisements, color, cost, name brand, comfort)?  Do you believe everything that you are told or do you go with your gut on things?  What influences you when you buy something (peer pressure, advertisements, color, cost, name brand, comfort)?  Do you believe everything that you are told or do you go with your gut on things?

6. CFQs Content Questions  What is the difference between the following persuasive strategies and propaganda techniques (bandwagon, repetition, testimonial, transfer, loaded words, rewards, glittering generalities)?  What is the difference between a fact and opinion?  What is the difference between a primary and secondary source?  What is the difference between the following persuasive strategies and propaganda techniques (bandwagon, repetition, testimonial, transfer, loaded words, rewards, glittering generalities)?  What is the difference between a fact and opinion?  What is the difference between a primary and secondary source?

7. Vision for Unit By creating this unit, I want to…  Examine advertising in daily life  Get students thinking more about the art of propaganda throughout history During this unit, I want my students to…  Analyze how they feel about advertising and its effects on people  Use technology to communicate with different audiences By creating this unit, I want to…  Examine advertising in daily life  Get students thinking more about the art of propaganda throughout history During this unit, I want my students to…  Analyze how they feel about advertising and its effects on people  Use technology to communicate with different audiences

8. Project Approaches As my students work on this project they will…  Connect their advertisements to real world decisions that they make about products and ideas  Collaborate with peers  Create a product that shows what they have learned  Share their learning with a real audience  Make connections to Hitler’s propaganda As my students work on this project they will…  Connect their advertisements to real world decisions that they make about products and ideas  Collaborate with peers  Create a product that shows what they have learned  Share their learning with a real audience  Make connections to Hitler’s propaganda

9. 21st Century Learning Students will develop higher-order and 21st century skills in this unit as they…  Use the Essential and Unit Questions to guide their analysis of advertisements and propaganda  Communicate their ideas and skills of persuasion with their peers  Reflect on their reading, writing, research, and thinking strategies, and modify and adapt them as necessary  Use project assessments to self-assess their work and give feedback to their peers Students will develop higher-order and 21st century skills in this unit as they…  Use the Essential and Unit Questions to guide their analysis of advertisements and propaganda  Communicate their ideas and skills of persuasion with their peers  Reflect on their reading, writing, research, and thinking strategies, and modify and adapt them as necessary  Use project assessments to self-assess their work and give feedback to their peers

10. Requests for Feedback  Only positive nice feedback please  Ideas on how long to spend on each section of the unit  Only positive nice feedback please  Ideas on how long to spend on each section of the unit