Authoring Cycle: 10th Grade 4th Quarter ProjectBy Kelly GilletteAuthoring Cycle: 10th Grade 4th Quarter ProjectBy Kelly Gillette

IntroductionAs a crucial part of the civics curriculum, students must learn what influences converge to create their personal opinions and how these relate to the eventual creation of political opinions. By 10th grade, which is the level this unit is designed for, although it would work through grades 12, students are able to reflect upon these important issues. Through the exploration of their lives, their families, the music and media they enjoy, and by exploring their opinions, students can come to learn more about themselves and the forces that craft their opinions, whether it be from family or in the form of propaganda, both personally and politically. This authoring cycle presents the opportunity for the students to explore all of these items through a number of personal connections, community connections, and class connections. It also is organized around a number of interrelated activities, which utilize multiple intelligences, to help students to identify and analyze their identities as a person, student, and future participant in the process of American government, be it tax payer or community activist. The students will respond through writing, discussion, projects, presentation, and personal/class reflection.

The unit will also allow for the utilization of several different media tools including the Internet, video, music, photographs, posters, primary sources, and documentaries. The unit is designed for a college preparatory or honors level class with built in assumptions including the ability for students to effectively navigate the Internet, write a reflection journal, and be able to analyze and evaluate propaganda items. This unit could easily be modified for use with lower leveled students as it is centered around many visuals and has heaving reflection, which is easily differentiated for any student.

As a crucial part of the civics curriculum, students must learn what influences converge to create their personal opinions and how these relate to the eventual creation of political opinions. By 10th grade, which is the level this unit is designed for, although it would work through grades 12, students are able to reflect upon these important issues. Through the exploration of their lives, their families, the music and media they enjoy, and by exploring their opinions, students can come to learn more about themselves and the forces that craft their opinions, whether it be from family or in the form of propaganda, both personally and politically. This authoring cycle presents the opportunity for the students to explore all of these items through a number of personal connections, community connections, and class connections. It also is organized around a number of interrelated activities, which utilize multiple intelligences, to help students to identify and analyze their identities as a person, student, and future participant in the process of American government, be it tax payer or community activist. The students will respond through writing, discussion, projects, presentation, and personal/class reflection.

The unit will also allow for the utilization of several different media tools including the Internet, video, music, photographs, posters, primary sources, and documentaries. The unit is designed for a college preparatory or honors level class with built in assumptions including the ability for students to effectively navigate the Internet, write a reflection journal, and be able to analyze and evaluate propaganda items. This unit could easily be modified for use with lower leveled students as it is centered around many visuals and has heaving reflection, which is easily differentiated for any student.

Personal and Public Opinions, Propaganda and the Political Process-Authoring Cycle- 10th Grade Civics 4th Quarter Project

Life Experiences*Music*Television*Media*Family*Movies*Books*Ask Family Members -political questions -thoughts on current issues -what is most salient to them politically*Explore myths of public opinion asIt relates to their experiences*KWL

Uninterrupted Personal Engagements*Social Studies/Civics*journal of Personal influences and the political and personal influences of the people around you*research: find, analyze, and evaluate propaganda on the Internet and TV that is being used to influence you and how*Literature: read materials on personal and public opinion, propaganda and the political process*research and find political propaganda used in elections, including posters and commercials for class to view

Exploring Meaningful Constructs with Intentional Others*Discussion Groups*class viewing and discussion of project and political propaganda mediums found

Reflection and Revision*Reflection Journal -based upon the diary written when cataloging responses from people in their lives, their reflections on propaganda items, and evaluation and analysis of class discussions and other classmates opinions and responses

Presenting and Sharing with Others*Group viewing of propaganda media found by students*group analysis and reflection upon these items*group discussion about how these mediums influence them*group discovery and discussion about how they personally could be/are influenced by these items*culminating activity, students will share their own propaganda aimed at influencing the classes opinions

Examining the Operation of Sign System Processes*Finish KWL*Reflect upon presentations, processes*open discussion of student projects, constructive criticism and question and answer discussion

Invitations to Further Engagements*Explore myths of how opinions are shaped *explore media’s role in personal and public opinion in news and news media*examine commercials on TV or the Internet and draw connections as to how they are intended to influence people

Explanation of Standards: CT Social Studies Standards

1.9-10.3 Historical Thinking: Use primary source documents to analyze multiple perspectives

5.9-10.3 Analyzing the Constitution and Government: Evaluate the contemporary roles of political parties, associations, media groups and public opinion in local, state and national politics.

