UNIT AUTHOR: Mr.

Hargrove

UNIT TOPIC: The election process, demographics, and the seven types of propaganda.

1. UNIT CONTEXT
Subject/Content Area : United States Government
Course : High School Social Sciences: 12
th
grade government
Grade Level : 12
th
Grade, Seniors
Length of Unit: Tuesday and Thursday (Two hour block period, which is equal to one week
on traditional schedules). Period 1 and 3.

2. FACTS ABOUT THE LEARNERS

Class Profile : Carlsbad High School

# NAME EL PROF
LEVEL
SPEC ED
CATEGORY
READINESS
LEVEL
LEARNING
PROFILE
INTERESTS
1
Cristian N/A


N/A
Below Basic
in Social
Studies,
English
Home
Language
Culture-
Hispanic or
Latino
Motocross
2
Kieran N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White
Surf, Skate,
EMT and
Fire School
3
Emily N/A N/A
Below Basic
in Social
Studies,
English
Home
Language
Culture-
White
Dance
4
Jacob N/A N/A
Proficient in
Social
Studies,
English
Home
Language
Culture-
Hispanic or
Latino
Computers,
College,
Possibly
USC
5
Taylor N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White
College,
Nursing
6
Yadira 5 N/A
Below Basic
in Social
Culture-
Hispanic or
Dance,
Travel
Studies,
Spanish
Home
Language
Latino
7
Brooke N/A N/A
Below Basic
in Social
Studies,
English
Home
Language
Culture-
White
Cheer,
Oceanograp
hy, Animal
Rescue
8
Conner N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White
Water Polo,
College,
Possibly
SDSU
9
Sophia N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White
Basketball,
Four Year
College
10
Bayleigh N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White
Cheer,
College,
Possibly
CBU,
Elementary
Teaching
11
Slater N/A N/A
Below Basic
in Social
Studies,
English
Home
Language
Culture-
White
Snowboardi
ng, Golf,
College
12
Adrian N/A N/A N/A
Culture-
Black or
African
American
Football,
Paintball,
College
13
Tori N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White
Paint, Run,
College
14
Norma 5 N/A
Below Basic
in Social
Studies,
English
Home
Culture-
Hispanic or
Latino
Track, Pre-
School ED
Language
15
Diba 4 N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
Indian
Cooking,
Travel,
College
16
Kevin N/A GATE
Advanced in
Social
Studies,
English
Home
Language
Culture-
White
Volleyball,
Four Year
College
17
Kylee N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White
Run and
Snowboard
18
Kamaile N/A GATE
Advanced in
Social
Studies,
English
Home
Language
Culture-
White
Surfing,
Hula/Tahiti
an Dancing,
Costa Rica
19
Brittany N/A N/A
Far Below
Basic in
Social
Studies,
English
Home
Language
Culture-
White
Soccer,
College
20
Michael N/A N/A
Advanced in
Social
Studies,
English
Home
Language
Culture-
White
Football,
Motocross,
College,
USC, Chem
Engineering
21
Sami N/A GATE
Advanced in
Social
Studies,
English
Home
Language
Culture-
Hispanic or
Latino and
Chinese
Yearbook
Editor,
Soccer,
Four Year
College
22
Brittanie N/A N/A
Basic in
Social
Studies,
English
Home
Culture-
Japanese
Black or
African
American
Trick Hula
Hooping,
College,
Ultra Sound
Tech
Language White
23
Daleth N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White,
South
African
Surf, Skate,
Art Music
Production,
College,
Graphic
Design
24
Micah N/A N/A
Below Basic
in Social
Studies,
English
Home
Language
Culture-
White
Surf, Fish,
Draw,
MiraCosta
JC
25
Joseph N/A N/A
Advanced in
Social
Studies,
English
Home
Language
Culture-
White
Soccer,
Business
26
Justin N/A N/A
Below Basic
in Social
Studies,
English
Home
Language
Culture-
White
Surf, Fish,
Hunt,
Offroad
Racing,
MiraCosta
JC
27
Catherine N/A N/A
Proficient in
Social
Studies,
English
Home
Language
Culture-
White
Dance,
College,
Nursing
28
Lisa N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White,
French
Weight
Training,
Swimming,
College,
Lawyer
29
Kyle N/A GATE
Advanced in
Social
Studies,
English
Home
Language
Culture-
White
Music,
Marching,
Camping,
Computer
Science
30
Cassidy N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White
Digital
Media,
Animal
Sciences,
College,
Chico or
Sonoma
31
Rebecca N/A N/A
Proficient in
Social
Studies,
English
Home
Language
Culture-
White
Yearbook,
SADD
32
Sonia 5 N/A
Far Below
Basic in
Social
Studies,
English
Home
Language
Culture-
Hispanic or
Latino
College, PSU
33
Daniel N/A N/A
Advanced in
Social
Studies,
English
Home
Language
Culture-
White
Computer
Science
34
Zaira N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
Hispanic or
Latino
Marching
Band
35
Wade N/A GATE
Advanced in
Social
Studies,
English
Home
Language
Culture-
White
Band,
Chess,
College,
Engineering
36
Jade N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White
GSA Club, JC
College
37
Stevie N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White
Shopping
38
Konner N/A GATE
Advanced in
Social
Studies,
English
Home
Culture-
White
Surf,
Humanitari
an Work,
College
Language
39
Itsuki 4 N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
Japanese
College
40
Grant N/A GATE
Advanced in
Social
Studies,
English
Home
Language
Culture-
Japanese
Basketball,
College,
Possibly
UCSB
41
Chloe N/A N/A
Basic in
Social
Studies,
English
Home
Language
Culture-
White
School
Newspaper,
Journalism,
College












