Prepare teachers to teach students to be critical consumers of information while analyzing primary sources to determine and organize into advice, persuasion or propaganda.
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.
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.
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.
See the largest collection of Russian WWII propaganda posters outside the former Soviet Union in this video with Professor Cynthia Marsh
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.
Women's roles, responsibilities and expectations have changed in dramatic ways as Chinese society has transformed throughout different political eras. From family structure, marriage, and childbirth to education, workforce participation, and political activity, women have seen and taken part in historical transformations that have accelerated over the last century. For students, exploring firsthand evidence of these changes Đ and witnessing continuities as well Đ is a far more exciting prospect than simply reading a text or even watching a documentary. There are multiple ways that teachers can offer students windows into the shifting values and beliefs about women in Chinese life; here, we offer three: investigating the design of an early nineteenth-century house; analyzing Communist propaganda posters from the Revolutionary period; and listening to an oral history of a young woman growing up in today's People's Republic of China. The changes are apparent when comparing these snapshots across time, but examining the sources also adds value, raising as many questions about women's lives as they answer, whetting students' appetites for an understanding of their context.
Worksheet to accompany Advice, Persuasion or Propaganda lesson.
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.
A rubric in student language used by high school students as they work on their presentations to make sure they are including all the necessary components and doing high-quality work.