6.9-10.1 Analyzing the Constitution and Government: Identify and explain characteristics needed for effective participation in public life.

1.9-10.3 Historical Thinking: Use primary source documents to analyze multiple perspectives

5.9-10.3 Analyzing the Constitution and Government: Evaluate the contemporary roles of political parties, associations, media groups and public opinion in local, state and national politics.

6.9-10.1 Analyzing the Constitution and Government: Identify and explain characteristics needed for effective participation in public life.

KWLKWL

KWhat we Know

KWhat we Know

WWhat we will know

WWhat we will know

LWhat we have learned

LWhat we have learned

This is a KWL chart. This tool is to be used to uncover pre-knowledge in the area the class is studying, what information the students would like to gain through the educational process, and then evaluate what they have learned. This chart will uncover what students knew about how their opinions were influenced and how public opinion is influenced. They will also reflect upon propaganda’s role in this and how this affects/effects the political process. At the end of the unit it can be used to review and assess the entire unit.

Exploring Personal Influences that have shaped your personal opinions and exploring themAs an introductory activity that will focus on life experiences, the students will start by engaging in a search to find the influences in their lives that have influenced them the most during the creation of their personal opinions. They will be given the attached chart and will use it to write about how those opinions have affected them as a sort of diary, but also they will draw pictures specifically referencing these items. This will address a couple of intelligences. The chart is on the next slide.

As an introductory activity that will focus on life experiences, the students will start by engaging in a search to find the influences in their lives that have influenced them the most during the creation of their personal opinions. They will be given the attached chart and will use it to write about how those opinions have affected them as a sort of diary, but also they will draw pictures specifically referencing these items. This will address a couple of intelligences. The chart is on the next slide.

Initial Life Experiences activity chart

Personal Influences chart: Find six key influences that have had an Personal Influences chart: Find six key influences that have had an impact on creating your opinions. Some examples of these would be impact on creating your opinions. Some examples of these would be television and your family. Write about how each one has influenced television and your family. Write about how each one has influenced you and draw a picture representing each item. you and draw a picture representing each item.

Personal Influences chart: Find six key influences that have had an Personal Influences chart: Find six key influences that have had an impact on creating your opinions. Some examples of these would be impact on creating your opinions. Some examples of these would be television and your family. Write about how each one has influenced television and your family. Write about how each one has influenced you and draw a picture representing each item. you and draw a picture representing each item. 1.

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6.

*Use a separate sheet to draw your pictures

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2.

3.

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5.

6.

*Use a separate sheet to draw your pictures

Brainstorming Activity

Once the students have compiled their lists of influences and pictures, they will bring them to the class and as a class we will brainstorm to create a list of all of the items that have influenced their opinions. Prior to brainstorming, the students would break up into groups to share their information with their group (getting to know you). In that group they would discuss and prioritize which influences they thought were most important to them collectively and rate them 1 through 6. In addition, they would pick a picture that they thought best represented each. The top 6 they would present to the rest of the class in their groups. In my classroom, I would use my Promethean Board and allow the students in groups to write the 6 on the board, plus draw the picture that represents each.Once all of the groups have presented, as a class we would have a discussion over the collective list of influences and how they affect our lives.This will serve as the lead in to further personal engagement as we move back and forth initially between exploring the meaning constructs and personal engagement.

Once the students have compiled their lists of influences and pictures, they will bring them to the class and as a class we will brainstorm to create a list of all of the items that have influenced their opinions. Prior to brainstorming, the students would break up into groups to share their information with their group (getting to know you). In that group they would discuss and prioritize which influences they thought were most important to them collectively and rate them 1 through 6. In addition, they would pick a picture that they thought best represented each. The top 6 they would present to the rest of the class in their groups. In my classroom, I would use my Promethean Board and allow the students in groups to write the 6 on the board, plus draw the picture that represents each.Once all of the groups have presented, as a class we would have a discussion over the collective list of influences and how they affect our lives.This will serve as the lead in to further personal engagement as we move back and forth initially between exploring the meaning constructs and personal engagement.