Individual Student Information and Differentiation Strategies

#1 Student - Student with Special Education Need
a. Name: Konner
b. Eligibility: Konner is part of the GATE program. This stands for Gifted and Talented
Education.
c. Identity: Konner is a senior who excels at his work and gets mostly As. Konner is
Caucasian/white and is a native English speaker. Konners parents are professionals and
push him to do well in school.
d. Goals: Konner plans on graduating high school with honors and wants to go to college.
e. Readiness: Konner has an advanced readiness level and received all As in his previous
social studies courses.
f. Interest: Konner enjoys surfing as well as giving back through humanitarian work.
g. Learning Profile: Describe the students learning profile (personality, learning style
preferences).
h. Differentiation: How does this unit differentiate instruction for this student based on
above info?
Content (curriculum materials) The class as a whole will only be expected to go
so far with the material however; students will be given several extra credit
opportunities during the unit to expand what they have learned.
Process (student activities) All students will be told at the beginning of the unit
that they will have various chances to do extra credit work.
Product (assessment) On the quiz day at the end of the week, students will have
the chance to write a minimum of two paragraphs answering an extra credit
question. This will be a summative assessment where advanced students such as
Konner can show off what they have learned and practice their writing in greater
depth.
Affect (proactive management strategies - student activities, feedback
strategies) Feedback will be given in both written form as quizzes and
assignments are handed back, as well orally as we go over assignments as a class.
Learning Environment Konner grasps concepts quickly and works well with
others so he will be one of several students who will be asked to lead one of several
groups during certain activities. This gives Konner extra responsibility and helps
push him to work hard and help others.
I. Assessment: This unit will incorporate formative assessments in the form of a small
group presentation, which will show how well students are grasping key concepts and
vocabulary. This will also show how well students like Konner are helping their group
mates to progress. A quiz will also be given as a summative assessment during the end of
the week, which will further measure how students are doing with al the material as a
whole. Extra credit opportunities will be given during the presentation and on the quiz for
students to have the chance to go beyond and to excel at a higher level.


#2 Student - English Language Learner
a. Name: Sonia
b. ELL Level: Student has a CELDT score of 5
c. Identity: Student is a senior, Student is Hispanic, Family speaks Spanish at home and has
a hard time helping her with her homework.
d. Goals: Student wants to attend college but has below average reading and writing skills.
e. Readiness: The students readiness level is below basic in social studies.
f. Interest: Student enjoys soccer.
g. Learning Profile: Sonia works well in class and with classmates. She is responsive when
called upon and seems to enjoy contributing to the class. She has difficulties understanding
written text but responds well to auditory and visual learning.
h. Differentiation:
-Content (curriculum materials) : This lesson was designed to incorporate auditory
and visual elements, which are productive for Sonia.
Process (student activities) : The class will watch ten ads, which display various
types of propaganda. This was adopted rather than just reading examples out of the
text.
Students will create a self-evaluation, which will take the stress off Sonia knowing
that she struggles with reading and writing.
Self evaluations will be gone over with classmates in class so Sonia will have peer
reviewed feedback
Class discussion followed by peer review will create a stress free environment.
I. Assessment: To assess Sonias progress toward achieving learning goals, it will be
progressive for her to receive written and oral comments from the teacher and oral
feedback from peers. She will also receive feedback at the beginning of the following week
when the class has a formative quiz.

