2.+Propaganda+of+the+Cold+War

Propaganda and the Cold War Lesson Overview: Propaganda was a huge element in the Cold War, as it was used as a tool by both sides. Using propaganda as a form of manipulation was actually a key to keep the people in line for both sides. The activates listed below are representative of learning how propaganda was a tool in this time period. Standards: create original works as a means of personal or group expression.

plan and manage activities to develop a solution or complete a project

Objectives: Students will understand through film and artistic resources the significance of propaganda and how it influenced people during the cold war. Students will explore and understand the purposes of how propaganda played a role within the Soviet Union through a digital artistic approach. = Accommodations =
 * Student Difficulty || Accommodation ||
 * Students with Cognitive Difficulties || Have students use touch screen ||
 * Students with Physical Difficulties || Use special keyboard, mouse, ||
 * Students with Sensory Difficulties || Use Zoom Text ||
 * At-Risk Students || Have students draw out their own lives and what they see in their neighborhood as propaganda instead of cafeteria food. ||
 * Gifted and Talented Students || Have students do extra credit as a comparison tool for modern day propaganda ||

Materials needed: Computer (one to one laptop), internet access, Photoshop or fireworks or Paint program or Word. MS Word. Wikispaces, account for creating a Glog, camera, tripod, flash card, batteries, MS Movie Maker or Sony Vegas, or Mac iMovie, etc. Prior Knowledge: Continuous history classes, use of internet tools and graphics production program. Sequence Orientation Activity and Start of First Activity will take the duration of One class period The Second Activity and the Glog Will also be through one class period Homework between 120-200 minutes. Sequence of Activates: Motivational Activity 20-30 minuets Informational Activity 20-30 minutes Application Activity (Film)- 2 full class sessions to plan out and produce film some will have to be done for homework Application Activity (Wiki) 20-30 minutes Application Activity (Glog) 30-45 minutes and rest is for homework =Motivation Activity: Propaganda Poster = Students are to make a small poster based on the school cafeteria. Students must choose a side and defend their position with regards to the school cafeteria. The poster (8X11) will include some clip art or images of food and wording that elaborates their positive or negative stance with regards to the cafeteria. Students don't have to be extremely detailed, however, they must get and understand that they are taking a side and defending this side via artistic graphics. After we will watch two short videos, one of Soviet Propaganda posters and one famous American election campaign video

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[] We will discuss orally what these meant in the means of manipulating peoples thoughts and allowing them to favor the cause of the side. =Information Activity = ** First part of the assignment- Research. ** Students will use a reliable internet resource (the cold war museum) to develop research for their topic, propaganda in the eastern bloc/Soviet Union. Students will first see a video (from my video library) that will introduce what propaganda is and how it was used in the eastern block and the Soviet Union to control its people. [] On this website students will get an overview of what the cold war was about using the online tools available for students to search. Students can see photos, videos, artifacts, podcasts, stories, and so forth. The website offers a great back ground to what the students will need to know for their next segment of the activity, the propaganda film. But before that students should also look at this static site for more information: [] OR Other such sites that students find on their own accord

** Second part of the assignment-Film and upload (Orientation) ** students will create a 3-5 minute edited news cast on a issue of propaganda. Students can take this form one of two perspective, from the inside (eastern bloc country/Soviet Union) or from the outside looking in (US, UK, France, etc). The video will include the following: -News Style (you may have a co-host but these are separate projects) -Must address one key topic that is not true about the other side of the war (such as economic propaganda- for instance, farm production is better than USA and there will be plenty of food this year) -Props maybe required -May want to break away from studio to do a focal piece. -Must be edited -Students are expected to take the role of the newscaster and make the audience believe that this is real. The Youtube channel will look like the following: [] I will create one for the school and keep it to private settings so that public view is limited. As well parents will be notified and permission will be sought by the teacher and administration. http://coldwarstories.wikispaces.com/

** Third part of the activity-Wikispaces news page (Application) ** After students upload their finished activity to the YouTube channel, they will go to their wikispaces and create the following: 1. Embed video 2. A picture of a propaganda tool 3. A journal of the findings from the first activity and do a rest of the story section that takes up where the video left off. a. Three pieces of information- b. 200-300 words a piece c. Section up the page to make the page look appealing. d. At least one piece has to be related to propaganda, the rest can be human interest, sports, economics, politics, etc. E. The piece can be over the top in terms of sarcasm as this relates to the point of how propaganda really is in the view point of many. Example of this http://coldwarstories.wikispaces.com/Student+Example Assessment Rubric
 * || Marking || Poor || Meet || Exceeded ||
 * Video addresses topic that student chooses and is clearly in the video || 50% || Video doesn't address topic selected and makes little to no sense || Student made attempts at addressing the issue and video is understandable || Student accurately addresses the topic chosen and is easily understood in the video ||
 * Video is edited for blunders || 10% || Little to no edits made || Somewhat edited but lacking in cohesion || Mostly edited and is cohesive to the viewer ||
 * Journal addresses propaganda || 15% || Journal does not reflect research || Journal reflects practical research || Journal reflects research and has been completed ||
 * Wiki is set up correctly, looking clean and astatically appealing || 15% || Wiki is not set up correctly and is not understandable || Wiki is coherent and is navigable, however it is a bit clumsy || Wiki is set up in a way that is easy to maneuver and function. ||
 * Embedded Video (Youtube and Wiki || 10% || No Embed ||  || Embed ||

Application Activity
Glog of Artistic/Musical Resources: Students will create a glog of Soviet style propaganda. Instructions on how to create a Glog: 1. Log on to Glogster.com 2. Create and account if you have not done so already 3. Save your logon information 4. Go to help and read up on how to embed a video, images, create text, create artistic boxes, etc. We will also review this as a class and we will get started on one together. 5. Start a Glog and create a background that is appropriate as possible to our theme. 6. Add at least 7 pictures (using the URL option-To be shown in class) or more of Soviet Propaganda posters or artifacts. 7. Add at least 2 videos of Soviet Propaganda. 8. Create text of descriptions of the images that you have inserted 9. Use creative text and text boxes to enhance the look of the glog. 10. Add in more info or items that have not been added to this list. 11. Must be embedded to your Wiki. Rubric Finial assessment Create a Glog that is representative of how a large company tries to manipulate its customers to come in and spend money at their establishment (such as McD's, the tobacco industry, etc). Rubric
 * ||  || Poor || Meet || Exceeded ||
 * Resources are relevant to task || 75% || Not relevant and did not have enough resources || Had most resources and was relevant for the task || Has all resources and is relevant to the task. ||
 * Artistic in looks || 20% || Does not have much artistic appeal, hard to follow || Has some artistic appeal, is easy to follow || Has artistic appeal and is easy to follow ||
 * Embedded || 5% || Not Embedded || Embedded || Embedded ||
 * || Mark || Poor || Meet || Exceeded ||
 * Glog is Artistic || 50% || Not much artistic value, no point generated from this || Uses some of the artistic tools in Glog, but does not use them well. || Uses most of the artistic features well in their Glog ||
 * Use relevant material related to the topic || 50% || Information that was researched and used was not relevant || Uses most of the research in a relevant fashion || Clearly demonstrates relevant research ||

__Close__ Students will be asked to identify what three images on the board (out of 10 posted) are propaganda related. As well they will be asked to explain why this is so.