Journal/Reflective JournalEach student will be assigned a reflective journal to write their thoughts on the unit, present their reflections of other student’s work, and reflect upon their own work. The journal will be kept from the beginning of the unit and will culminate with entries documenting the student discussions and presentations at the end of the unit. The rubric for the journal will follow on the next slide, but the overall guidelines for the creation of the journal are as follows:

1.Student will keep an ongoing journal each class day reflecting on class discussions, presentations, and class activities.2.For the initial discovery portion where the class looks at how personal opinions are shaped, the student should document how their own and other students’ personal opinions are shaped, and seek out other family members or close personal acquaintances to further their understanding of this process (invitations to further engage)3.Student should reflect upon each of the propaganda commercials and posters viewed in class. How did the item affect you? Would you have been influenced?

Do you think it was convincing? What were the target audiences?4.Student should reflect upon each of the other groups final projects considering the questions outlined in question 3.5.Student should write a final reflection of the unit, what was learned, how it influenced you, and what you will take from it.

Journal RubricJournal Rubric

Personal Opinions Reflection

Incomplete reflection1 point

MinimalReflection 2 points

Met minimum requirement3 points

Complete reflection

4 points

Thoroughness

Not thorough

1 point

Minimal

2 points

met minimumRequirement3 points

Very Thorough

4 points

Organization of thoughts

Not organized

1 point

Some organization

2 points

Met minimum requirements

3 points

Well Organized

4 points

Reflections on student projects

Incomplete

1 point

Minimal

2 points

Met minimum requirements3 points

Complete reflections

4 points

Unit reflection

Incomplete

1 point

Minimal

2 points

Met Minimum requirements3 points

Complete reflections

4 points

Miniature Research Assignment Computer lab: Types of Propaganda

Miniature Research Assignment Computer lab: Types of Propaganda

This element of the authoring cycle will further explore the meaning of constructs. The class will read some background information from the text about types of propaganda and how they are used in media and politics to help to influence public opinion. The students will use the computer lab to help research specific types of propaganda. They will then try to draw connections between the discoveries they have made thus far about how their opinions have been shaped and media’s role in that process. Then they will find relevant examples that they can use to further there understanding of how this process works. The goal here is for them to make the connection between media and public opinion and recognize how it is shaped continually. The last element will be for them to find a advertisement that uses propaganda and one that was used for a political campaign. They will then identify the type of propaganda and try to evaluate how the specific propaganda was intended to influence them and the reflect upon whether it did? This activity utilizes student research skills, evaluation and analysis skills, and media in the form of computers and Internet. It can be modified in several ways to cater to a variety of student needs.

This element of the authoring cycle will further explore the meaning of constructs. The class will read some background information from the text about types of propaganda and how they are used in media and politics to help to influence public opinion. The students will use the computer lab to help research specific types of propaganda. They will then try to draw connections between the discoveries they have made thus far about how their opinions have been shaped and media’s role in that process. Then they will find relevant examples that they can use to further there understanding of how this process works. The goal here is for them to make the connection between media and public opinion and recognize how it is shaped continually. The last element will be for them to find a advertisement that uses propaganda and one that was used for a political campaign. They will then identify the type of propaganda and try to evaluate how the specific propaganda was intended to influence them and the reflect upon whether it did? This activity utilizes student research skills, evaluation and analysis skills, and media in the form of computers and Internet. It can be modified in several ways to cater to a variety of student needs.

Propaganda activity Rubric For the following activity, you will need to use your knowledge of the types of propaganda to identify and analyze how propaganda is used in media to influence public opinion. Once you have identified the connections and established a line between the two, find an example of an advertisement on the Internet that uses propaganda to influence public opinion and explain how it does this, be sure to reflect on whether it worked on you. Then find an example of a political campaign commercial from any election year using the website www.livingroomcandidate.com. Place the web address of the commercials next to the types of propaganda so that we can watch them as a class and discuss them.