#3 Student Low Level Student
a. Name: Cristian
b. Need: The student is often disengaged and not interested in class lessons.
c. Identity: Student is a senior, Student is Hispanic, Speaks English at home, The student has
some support at home but his parents are divorced.
d. Goals: The student has a low reading and writing level and has little desire to improve.
e. Readiness: Student has a below basic readiness level in social studies.
f. Interest: The student loves watching TV.
g. Learning Profile: The student enjoys working in groups and also enjoys lessons that
incorporate watching videos.
h. Differentiation:

Content (curriculum materials): Political ads from Livingroomcandidate.org
Process (student activities): The class will watch ten ads, which display various
types of propaganda. This was adopted rather than just reading examples out of the
text.
Product (assessment): Self evaluations will be gone over with classmates in class so
Cristian will have peer reviewed feedback
Affect (proactive management strategies - student activities, feedback strategies):
students will turn in their self-evaluation to get additional feedback.
Learning Environment (classroom space, seating, grouping ): class discussion.
Allows students to think critically and to hear each others ideas.
I. Assessment: To assess Cristians progress toward achieving learning goals, it will be
progressive for him to receive written and oral comments from the teacher and oral
feedback from peers. He will also receive feedback at the beginning of the following week
when the class has a formative quiz.

#4 Student Average Level Student
a. Name: Kieran
b. Need: Student benefits from peer and teacher feedback to make sure he is on top of his
work because sometimes he will go off track.
c. Identity: student is a senior, Student is Caucasian, Student speaks English at home and
has support from both parents who are professionals.
d. Goals: Student has average reading and writing skills and is approaching college bound
levels. Student wants to attend junior college.
e. Readiness: The student has a basic readiness level in social studies.
f. Interest: The student likes to surf and watch T.V.
g. Learning Profile: The student is very much an auditory and visual learner.
h. Differentiation:
Content (curriculum materials): Political ads from Livingroomcandidate.org
Process (student activities): The class will watch ten ads, which display various
types of propaganda. This was adopted rather than just reading examples out of the
text.
Product (assessment): Self evaluations will be gone over with classmates in class so
Kieran will have peer reviewed feedback
Affect (proactive management strategies - student activities, feedback strategies):
Since Kieran is an auditory and visual learner, he will most likely be interested in
this assignment and want to engage in it.
Learning Environment (classroom space, seating, grouping ): Class discussion.
Allows students to think critically and to hear each others ideas.
I. Assessment: : To assess Kierans progress toward achieving learning goals, it will be
progressive for him to receive written and oral comments from the teacher and oral
feedback from peers. He will also receive feedback at the beginning of the following week
when the class has a formative quiz.

#5 Student High Level Student
a. Name: Grant
b. Need: This student is very self-sufficient but needs to be challenged.
c. Identity: Student is a senior, Student is Asian and speaks English at home, both parents
are professionals and supportive.
d. Goals: Student wants to go to a four-year college.
e. Readiness: The student has an advanced readiness level in social studies.
f. Interest: Student is interested in basketball.
g. Learning Profile: The student likes to work alone so he can get his work done quickly.
h. Differentiation
Content (curriculum materials): Political ads from Livingroomcandidate.org
Process (student activities): The class will watch ten ads, which display various
types of propaganda. This was adopted rather than just reading examples out of the
text. Students will be able to create answers at their own pace allowing students
like Grant to excel.
Product (assessment): Self evaluations will be gone over with classmates in class so
Grant will have peer reviewed feedback and be able to give his peers valuable
feedback.
Affect (proactive management strategies - student activities, feedback strategies):
This assignment will allow students like Grant who excel and like to get their work
done quickly to show off their skills.
Learning Environment (classroom space, seating, grouping ) Class discussion.
Allows students to think critically and to hear each others ideas.
I. Assessment: To assess Grants progress toward achieving learning goals, it will be
progressive for him to receive written and oral comments from the teacher and oral
feedback from peers. He will also receive feedback at the beginning of the following week
when the class has a formative quiz.


