Primary Objectives:

 Students will learn various propaganda techniques and create a short play in cooperative
learning groups
 Students will be able to write a script and perform a commercial for classmates.
 Students will be able to identify various propaganda techniques used through creating their own
commercials and evaluating others.

Preparation Information
Total Duration: 60 Minutes
Materials and Resources: Propaganda slide presentation

Notecards containing propaganda techniques (5 -

one technique should be listed on each card)

Various items that can be used to make props

(construction paper, markers, etc.)

Propaganda word bank (list techniques with

visibility for all students)

Notebook paper (Students)

Technology Resources Needed: Laptop (visible to all students)

LCD projector and/or Interactive Whiteboard

Background/Preparation: Teachers should watch the Coca-Cola video prior

to showing it to students (note the use of
bandwagon).

Students should be placed in cooperative

learning groups (total of 6 groups should exist).
Ex: If you have 30 students, you should have se
groups containing four students each.

Procedures/Activities
1) Students will take notes on Propaganda Techniques PowerPoint slides (should be visible for all
students)

2) Explain to students that they will be writing scripts and creating a commercial in cooperative
groups using one of these techniques.

3) Have students get in their cooperative learning groups.

4) As an example, have students watch the Coca-Cola Commercial to see if they can correctly guess
the propaganda technique used (glittering generalities and/or bandwagon).

5) Give each group a note card (a different technique should be listed on each card). Explain that
each group needs to write a commercial script using the propaganda technique given, and then
perform the commercial for the class. IT IS VERY IMPORTANT THAT GROUPS DO NOT SHARE THE
PROPAGANDA TECHNIQUE THEY HAVE BEEN GIVEN! Allow 20 to 30 minutes for groups to work.

6) Teacher should monitor groups and help with script writing.

7) When groups are finished, each group will be given an opportunity to perform the commercial and
then turn in the script.

8) As an assessment, students must guess the technique used in each commercial (display a word
bank with each propaganda technique listed). Have students get out a piece of notebook paper and
number 1-5 (there should be 5 groups performing).

Assessment
Assessment Strategies Informal - Students watch their classmates
commercials and determine which propaganda
technique is used - have students turn it in.
Acceleration: Students may create a Podcast (Movie Maker) of
their commercials adding sound effects, etc.
Intervention: A peer mentor could work with students who
need extra assistance. These students may only
have to identify four techniques instead of seven
correctly.