Types of Propaganda: Main categories concealed and revealed propaganda

1.Glittering generalities:

2.Card-stacking

3.Bandwagon

4.Testimonial

5.Plain-folks appeal

6.Name-calling

For the following activity, you will need to use your knowledge of the types of propaganda to identify and analyze how propaganda is used in media to influence public opinion. Once you have identified the connections and established a line between the two, find an example of an advertisement on the Internet that uses propaganda to influence public opinion and explain how it does this, be sure to reflect on whether it worked on you. Then find an example of a political campaign commercial from any election year using the website www.livingroomcandidate.com. Place the web address of the commercials next to the types of propaganda so that we can watch them as a class and discuss them.

Types of Propaganda: Main categories concealed and revealed propaganda

1.Glittering generalities:

2.Card-stacking

3.Bandwagon

4.Testimonial

5.Plain-folks appeal

6.Name-calling

Venn Diagram Comparing propaganda’s effects on personal and

public opinion

Personal opinion Public Opinion

Venn Diagrams are an easy and useful tool to compare two or more subjects and look at differences and similarities.

Reflection and Review: Propaganda and Public Opinion

This is the second part of the propaganda activity, where the students will give me their commercial links and I will pull up the commercials so that we can watch them as a class and have a discussion about how it affects the students. I will start the activity by showing the examples of propaganda that will follow on subsequent pages. The students will respond to my examples in the form of a discussion and decide which category the commercial would most correctly fit in to and why and what they thought about the effectiveness of the commercial. This activity will also be written in their reflection logs while we are discussing and further commented on as homework. This activity uses media as a medium and provides a visual learning atmosphere. It also allows the students to draw connections and conclusions about the way that media, specifically commercials, shapes public opinion.

*by using my Promethean Board, the commercials are on a large screen for viewing and the students can add comments off to the side on the board if they will to embellish on their thoughts

This is the second part of the propaganda activity, where the students will give me their commercial links and I will pull up the commercials so that we can watch them as a class and have a discussion about how it affects the students. I will start the activity by showing the examples of propaganda that will follow on subsequent pages. The students will respond to my examples in the form of a discussion and decide which category the commercial would most correctly fit in to and why and what they thought about the effectiveness of the commercial. This activity will also be written in their reflection logs while we are discussing and further commented on as homework. This activity uses media as a medium and provides a visual learning atmosphere. It also allows the students to draw connections and conclusions about the way that media, specifically commercials, shapes public opinion.

*by using my Promethean Board, the commercials are on a large screen for viewing and the students can add comments off to the side on the board if they will to embellish on their thoughts

Political Propaganda Commercials

1. Links: http://www.livingroomcandidate.org/commercials/curator

*This is a trailer from the site which includes several different political commercials that have been created since the onset of television as a propaganda tool for elections. The examples here are some of the best commercials. I will stop after each commercial and allow for discussion. The students will also be responsible to journal about each commercial.

Image from website: http://katysconservativecorner.typepad.com/katy/images/2008/04/21/snob.jpg

Posters as propaganda are an excellent visual for students. They have to draw upon their knowledge and infer from the picture what is happening. It is an excellent and fun learning tool that is appropriate for all levels.

Image from website:http://neatorama.cachefly.net/images/2008-03/m-and-m-red-propaganda-poster.jpg

Picture from website: http://farm4.static.flickr.com/3342/3655742069_5158371fa7.jpg

Political cartoons are an excellent propaganda item and for the students the visual learning, being able to analyze the meaning, and the humor combine to make an effective tool for learning.

Political cartoons are an excellent propaganda item and for the students the visual learning, being able to analyze the meaning, and the humor combine to make an effective tool for learning.

http://cagle.msnbc.com/politicalcartoons/

http://cagle.msnbc.com/politicalcartoons/PCcartoons/arial.asp

Group Project and PresentationThis part of the assignment will serve as review and reflection in its use of previous materials to create propaganda. The students will also be examining the operation of sign system processes by working together to investigate and explore a specific area of propaganda and its effects on public opinion. The class will resume their original groups and decide what type of propaganda they would like to create to present to the class. It can be political or commercial in nature and can be a video, a poster, a song, a skit, or anything that fits into the theme materials. This will help to engage several multiple intelligences and helps to make the culminating activity easily differentiated for different learning styles. The rubric for this assignment follows.