2. Unit Rationale: Enduring Understandings & Essential Questions
-This unit is important because it introduces students to political interest groups,
lobbyism, propaganda and other things that influence politics and public opinion. Today
there is more propaganda in the world than ever before. Propaganda exists in newspapers,
television ads, in magazines, on Facebook and twitter and in many other formats. There is
always someone or group competing for votes or for public interest, especially in politics.

Enduring Understandings (EU)
- Students will understand what propaganda is and how it is present within society
and politics. Students will understand the differences between the seven types of
propaganda (Plain Folks, Glittering Generalities, Bandwagon, Transfer, Name Calling, and
Testimonial). Students will understand how propaganda is a technique of persuasion to
influence a person or a groups behaviors. Students will see how politicians use mass media
to spread political propaganda in hopes of tipping the scales in their direction.

Essential Questions
-What is propaganda? What are the seven types of propaganda?
-What is lobbying?
-What are grassroots in politics?

3. STANDARDS
Content & Common Core Standards

12.6: Students evaluate issues regarding campaigns for national, state, and local
elective offices.
3. Evaluate the roles of polls, campaign advertising, and the controversies
over campaign funding.

(http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#search=social%20sci
ences&view=FitH&pagemode=none)

ELD Standards

- Section 2: Elaboration on Critical Principles for Developing Language &
Cognition in Academic Contexts Part I: Interacting in Meaningful Ways
- I + 1 Model
- This lesson is designed to benefit EL students who are at the Emerging level on
the English Level Development Continuum. As students watch short video clips,
they will engage in small class discussions regarding the seven types of
propaganda. They will be practicing skills in the Expanding development level.
Students will practice skills such as following rules, asking and answering
relevant questions, and paraphrasing key concepts.


4. UNIT OBJECTIVES

Condition Students will learn seven types of propaganda, which will be their
vocabulary words during a short lecture while taking notes and then further practiced
as a class.

Verb Students participate in a class discussion after watching several video clips and
identifying what they see.

Criteria Students who are struggling with the concepts will be advised to study their
notes as well as the terms on quizlet.com. Homework that is collected will further tell if
they are struggling.


Homework and Assignment Rubric

Advanced (3) Average (2) Below Average
(1)
Complete and
correct
Work is
complete and
at least 75% of
answers are
correct.
Work is almost
complete, may
be missing an
answer, but
has at least
50% of the
answers
correct.
Work is
incomplete, is
missing more
than three
answers and
has less than
50% correct.
Examples Gives a correct
example on at
least 75% of
the questions
to reinforce
answers.
Gives a correct
example on at
least 50% of
the questions
to reinforce
answers.
Gives a correct
example on at
less than 50%
of the
questions to
reinforce
answers.



5. ASSESSMENT PLAN
Name of Assessment: Day 1 hour 1 assessment: Chapter 9 Section 3 Homework
propaganda
Formality: Informal
Purpose: To introduce the class to propaganda. (Entry level)
Communication of Expectations: Propaganda is the will be at the heart of this weeks
lessons.
Evaluation Criteria: Feedback will be given on the homework assignments and
returned promptly.
Student Self-Assessments: A rubric for homework performance is provided as well as
a student self assessment rubric.


Name of Assessment: Day 1 hour 2 assessment: Propaganda Self-evaluation
Formality: Informal
Purpose: Self-evaluation
Communication of Expectations: Allow students to monitor their success
Evaluation Criteria: Feedback will be given by peers as well as by the teacher after
being collected.
Student Self-Assessments: A rubric for homework performance is provided as well as
a student self assessment rubric.

Name of Assessment: Day 2 hour 1 assessment: Propaganda Self-evaluation
Formality: Informal
Purpose: Self-evaluation
Communication of Expectations: Allow students to monitor their success
Evaluation Criteria: Feedback will be given by peers as well as by the teacher after
being collected.
Student Self-Assessments: A rubric for homework performance is provided as well as
a student self assessment rubric.


