T&L 594 ARTS-INTEGRATION PROJECT

REQUIRED FORMAT FOR ARTS-BASED LESSON PLANS

USE AS A TEMPLATE

Topic of the Unit and intended Grade level: The Cold War, 8th Grade

Topic of the Arts-Based Lesson: Cold War Propaganda

Purpose of the Arts-Based Lesson:

This lesson will help students explore ideas about media literacy, and persuasive techniques used in Cold War propaganda and in today’s advertising. Students will have a better understanding of the way the governments on both sides of the Cold War created a social conflict using propaganda. Students will learn about persuasive techniques by looking at historical and contemporary film clips and will practice using the techniques by creating their own Public Service Announcements. In future lessons, students will build on what they know about propaganda to better understand how the fear created by these campaigns influenced American society.

Learning Target(s) of the Arts Lesson:

  • Given a short answer question, students will be able to define propaganda. (Assessed by the Unit Test)
  • After viewing a propaganda image/film, students will be able to identify persuasive techniques. (Assessed by the Unit Test)
  • Using audio/video materials students will be able to use persuasive techniques to create their own public service announcement. (Assessed by the PSA Rubric)

Arts EALRs

  • Visual Arts EALR 2. The student demonstrates thinking skills using artistic processes.
  • Visual Arts Component 2.1 Applies a creative process in the arts
  • Visual Arts Component 2.3 Applies a responding process to an arts presentation.
  • Visual Arts EALR 3. The student communicates through the arts.
  • Visual Arts Component 3.1 Uses the arts to express and present ideas and feelings
  • Visual Arts Component 3.2 Uses the arts to communicate for a specific purpose

Information, Resources, Materials Needed for this Lesson:

Digital Video Camera and Tapes

Computer with iMovie software and internet access

Tripod

Digital Projector

Concept Definition Map

The Millionaire

A Soviet portrayal of a bulldog who becomes a millionaire. This film warns against the unfairness of distribution of wealth, and capitalistic ideals standing in the way of peace.

Persuasive Techniques Handout

Freedom Mine

A US propaganda film promoting of capitalism and its benefits. A traveling salesman selling “ism” to take care of the entire nations problem is put in his place before signing away their freedom.

The Enemy Agent and You

This US counter-espionage film warns against unwittingly getting pulled into acts that will support communism.

Propaganda Techniques

An instructional film from the 40’s or 50’s on propaganda techniques; this is a propaganda film promoting propaganda.

Chuck Norris Approved

Chuck Norris endorses Mike Huckabee in this presidential campaign ad. Chuck Norris provides statements about Huckabee’s worthiness for president, while Mike Huckabee tells Chuck Norris jokes.

Story Boards
Got Something to Say?

This WebQuest guides students through the process of creating a Public Service Announcement.

Self Evaluation Form

Public Service Announcement Rubric

“All propaganda has to be popular and has to adapt its spiritual level to the perception of the least intelligent of those towards whom it intends to direct itself.” Adolf Hitler, Mein Kampf (1923).

“Print is the sharpest and strongest weapon of our party.” Josef Stalin (April 19, 1923).

Persuasion map.

Video Tech Training, KidzOnline.

Teaching Procedures or Learning Strategies to be used:

Day One

•Introduction:

  • “We have been learning about the Cold War. We already know that it was an economic, technological, and political conflict. Today we will explore the social aspects of the Cold War by looking at Cold War propaganda. Eventually you will make your own propaganda films using what we have learned.”
  • Review Objectives with the class.
  • “Let’s start by listing what we know about propaganda. Has anyone heard the word propaganda before? What is it? Who used it?”
  • “While I am writing our ideas on the map, will someone look up propaganda in the dictionary? What is the official definition?”
  • Possible definition: Propaganda is a type of message aimed at influencing the opinions or behavior of people. (
  • Write the definition with the students’ ideas on the concept definition map poster.
  • Remind students that the Cold War split the world unofficially in two. Propaganda was an important tool for both the “Free World” and the “Communist Bloc” because they needed the people to support the undeclared war, and all the money that went into keeping a strong military ready to respond to possible nuclear attack.

•Questions:

  • What is propaganda?
  • Is the film maker sending us a message is this film?
  • What is the message? How do you know that?
  • Is the creator using techniques to persuade us of their point of view?
  • Which techniques? Explain what they look like.
  • How would you feel if you were living in the Cold War Era and saw this film? Would it influence your daily life at all? Why or why not.
  • Why was propaganda used?

I will actively involve students in answering these questions in several ways: by calling on different people at random, allowing students to answer as a group to lower the social risks, and by asking students to write out their answers individually.

•Learning Activities:

  • “Now that we have figured out what we know about propaganda, let’s look at some example so that we can understand more.”
  • Show The Millionaire, a Russian animated film.
  • “Did this film have a message? What was it? How did they try to convey the message?”
  • Pass out Persuasive Techniques Handout
  • “Persuasive media uses techniques to convince us of their point of view. Individually read this hand out on persuasion techniques. When you are finished, tell your neighbor the technique you found most interesting and explain how you think it works.” As a class review all the techniques to check for understanding.
  • “Now let’s think about the film we just watched. Was the film maker using any of these techniques?” Review the examples below to demonstrate techniques used in the film.
  • 1:52 The rich woman is compared to a pedigree bulldog. (Name Calling)
  • 4:16 Dog is treated like royalty. Given luxuries that most normal people cannot afford. (Emotional Appeal)
  • 8:52 Bankers sneer at peace. (Card Staking)
  • 9:58 Crooked money gets you elected to the senate. (Simplification/Stereotyping, Name Calling)
  • Show Freedom Mine, a US animated film.
  • “Was there a message for us in this film?”
  • “What techniques were they using to persuade us of their point of view?”
  • Give each table group one of the printed propaganda images, ask them to answer the following questions about their images. s
  • What is the message in the image?
  • What techniques are being used to persuade us? Explain using examples from the image.
  • Ask each group to present their cartoon and the answers they found to the questions.

