After defining and listing the various techniques of propaganda, students analyze a historical and a current piece of propaganda. They determine which techniques were used and why the piece was effective.

I teach 7th grade English Language Arts in a suburban school. I teach four classes a day; student numbers for my classes range from 12 to 30 kids. Our class periods are 75 minutes long. My class is an inquiry and discussion based classroom.

This lesson would work well with my students. It gives them a chance to take what they learn and apply it to real life. Plus, it gives them the ability to work with others and discuss their thought process. I could see some great debates about the propaganda techniques occurring among groups.

I would adjust the lesson in the following ways. First, I would include more than two examples, and I would include a couple of non-examples of propaganda. This would promote true analysis of pieces and a deeper discussion of what makes something propaganda. I would also make this a stations activity with one or two pieces at each station. Students would have to complete a graphic organizer/checklist as they circuit through the stations. We would share our findings as a class. If there is dissent about whether or not a piece is propaganda or what techniques were used, students will have to talk through their different ideas to come to a consensus. Afterwards, students will journal about the activity and their through process.