6. STEPS OF INSTRUCTION
Where are we headed?
-To find out how things like demographics and propaganda influence voting and
politics.
How will the student be hooked?
-Students will be hooked after watching a campaign ad, which features Will Farrell.
What opportunities will there be to be equipped, and to experience and explore
key ideas?.
-Students will have opportunities to independently practice by watching short ads
and deciding which form of propaganda is being displayed.
What will provide opportunities to rethink, rehearse, refine and revise?
-Self-reflection along with feedback from the teacher as well as from interaction
from classmates will help students to refine and revise.
How will students evaluate their work?
-Students will evaluate their work based on rubrics and feedback.
How will the work be tailored to individual needs, interests, styles?
-Students who need extra accommodations will be adhered to and many of the
lessons for the week allow for creative thinking.
How will the work be organized for maximal engagement and effectiveness?
-All exercises and assignments will be gone over in class as well as collected and
returned with feedback.



CALENDAR

Day 1, Tuesday (first hour of block day)
Standard: 12.6: Students evaluate issues regarding campaigns for national, state,
and local elective offices.
3. Evaluate the roles of polls, campaign advertising, and the controversies
over campaign funding.

(http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#search=social%20sci
ences&view=FitH&pagemode=none)

Objective: Students will have a firm understanding of where prominent countries in the
Middle East exist. Going over the homework will give students an opportunity to see how
they did.
Student Activity: Students begin the class with their daily routine of filling in a map of the
Middle East with countries that are designated on the overhead projector. Students will
then go over their homework as a class.
Assessment: The homework assignment will be a formative assessment that will be
collected and returned with feedback

Day 1, Tuesday (second hour of block day)
Standard: 12.6: Students evaluate issues regarding campaigns for national, state,
and local elective offices.
3. Evaluate the roles of polls, campaign advertising, and the controversies
over campaign funding.

(http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#search=social%20sci
ences&view=FitH&pagemode=none)

Objective: to understand what propaganda is and how it is present within society and
politics. Students will understand the differences between the seven types of propaganda
(Plain Folks, Glittering Generalities, Bandwagon, Transfer, Name Calling, and Testimonial).
Students will understand how propaganda is a technique of persuasion to influence a
person or a groups behaviors. Students will see how politicians use mas media to spread
political propaganda in hopes of tipping the scales in their direction.

Student Activity: Students will watch up to ten campaign adds while taking notes and
identifying what types of propaganda are present and why.

Assessment: I will give the class a short homework assignment where they will have to
create a self-evaluation quiz that they will use in class to help each other study. This will be
an informal assessment.

Day 2, Thursday (first hour of block day)
Standard: 12.6: Students evaluate issues regarding campaigns for national, state,
and local elective offices.
3. Evaluate the roles of polls, campaign advertising, and the controversies
over campaign funding.

(http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#search=social%20sci
ences&view=FitH&pagemode=none)

Objective: Students will have a firm understanding of where prominent countries in the
Middle East exist. Going over the homework will give students an opportunity to see how
they did.
Student Activity: Students begin the class with their daily routine of filling in a map of the
Middle East with countries that are designated on the overhead projector. Students will
then go over their homework as a class, which was to create a quiz for the seven types of
propaganda. This quiz will have at least twelve short answer questions that students will
trade to practice their terms.
Assessment: Informal self-evaluation quiz. Students will trade their quiz they created with
at least two other students to practice.

Day 2, Thursday (second hour of block day)
Standard: 12.6: Students evaluate issues regarding campaigns for national, state,
and local elective offices.
3. Evaluate the roles of polls, campaign advertising, and the controversies
over campaign funding.

(http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#search=social%20sci
ences&view=FitH&pagemode=none)

Objective: Students will understand what a third party is and be able to name at least two
of them and where they fall on the political spectrum.
Student Activity: The class will go over a Power Point Presentation on the third parties.
Students will take notes.
Assessment: Students will be instructed to study their notes and quizzes they made for a
short formative quiz the following week on the seven types of propaganda.


ANTICIPATORY SET
-To introduce the role propaganda plays in politics, I will show the class a political ad from
President Obamas campaign, which stars Will Farrell. This is a very humorous ad, which is
sure to get many laughs and to get students interested in propaganda and the unit for the
week.