•Closure:

  • Fill out the Concept Definition Map for propaganda. Explain that in the next lesson they will be using the techniques they learned to create their own propaganda films.
  • Show The Enemy Agent and You
  • Ask students to write an exit slip answering the following questions:
  • “What was the message of film maker?”
  • “What persuasive techniques were used in the film clip you just watched?”
  • Extending the Lesson
  • For homework have students select articles, stories, or advertisements from the media. Ask the students to manipulate the information to create a piece of propaganda to contribute to the class “Propaganda Wall”. These examples can hang beside the concept definition map of propaganda to illustrate what they have learned about propaganda.

Day Two

•Introduction:

  • “Yesterday we learned about persuasive techniques in propaganda. Today we are going to expand our understanding of propaganda by using these techniques ourselves.”
  • Review objectives with the class
  • Show Propaganda Techniques to review what we learned yesterday. Ask students to note techniques we discussed in the film, and see if they recognize the filmmaker using any propaganda techniques in their film about propaganda.

•Learning Activities:

  • Discuss the reason that propaganda was used in the Cold War.
  • Ask students if they think propaganda has been used at any other time in history. What about now?
  • “As you will be making your own propaganda films, let’s look at an example of present day persuasion to understand how these techniques can be used in contemporary society”
Show Chuck Norris Approved
  • What kinds of persuasive techniques were used in this message?
  • Practice making a present day public service announcement as a class:
  • Pick a topic, something that bothers the class about school.
  • How will we convince others of our point of view? Choose some techniques.
  • Make an outline.
  • Create a storyboard.

•Independent Practice:

  • Explain to students that they will be creating their own “public service announcement” in their table groups using iMovie.
  • Since they have used this tool before, they will create the movie with the WebQuest “Got Something to Say?” to remind them of the process.
  • All groups need to turn in storyboards and an outline before they can check out a camera.
  • Allow students to brainstorm ideas in their groups for the remainder of the period. Circulate to observe, check understanding, and assist groups.

•Closure:

  • Whip—ask each student to share one thing they have learned about Cold War propaganda or persuasive techniques before excusing students from class.
Possible Family Interaction
  • Family Critique—students will show their film to a family member for feedback. The student should ask their family member if they can think of a way the film could be more persuasive, and explain the techniques they have used. They should summarize what their family member liked and the changes they suggested for the film.
  • Film Showing—parents could be invited to a film viewing of all the groups propaganda films. In addition, the films could be posted online for community members to comment on.

Assessment of the Arts Lesson:

Formative (measures process/progress)

  • Exit Slips—students will complete an exit slip that addresses the questions “What was the message of film maker?” “What persuasive techniques were used in the film clip you just watched?”
  • Observation Checklist—during group work and class discussion students’ behavior will be evaluated using a checklist (see attached).
  • Class Concept Definition—as a class we will create a concept definition map of the term “propaganda”. This activity will help evaluate students understanding of term, and determine what further instruction is needed (see attached sample poster).
  • Storyboards—students’ storyboards will check there understanding of how to use persuasive techniques before the make their own public service announcement. Understanding will be measured using a rubric (see attached rubric and storyboard).

•Summative (measures outcomes)

The final outcome of student learning will be measured in two ways:

  • Public Service Announcement—the PSA will demonstrate students understanding of how to use persuasive techniques. This will be evaluated using a rubric and a self-evaluation form (see attached).
  • Unit Test—the comprehensive unit test will include the following assessment items as a way to measure student learning from this lesson.
  • Short Answer: Identify and explain a persuasive technique being used in the image provided above.
  • Short Answer: Define the term propaganda.

How do each of your assessments provide you with evidence that your Arts-based lessons have had a positive impact on all your students’ learning?

The assessments provide evidence of impact on all students’ learning in two ways. First, students will take a pre-test at the beginning of the unit, this will be compared with their unit test score to demonstrate growth. Second, the formative of this lesson will help check all students learning and allow for individual instruction where necessary.

  • Acknowledgements:

Claudon, Jaclynn (2006) “Got Something to Say? PSA WebQuest”

Schwartz & Raphael (1985). “Concept Definition Map”, Strategies for Reading Comprehension. On the site: (Accessed 3/28/2008).
Shinew, Dawn M. and John M. Fischer ( ). Comparative Lessons for Democracy: A
Collaborative Effort of Educators from the Czech Republic, Hungary, Latvia, Poland, Russia, and the United States. Center for Civic Education.

Bloomington Public Schools. “Storyboarding: Worksheet 3” Student, Teachers and Digital Storytelling. Bloomington, IL. On the site: (Accessed 3/31/2008).

Ideas were also adapted from a presentation on Media Literacy by Dr. Leslie Hall.