This collection uses primary sources to explore the Spanish-American War. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

In this unit you will learn about the formal parts of an argument and how they work together. You will also learn about a common and not always honest way that people making arguments attempt to persuade their audiences, sometimes through manipulation.

This unit contains two lessons, a primary source reading, an information literacy activity, and a discussion activity.

This resource was created as part of a Developmental Reading course redesign project, with contributions from Theresa Love and David Pontious and support from an Open Oregon Educational Resources grant.

Students analyze World War II posters, as a group and then independently, to explore how argument, persuasion and propaganda differ.

a freely available textbook to learn language power techniques, such as metaphor, doublespeak, pronoun choice, and name-calling, and associated grammar, such as basic sentence structure, nouns, pronouns, adjectives, and determiners. The book is for use in language arts, grammar, rhetoric, and English instruction at the high school, community college, and university levels, as well as by private individuals and groups.

 Description: Don’t be fooled by food messaging is a media literacy embedded health unit that takes the health goals of maintaining a healthy lifestyle and adds some critical thinking skills and communication skills. In food marketing young people are surrounded by persuasive claims meant to influence and manipulate their eating behavior. Students will explore some of the techniques and strategies food marketers use to influence their eating behavior to better understand how it impacts their own food choices. Within the PE program students will discuss how food choices, levels of consumption and physical activity levels influence health and wellness. Body image/healthy weight will be incorporated into this content. The culminating projects require students to work collaboratively to synthesize their new learning while using a variety of strategies to create their own healthy choices messaging production projects.

Grade Level: Middle - High SchoolLength of Lesson: Two 90 minute block periods, Four 50-55 minute block periodsEssential QuestionsIn what ways do “single stories” impact our own identities, how we view others, and the choices we make?How do stereotypes influence how we view and treat others?How, when, and why do stereotyping and scapegoating escalate to discrimination, prejudice, and violence?What are different ways people can combat stereotypes and scapegoating?

Students will compare portrayals of individual soldiers to depictions of battle scenes, write two articles representing two different perspectives about a current war, and manipulate a photograph to alter its mood.

Students will compare and contrast artworks depicting different viewpoints about war and will write captions that describe works of art in different media. They will also manipulate the image depicted in a photograph of a war in recent history.

This kit analyzes Newsweek coverage of the Vietnam War, Gulf War and the War in Afghanistan. Students will learn core information about the wars in Vietnam, the Persian Gulf, and Afghanistan, how media influences public opinion of current events, and how to ask key media literacy questions and identify bias in the news.

According to a 2016 study, over 60% of U.S. adults get news from a social networking site.  These numbers are even higher if you focus solely on Millennials.  Millennials are people who reached young adulthood in the early 2000’s.  A 2015 report suggests that 88% of Millennials get their news from Facebook.  This seminar will show you how to sort through the hundreds of posts you read each day to determine what is factual information that is worthy of sharing with your friends.StandardsCC.8.5.9-10.D Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social scienceCC.8.5.11-12.H Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

This site provides a standards-based lesson on how the use of posters during WWII helped win over the hearts and minds of the American people.

This unit is designed to accompany the study of George Orwell's Animal Farm. Resources encourage students to recognize a variety of propaganda techniques and to connect those techniques to media that they can find in their everyday lives. Resources also help students to understand the historical uses of propaganda by governments and political parties to influence public opinion. Resources can be used independently of the novel.

Students analyze propaganda techniques used in pieces of literature and political advertisements. They then look for propaganda in other media, such as print ads and commercials.

Students will compare propagandistic strategies in artworks to modern-day examples of persuasive techniques and create a propaganda poster for a current political leader.

Students will examine the influence of Greek and Roman mythology on art, discuss strategies of propaganda in an ancient portrait and a 17th-century cabinet, and create a campaign poster for a classroom candidate that uses Greek or Roman iconography.

Looking to help students practice "reading" images for a variety of contextual meanings while engaging in content area study? This lesson uses images of the Boston Massacre to deepen students' comprehension of both the event and the effects of propaganda. Students begin by completing an anticipation guide to introduce them to Boston Massacre, propaganda, and British/colonial reactions to the massacre. They then complete an image analysis to make inferences about various images of the massacre. The culminating activity-a presentation about students' observations and inferences-demonstrates students' knowledge of the Boston Massacre and propaganda in a variety of ways. This lesson benefits English-language learners (ELLs) and struggling readers because it involves viewing images, participating in discussions, working with peers, and listening to a read-aloud that reinforces the lesson content and vocabulary.

"Future Ready: Civics - The Good Citizen" provides an overview of civic responsibilities and the roles of a good American citizen. It emphasizes the importance of civic participation, media literacy, and logical inference. The material highlights citizen participation in maintaining order, providing services, and protecting freedoms at all levels of government. It encourages various methods of community involvement and showcases successful projects. The material addresses barriers to participation and introduces vocabulary related to civic engagement, bias, propaganda, political parties, and elections. It explains the concept of logical inferences, detecting bias, and evaluating propaganda. It also covers elections, the Electoral College, and the right to vote, promoting civic engagement and informed decision-making.

Students will assess various pieces of WWI propaganda and determine which is most effective and which is least effective.

See the largest collection of Russian WWII propaganda posters outside the former Soviet Union in this video with Professor Cynthia Marsh

April 2009

Suitable for Undergraduate study and community education

Professor Cynthia Marsh, Professor of Russian Drama and Literature, Department of Russian and Slavonic Studies

Professor Cynthia Marsh began the study of Russian after leaving school, by taking an intensive course to A-level at the then Holborn College of Law, Languages and Commerce, in Central London. She then went on to gain BA hons Russian (first class) at the University of Nottingham and spent a year at the School of Slavonic and East European Studies, University of London, completing an MA Area Studies: Russia, before going on to full time research there on the relationship between poetry and painting in the work of the Russian poet Max Voloshin. This research culminated in a PhD, entitled M.A.Voloshin: Artist-Poet: A investigation into the synaesthetic aspects of his poetry (awarded in 1979.)

In 1972, after teaching Russian literature part-time on the University of London External BA honours course at Holborn, Professor Cynthia Marsh was appointed as a lecturer at Nottingham, and subsequently appointed senior lecturer and then Professor of Russian Drama and Literature. She served as head of department of Russian and Slavonic Studies from 2005-2006, and then from 2007- 2009.

In 2002 she was awarded a Lord Dearing Award for Outstanding Teaching by the University and subsequently became a Member of the Higher Education Academy. She currently teaches modules on Russian theatre and Russian drama and her research interests continue to focus on Russian theatre, publishing mainly on Chekhov and Gorky.

This collection uses primary sources to explore America's entry into World War I. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.