Digital Propaganda Project (11th Grade Honors English)

During this unit on conformity and rebellion, you have investigated time periods in which people
have blindly followed instructions and the reasons why they do so. The impact of media on
culture is severe, and when they make use of propaganda techniques, they can have the effect
of promoting mass hysteria.

In the creation of this project, you will demonstrate your knowledge of the scare tactics and
propaganda used in 1950s American politics and apply your understanding of rhetoric and
persuasion to a political advertisement of your own.

Your assignment is to ​apply your research of propaganda techniques in advertising to

produce a podcast or video that makes use of persuasive rhetoric.​​ Your choice to create
either a podcast or a video may affect the format, audience, tone, persona, and message that
you choose to communicate in the digital product. This digital product should ​make use of at
least three (3) propaganda techniques to update an advertisement from a period in
history to show what Americans are paranoid about today.

Techniques:
● Ad Hominem
● Appeals (to fear, prejudice, authority, etc)
● Bandwagon
● Name Calling
● Transfer Propaganda
● Black-and-White Fallacy
● Demonizing the Enemy
● Slogans

This project consists of three parts:

● A script for your podcast or video (in MLA format)
○ An engaging and original script should be written with the proper audience in
mind and present a political argument using three propaganda techniques (bold
these in your script)
○ Should be clearly organized with correct formatting, spelling, punctuation, and
grammar
● A podcast (3-5 minutes) or video (1½-3 minutes)
○ A political issue about which modern Americans are paranoid must be identified
○ At least 3 propaganda techniques must be included
○ You may choose to present this as a biased news piece, a product
advertisement, a campaign advertisement, or some other format
● A 2-3 page reflection (in MLA format) on the choices you made while working on the
project:
○ What propaganda techniques did you use to communicate your message and
promote paranoia?
○ How might you modify the advertisement to be persuasive without using
propaganda techniques?
○ How did publishing this message in a digital format update it from its historical
media?
○ How did your choice to create a podcast or video change how the message was
communicated? In other words, did using either audio or video have a stronger
rhetorical impact?
Digital Propaganda Project Rubric

Quality Excellent (21-25 Good (16-20 Adequate (11-15 Needs (0-10

points) points) points) points)

Script Creation Students created Students created Students created Students have
a script that a script that a script that created a script
Points Earned: shows clear shows clear shows some that does not
______/25 understanding of understanding of understanding of demonstrate
propaganda and propaganda and propaganda, but evidence of their
the time period the time period could use further understanding of
during which we during which we clarification on the propaganda.
discussed the discussed the subject.
advertising advertising
technique. technique.
Students show
evidence of
additional
research.

Media Project Students have Students have Students have Students have
Planning presented a presented a presented a presented a
product that aligns product that aligns product that aligns product that does
Points Earned: with their script with their script somewhat with not show evidence
______/25 and other and shows clear script and shows of planning. Script
materials, showing evidence of evidence of is not aligned with
clear evidence of planning. The planning, but could product or not
planning. The video follows a use more time and present. Material
video follows a logical pattern editing to become is unclear and has
logical pattern that is easy to logical and clear. no order.
that is easy to understand.
understand. The
information is
clearly presented.

Media Project Students have Students have Students show Students have
Content presented a presented a some created a product
product that is product that is understanding of that does not hold
Points Earned: engaging to the engaging to the persuasive the interest of the
______/25 viewer/listener viewer/listener rhetoric, but have viewer/listener or
while also showing while also showing created an hold show
clear clear engaging product. understanding of
understanding of understanding of persuasive
the concept of the concept of rhetoric.
persuasive persuasive
rhetoric. Students rhetoric.
have implemented
 the rhetoric and
information
together in a very
adaptable and
engaging way.

Reflection Students have Students have Students have Students have not
answered all of answered all of answered all of answered all of
Points Earned: the questions on the questions on the questions on the questions
______/25 the assignment the assignment the assignment regarding the
sheet regarding sheet regarding sheet regarding reflection on the
their reflection. their reflection. their reflection. assignment sheet.
They have added They have added
their own their own
conclusions and conclusion to their
evidence of reflection.
additional
understanding to
their reflection.

TOTAL
POINTS:

____/100