CLOSURE
-As we are quickly approaching election season, students will begin to notice propaganda
that is being aimed at them. Students will be able to understand why in response to
demographics. This will help students as we move into 3
rd
party politics and understand
what types of people the 3
rd
parties are trying to attract.

LESSON PLAN

1. TITLE OF LESSON: Political Propaganda : Unit Two, The Election Process
2. CURRICULUM AREA & GRADE LEVEL: High School Social Sciences: 12
th
grade
government

3. DATE OF LESSON/TIME NEEDED: Period one and three, 10/21/14. 45
minutes of a two-hour block period.
4. RESOURCES:
-Students have completed homework assignment to reference.
-Power Point Presentation for the students to copy down definitions for the seven
types of propaganda
-Students will need notepaper and a pen or pencil.
-Video clips will be shown to the class from Livingroomcandidate.org and will be
displayed onto the Smart Board by the projector in class.

5. CA CONTENT STANDARD(S):

12.6: Students evaluate issues regarding campaigns for national, state, and local
elective offices.
3. Evaluate the roles of polls, campaign advertising, and the controversies
over campaign funding.

(http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#search=social%20sci
ences&view=FitH&pagemode=none)


6. CA ELD STANDARD(S): For Grades 11-12
- Section 2: Elaboration on Critical Principles for Developing Language &
Cognition in Academic Contexts Part I: Interacting in Meaningful Ways
- I + 1 Model
- This lesson is designed to benefit EL students who are at the Emerging level on
the English Level Development Continuum. As students watch short video clips,
they will engage in small class discussions regarding the seven types of
propaganda. They will be practicing skills in the Expanding development level.
Students will practice skills such as following rules, asking and answering
relevant questions, and paraphrasing key concepts.


- Collaborative
1. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics.

This lesson is designed so that students will be able to define and
identify various types of propaganda. The class will first go over a
homework assignment that helped introduce the seven types of
propaganda. Short video clips will then be shown and students will be
called upon to tell the class what types of propaganda are being
incorporated. EL students will benefit from hearing vocabulary words
attached to images and video representations.

Differentiation
- Interpretive Development
1. Listening actively to spoken English in a range of social and academic
contexts.

(http://www.cde.ca.gov/sp/el/er/documents/sbeeldstdg1112c.pdf)

As each student shares their ideas regarding each video, students in the
audience will have a chance to hear each vocabulary word (type of
propaganda) be explained. This repetition will be highly beneficial
especially to ESL students because they will get to here terms spoken by
a multitude of classmates with different sounding voices. Thus, if they
could not understand the way a particular student said a word, they will
hear it from nine other classmates.

7. BIG IDEA ADDRESSED/ENDURING UNDERSTANDING:

- Students will understand what propaganda is and how it is present within society
and politics. Students will understand the differences between the seven types of
propaganda (Plain Folks, Glittering Generalities, Bandwagon, Transfer, Name
Calling, and Testimonial). Students will understand how propaganda is a technique
of persuasion to influence a person or a groups behaviors. Students will see how
politicians use mas media to spread political propaganda in hopes of tipping the
scales in their direction.

8. ESSENTIAL QUESTIONS:

-What is propaganda? What are the seven types of propaganda? Why is
propaganda prevalent in politics? Is propaganda good or bad?

9. OBJECTIVE(S) OR LEARNING GOAL(S):

This activity promotes cognitive learning. Moreover, this promotes social cognition
as extrinsic and intrinsic characteristics of the lesson push students to engage in
class discussion and to learn their vocabulary terms together. At the end of the
lesson, students will have a strong understanding for types of propaganda that exist.
They will also be able to give examples of the seven different types of propaganda.
Students will understand the importance of being able to identify the various forms
of propaganda and what they are trying to promote and persuade.

Condition Students will learn seven types of propaganda, which will be their
vocabulary words during a short lecture while taking notes and then further
practiced as a class.

Verb Students participate in a class discussion after watching several video clips
and identifying what they see.

Criteria Students who are struggling with the concepts will be advised to study
their notes as well as the terms on quizlet.com.