This part of the assignment will serve as review and reflection in its use of previous materials to create propaganda. The students will also be examining the operation of sign system processes by working together to investigate and explore a specific area of propaganda and its effects on public opinion. The class will resume their original groups and decide what type of propaganda they would like to create to present to the class. It can be political or commercial in nature and can be a video, a poster, a song, a skit, or anything that fits into the theme materials. This will help to engage several multiple intelligences and helps to make the culminating activity easily differentiated for different learning styles. The rubric for this assignment follows.

Propaganda and public opinion media project rubric1. In your groups, decide upon a medium you will use as an

instrument of propaganda to try to influence the opinions of your classmates. Use the examples that we viewed in class as a template, or come up with your own style of propaganda fitting into one of the six categories.

2. Once you pick a medium, create a propaganda piece to present to the class. The item should be intended to influence the class about a political or special interest item. Its intentions can be concealed or revealed. You will be graded on how effectively your propaganda influences the class and me.

3. Once you have created you propaganda, write a short reflection in your group about why you chose that medium to use, how you intended to influence the class, and what your end goal was.

4. You will then present your media to the class and engage in a discussion about it. Be prepared to defend and answer questions as to the intent of your propaganda.

5. As part of this activity, you will also reflect upon the other groups propaganda and rate the presentations as to their effectiveness.ome

6. Although we discussed many types of propaganda in class, here is a list of items that you can use for ideas: create a short commercial, a poster, a skit, a song, or if you think of something else just check with me before starting.

1. In your groups, decide upon a medium you will use as an instrument of propaganda to try to influence the opinions of your classmates. Use the examples that we viewed in class as a template, or come up with your own style of propaganda fitting into one of the six categories.

2. Once you pick a medium, create a propaganda piece to present to the class. The item should be intended to influence the class about a political or special interest item. Its intentions can be concealed or revealed. You will be graded on how effectively your propaganda influences the class and me.

3. Once you have created you propaganda, write a short reflection in your group about why you chose that medium to use, how you intended to influence the class, and what your end goal was.

4. You will then present your media to the class and engage in a discussion about it. Be prepared to defend and answer questions as to the intent of your propaganda.

5. As part of this activity, you will also reflect upon the other groups propaganda and rate the presentations as to their effectiveness.ome

6. Although we discussed many types of propaganda in class, here is a list of items that you can use for ideas: create a short commercial, a poster, a skit, a song, or if you think of something else just check with me before starting.

Rubric ContinuedRequirement not met

Minimal requirements

Met minimum requirements

Thoroughly met requirements

The media was appropriate and convincing

1 point 2 points 3 points 4 points

The project was well constructed and professional

1 point 2 points 3 points 4 points

The entire group participated in the effort

1 point 2 points 3 points 4 points

The project was very convincing as a propaganda piece and met target audience

1 point 2 points 3 points 4 points

Further Investigations List

The following list are some websites and mediums that the students can use to further their investigations into how personal and public opinion is shaped and how propaganda is used to do this.

1. Politprop, website specializing in propaganda as a tool for influence in politics and media http://web.archive.org/web/20001203124000/www.mcad.edu/classrooms/POLITPROP/palace/central/objectives.html

2. The National Archives: Powers of Persuasion Online posters from wars http://www.archives.gov/exhibits/powers_of_persuasion/

powers_of_persuasion_intro.html 3. Political Cartoons using propaganda http://rutlandhs.k12.vt.us/jpeterso/uboatcar.htm 4. Living Room Candidate, the best political commercials ever made www.livingroomcandidate.com 5. Political Cartoons http://cagle.msnbc.com/politicalcartoons/

Sample lesson Plan 55 minute Period Days 1-2

Objectives:• Introduce unit activities, expectations and assessments• Build and activate prior knowledge about public opinion and

personal opinion through the self reflection activity• Introduce response Journals• Have students “Get to know” the influences that affected their

opinions by sharing in groups and reflecting in their journals• Students should understand the influences that create personal

and public opinions

Materials:

