Introduction
Good morrow, the present day we're going to taketh a behold at some examples of propaganda and the ways t wast hath used in the timeth p'riod leading up to the writing of declaration of independence
Now if that was gibberish for you, here's the modern english version. :)
Hi, today we're going to take a look at some examples of propaganda and the ways it was used in the time period leading up to the writing of Declaration of Independence.
Task
Grab a partner and let's get to work!
TOGETHER you will research the web for THREE examples of propaganda that was used during the time period leading up to the writing of the declaration.
TOGETHER you will decide on a thorough paragraph to explain the propaganda and its usage.
Process
Researching: you have your chrome books to search with, start with Google Images and search for "american revolution propaganda". As you know there are thousands of pictures that will pop up, do not immediately chose the first 3, decide together on good examples to use. Make sure to verify that the picture is from the time period we're discussing. (1754-1776) Is it from a credible site? This should be easy to check for, ushistory.org or history.com are good examples.
Writing: for each example you will need to write a paragraph. Make sure to answer these questions: What is the bias, how exactly is it biased? Why was this made, who was it made for, what is the purpose behind it? Is this factual for what was actually going on given what we've learned about this time period now, or is it dramatized? Whether factual or dramatized, how so? Explain what makes it that way.
Evaluation
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CATEGORY |
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3 |
2 |
1 |
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Examples of Propaganda |
Student finds 3 examples of propaganda in the American Revolution time period.
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Student finds 2 examples of propaganda in the American Revolution time period.
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Student finds 1 example of propaganda in the American Revolution time period.
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The student did not find any examples of propaganda in the American Revolution time period.
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Identifying and Explaining Bias
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Student accurately describes the bias in the graphic and explains how it is biased.
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Student somewhat accurately describes the bias in the graphic and explains how it is biased with little missing points.
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Student incorrectly describes the bias in the graphic and explains how it is biased with many missing points.
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Student incorrectly describes the bias in the graphic and is missing explanation.
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Identifying Purpose of Propaganda
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Student accurately describes the purpose of the propaganda.
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Student somewhat accurately describes the purpose of the propaganda.
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Student incorrectly describes the purpose of the propaganda but explains position well.
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Student incorrectly describes the purpose of the propaganda with little to no explanation of position.
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Factual or Dramatized
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Student accurately chooses to what extent the graphic is factual and explains where dramatization may be.
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Student somewhat accurately chooses to what extent the graphic is factual and explains where dramatization may be with little missing points.
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Student incorrectly chooses to what extent the graphic is factual and explains where dramatization may be with many missing points.
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Student incorrectly chooses to what extent the graphic is factual and does not explain where dramatization may be.
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Group Work
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Student is actively participating with their partner and is contributing effectively and collaboratively.
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Student is somewhat active with the partner, contributing mostly effectively and collaboratively.
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Student is effectively working but not collaboratively with the group.
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Student is not working alone or with the group on the assigned task.
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Conclusion
What did you learn? How did this assignment help you understand bias and how propaganda use bias? What are some current or recent examples of bias you have seen? (Think about the news or political commercials.)