10. ASSESSMENT(S):

This is largely a progress-monitoring activity. As students progress through the
lesson it will be easy for the teacher to see which terms the class is having
difficulties with as a whole. Students will volunteer to share what types of
propaganda they see in each video clip. Students will be asked to raise their hands if
they agree. A homework assignment will be assigned at the end of the lesson, which
will reinforce the lesson. When the homework is collected Friday, I will be able to
see who is struggling with the material and will be able to give them feedback.

11. INSTRUCTIONAL STRATEGIES:

12. STUDENT ACTIVITIES:
1. Anticipatory Set (10 min)
-I will begin this lesson by instructing
students to get out their homework for
Chapter 9 Section 3 from their class
textbook. This is a three-question
homework assignment that introduced
the students to propaganda within the
political sphere.
-I will then spend about 10 minutes
going over the homework with the
students.
-I will tell students that they will use
their homework to refer to throughout
the lesson so they will keep it out.

2. State Objective (2 min)
-I will tell students that the goal of the
lesson is to understand what propaganda
is and how it is present within society
and politics. Students will understand
the differences between the seven types
of propaganda (Plain Folks, Glittering
Generalities, Bandwagon, Transfer,
Name Calling, and Testimonial).
Students will understand how
propaganda is a technique of persuasion
to influence a person or a groups
behaviors. Students will see how
politicians use mas media to spread
political propaganda in hopes of tipping
the scales in their direction.

3. Input Modeling (3 min)
-One of the short clips we will watch as a
class will be shown and I will
deconstruct it and tell the class which
types of propaganda are present in the
clip and why? This type of modeling will
be exactly what each student will be
required to do.

4. Check for Understanding (3 min)
-I will call on a minimum of two students
to ask them to reiterate what type of
propaganda I have defined from the clip
Anticipatory Set (10 min)
-Students will get out their homework
for Chapter 9 Section 3 from their class
textbook. Students will be asked to raise
their hand if they can tell the class the
correct answer to each question.
-Students will respond to whether they
agree, disagree, or have something to
add to a particular answer.





State Objective (2 min)
-Students will listen to the objective of
the lesson.
















Input Modeling (3 min)
-Students will watch a short political ad
that contains propaganda and listen as I
explain what types of propaganda are
displayed in the ad.
-Students will then have an example of
what they will do on their own.


Check for Understanding (3 min)
-At least two students will be asked to
reiterate what we just covered.
and why.
-I will then ask the class if there are any
questions.

5. Independent Practice (20 min)
-I will show the class up to ten video
campaign adds. These ads contain the
seven types of propaganda, which
students will need to identify.
-Each video clip is less than two minutes.

6. Guided Practice (15 min)
-After watching all of the clips, I will
randomly call upon students to share
their opinions about the clips with a
focus on what types of propaganda are
present and why?

7. Closure (5 min)
-I will give the class a short homework
assignment where they will have to
create a self-evaluation quiz that they
will use in class to help each other study.




-Students will raise their hands if they
have any questions.



Independent Practice (20 min)
-Students will watch up to ten
campaign adds while taking notes and
identifying what types of propaganda
are present and why.


Guided Practice (15 min)
-Students will be called upon to share
their responses with the class.
-Students will be asked whether they
agree or disagree or have something
else to add.

Closure (5 min)
-Students will listen to the instructions
for a short homework assignment that
will be given.


7. MATERIALS/RESOURCES
-Students have completed homework assignment to reference.
-Power Point Presentation for the students to copy down definitions for the seven types of
propaganda and 3
rd
parties.
-Students will need notepaper and a pen or pencil.
-Video clips will be shown to the class from Livingroomcandidate.org and will be displayed
onto the Smart Board by the projector in class.


8. REFLECTION
In what ways have you differentiated instruction to meet the varying needs of your
students?
-This lesson has been differentiated to include auditory and visual elements in the form
of political ad campaign videos. Some students in the class have reading and writing
issues and some students are just simply board with class. The videos that will be
shown are fun and even controversial. One video features Will Farrell, which is sure to
draw students into the lesson. By watching the videos as a group and then having a
discussion as a class, students with different readiness levels will benefit from hearing
their classmates speak and to see how others may approach certain questions.

What strengths and possible limitations do you see in your plan?
-One strength about this plan is that students will have an opportunity to self evaluate.
One weakness is that not everyone be able to be called upon in class.