1. Response journals

2. Active Board

3. Homework assignment sheet

4. Class text

5. Active Board slide with areas for students to write and brainstorm

6. KWL chart

Objectives:• Introduce unit activities, expectations and assessments• Build and activate prior knowledge about public opinion and

personal opinion through the self reflection activity• Introduce response Journals• Have students “Get to know” the influences that affected their

opinions by sharing in groups and reflecting in their journals• Students should understand the influences that create personal

and public opinions

Materials:

1. Response journals

2. Active Board

3. Homework assignment sheet

4. Class text

5. Active Board slide with areas for students to write and brainstorm

6. KWL chart

Sample Lesson Plan continuedSample Lesson Plan continuedProcedure:1. Introduce objectives to the class and answer any questions

2. Discuss relevant vocabulary and create an active board chart of it (a student can write it out)

3. Initiate the KWL chart and discuss it as a class

4. Break up into groups and have students present their influences homework to their group (getting to know you activity)

5. Have students reflect and prioritize their personal influences and pick the 6 that are most relevant to society. Also pick the best picture

6. Groups will use the board to list their choices and draw the picture

7. The class will discuss each choice and how it fits into their lives. Once all groups are finished, the class will debate which 6 are most important and why

8. Students will reflect in their journals their thoughts on the process

9. Closure: review and restate objectives, review public opinion and the processes that make it, and state what the class will be doing next, which is visiting the lab for the 1st section of the project. Students will finish journal entries at home and read the first section in the text on types of propaganda and their influences on public opionion.

Procedure:1. Introduce objectives to the class and answer any questions

2. Discuss relevant vocabulary and create an active board chart of it (a student can write it out)

3. Initiate the KWL chart and discuss it as a class

4. Break up into groups and have students present their influences homework to their group (getting to know you activity)

5. Have students reflect and prioritize their personal influences and pick the 6 that are most relevant to society. Also pick the best picture

6. Groups will use the board to list their choices and draw the picture

7. The class will discuss each choice and how it fits into their lives. Once all groups are finished, the class will debate which 6 are most important and why

8. Students will reflect in their journals their thoughts on the process

9. Closure: review and restate objectives, review public opinion and the processes that make it, and state what the class will be doing next, which is visiting the lab for the 1st section of the project. Students will finish journal entries at home and read the first section in the text on types of propaganda and their influences on public opionion.

Reflection on this AssignmentThis unit was perfectly suited for use with the authoring cycle. Because of the nature

of the authoring cycle’s paradigm, the students are able to discover for themselves how they are influenced and why on their own. As the authoring cycle continues, the students can build on this self-knowledge and draw connections as to how and why propaganda is used in all its forms to influence them personally. The cycle also allows for this unit to be used at all levels and to meet many of the multiple intelligences, helping every student to learn on their own comfort level. The use of imagery specifically for this unit in the form of commercials, posters, cartoons, etc. adds another vital element. The visuals help the students to understand the materials better and more in-depth. As the cycle continued through this unit, students were able to explore meaning constructs through group discussion and also reflecting and revising their ideas. Through presentation the meaning of the materials was furthered and as the cycle continued opportunities for further engagements were offered within the projects and as an extension of the classroom unit. I think that many of the students actually like to go and view the extra materials as they seem to really respond to it in my experience. Throughout the entire unit the students are engaging in uninterrupted personal engagement as they continually reflect in their journals about their and other’s work. Overall, this process was very well suited and I am quite pleased with the results. I will be transferring this into my active studio software and the next time I teach this unit I am going to use this project.

Bibliography

Gitelson, Alan. American Government. Boston: Houghton Mifflin, 2008.

Living Room Candidate. Available: www.livingroomcandidate.com

McClenaghan, William. American Government. Boston: Prentice Hall, 2009

The National Archives: Powers of Persuasion Online posters from wars. Available:http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_intro.html

Political Cartoons. Available: http://cagle.msnbc.com/politicalcartoons/

Political Cartoons using propaganda. Available: http://rutlandhs.k12.vt.us/jpeterso/uboatcar.htm

Politprop. Available: http://web.archive.org/web/20001203124000/www.mcad.edu/classroo ms/POLITPROP/palace/central/objectives.html

Short, Kathy and Carolyn Burke. Creating Curriculum: Teachers and Studentsas a Community of Learners. Portsmouth, NH: Heinemann, 1991.