What forms of data/evidence might you collect from this unit to measure its
effectiveness?
-Students will create a self-evaluation quiz for homework on the seven types of
propaganda we go over. This will be collected after it is used in class and will help to
judge how well students understood information and are able to use ads we saw in class
as examples latter.

What have you learned about yourself, students, your unit plan topic, and/or planning
in general as a result of designing this unit plan? What do you know now that you didnt
know at the start of this unit or program?
-lessons need to be made fun whenever possible. Having a strong icebreaker such as
showing the students a political ad featuring Will Farrell can turn on students to a
lesson who are normally disengaged. Thus finding creative ways to engage all students
is key to success.

9. RUBRIC WITH SELF-ASSESSMENT

UNIT RUBRIC 20 points

Design
Component
& Criteria
Approaching Meets
(Include criteria for
Approaching & Meets)
Exceeds
(Include criteria
for Approaching,
Meets & Exceeds)
Unit Context
1 point
Describes the
subject/content area,
& describes the length of unit,
number of class periods and
& describe where
it fits within the
curse, grade level &

lengths of periods. year plan.
Student
Facts
2 points
Provide a complete
Class Profile
& describe 5 individual
students (ELL, Special Ed, Low
Level, Average Level, High
Level). Include the students
name, label, grade level,
culture, language, SES, family,
affect, individual education
goals, readiness (reading,
writing and subject area level),
interests, & learning profile
& include
information about
students affects
and needs for
their learning
environment.
Different-
iation
3 points
Describe the
differentiation
strategy(ies) for the
5 individual
students
& label the strategy (lesson
content, process or product)
and the way it addresses the
students identity and
developmental needs
(readiness, interest or learning
profile)
& provide how the
strategy will be
assessed for
effectiveness and
altered if needed.
Unit
Rationale
1 point
Explain the
importance of unit in
the students big
picture of learning &
describes the
enduring
understandings -
what students will
know and be able to
do at the end of the
unit
& articulate what essential
questions you will use to frame
the unit
& label the
questions based
on the Six Facets of
Understanding.
Standards
and
Objectives
1 point
Both CA Content,
Common Core and
ELD Standards are
identified and each is
addressed in an
objective that
contains a condition,
verb, and criteria
& each objective is labeled by
the type (cognitive, affective,
psychomotor or language) and
number of the standard it
addresses
& identify which
of the six facets of
understanding it is
designed to
address.
Assessment
2 points
Provide an
assessment for each
objective and
articulates
& identify the formality,
purpose, implementation
method and evaluation
criteria.
& provide
description of how
you will
communicate
expectations
(rubric), self-
assessment
process and
provide a sample
of student work.
Anticipatory Provide an & describe in detail the steps & provide script
Set
1 point
anticipatory set
activity for unit
the teacher will take to
implement the anticipatory set
for the unit and any needed
materials (i.e. graphic
organizer, ppt, model,
rubric)
for teacher and
times for each
activity.
Calendar
2 points
Provide a unit
calendar outlining
what is addressed
each day (objectives,
standards, student
activity and
assessment)
& each activity is student
centered with multiple
opportunities for the
instructor to check for
understanding
& provide unit
calendar online
for students.
Closure
1 point
Provide a closure
activity for unit
& describe in detail the steps
the teacher will take to
implement the closure
activities and any needed
materials (i.e. graphic
organizer, ppt, model,
rubric)
& provide script
for teacher and
times for each
activity.
Lesson
Plans
4 points
3-5 lesson plans are
provided for one
week of the unit
& each lesson meets all the
requirements specified in their
perspective rubrics including
all the instructional materials

& A full scripted
Lesson is provided
for each day of the
week.
Materials &
Resources
1 point
Describe all the
materials needed to
implement the
lesson/unit
& the materials address a
range of student needs and
variety of interests and
learning profiles
& provide
students multiple
choices for the
content, process
and products of
the unit.
Reflection
1 point
Address all the
reflection prompts
about differentiation,
strengths and limits
of the unit, &
effectiveness of unit

& describe what you learned
about yourself and your
students
& identify what
you would keep in
mind for the next
lesson.

Self-
Evaluation
5 points will
be deducted
if not
included
Provide a copy of the
rubric with the unit
plan
& highlight or circle the
criteria for each component
& provide hand
written evidence
for each criteria
marked and
identify what page
the component is
addressed in the
unit.