Model English

Activity for Monday, May 23, 2011

Introduction: Propaganda is a tool used in almost every aspect of life, but is most recognizable and effective during wartime.  The purpose is to use specific methods or techniques of propaganda to convince a person to take one side over another or to evoke an emotion or attitude about a subject.  Listed below are 9 commonly used methods of propaganda.

Today, you will do the following:

1.  Provide a specific example of each propaganda technique based on its definition.

Example:  Name Calling:  Hitler calling people who didn’t follow his governmental or political system a Communist.

2.  Analyze propaganda posters from WWII for meaning and interpretation.

Use the links to locate 3 posters you wish to analyze.  Fill out the Propaganda Poster Analysis Worksheet on each.

Propaganda_Poster_Analysis_Worksheet_II

Propaganda Techniques:

  1. Name Calling:  Links a person or idea to a negative symbol hoping the audience will reject the idea on the basis of the symbol instead of looking at the evidence.  This technique uses either words or phrases.
  2. Glittering Generalities:  Uses words and phrases to lead the audience to accept the idea based on our differing understanding of words that reflect our virtues.
  3. Euphemisms:  Trying to make unpleasant words, phrases or events more “palatable.”
  4. Transfer:  Using something with authority to support claims that the audience should relate to.  Symbols and other items that stir emotions.
  5. Testimonial:  Quoting individuals who may or may not be qualified to make judgments about a topic.
  6. Plain Folks:  Shows the audience that people or their ideas are “just like everyone else”
  7. Bandwagon:  A campaign that appeals to a group and if you are not part of the group yet, you should be. “Everyone else is doing it, so should you”
  8. Fear:  Disaster will result if you don’t follow a particular course of action.  Successful fear campaigns include 4 elements:  a clear threat, a recommendation about your behavior, a perception that the recommendation will reduce the threat, and the idea that people are capable of performing that behavior.
  9. Logical Fallacies:  A tendency to make extreme predictions based on a small amount of facts.

Websites in which you will find propaganda posters from WWII.

http://www.life.com/gallery/27932/image/84295579#index/0

http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_intro.html

http://www.calvin.edu/academic/cas/gpa/posters2.htm

Activity for May 18, 2011

Write a review of “Running for His Life

Notes — Review due tomorrow.

Tomorrow’s class you will be given time to read, complete novel booklets, and prepare for reading buddies on Friday.

You may go to get books during class today and tomorrow

Guidelines/Assistance:

-Handouts

-Link to author info– http://www.texasmonthly.com/authors/michaelhall.php

-Article–In Student Shared, English_Preston, Model English, “Running For His Life” Folder

-Website about writing reviews — http://teacher.scholastic.com/writewit/bookrev/index.htm

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Activity for May 12, 2011

-Create writing prompts based on recent research, and write a paragraph (Due Friday)

-Samples:

Despite strong evidence of their guilt, the conviction of accused perpetrators of the Holocaust is (or was) not certain.

The identification and response to genocide can be complicated although there are specific international laws on this issue.

-Qualities of a strong topic/prompt:

a-Broad enough to be supported by several examples

b-Complex enough to accurately consider the topic

c-Clear enough to understand on its own

d-A strong assertion (not question) that can be proven with evidence

-Paragraph guidelines:

a.  attention-getter

b.  topic sentence/prompt

c.  three clear examples/evidence, stated in enough detail that the reader knows how this example supports your thesis

d.  transitions between examples

e.  at least one quotation with source listed or included in text

f.  closing thought

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Activity for May 10, 2011

Read/listen to WW2 speeches

For each speech:

A.  Topic/speaker/date

B.  Attention-getting technique used

C.  Main supporting ideas and evidence

D.  Persuasive techniques (from websites)

E.  Call to action — what does the speaker want from the listeners?

F.  Was the speech effective?  Why or why not?

These are links to persuasive rhetoric devices:

http://www.englishbiz.co.uk/extras/rhetoricalexamples.htm

http://highered.mcgraw-hill.com/sites/007312625x/student_view0/chapter4/

Create a writing topic (non-summary) using information from one or a few of the speeches and turn in

EXAMPLE:

Source:  Youtube

Title:  Nuremberg Day 187 Jackson’s Closing (July 26, 1946)

http://youtu.be/No06Lwk_TAg

A.  Topic/speaker/date

-Nuremburg Day

-Robert H. Jackson (1892-1954) was a leading American lawyer, judge, writer and life of the 20th century. He served as a United States Supreme Court Justice from 1941 until 1954. During 1945-46, Justice Jackson was the architect of the international trial process and then the chief prosecutor of the surviving Nazi leaders at Nuremberg, Germany.

-July 26, 1946

B.  Attention-getting technique used

-Directs attention to the tribunal, he is presenting his closing arguments in a trial.

C.  Main supporting ideas and evidence

-Jackson uses the defense of the defendants to show how ridiculous their arguments were during the trial if they were acquitted.

-Feels they would do the same if they were acquitted.

-if they are acquitted, it would be as if there were no crime committed.

D.  Persuasive techniques (from websites)

Emotive language:

King Richard III-Shakespeare

GLOUCESTER
Say that I slew them not?

ANNE
Then say they were not slain.
But dead they are, and, devilish slave, by thee.

Sound Patterns:

Imagery: He describes how the defendants presented themselves in the trial.

Rhetorical Question:
Hyperbole:

E.  Call to action — what does the speaker want from the listeners?

-He wants to have the tribunal convict them for their crimes

F.  Was the speech effective?  Why or why not?

-I think it was effective at the end, I wasn’t too sure at the beginning when he kept saying he was disorganized, but he closed very well, and made sure the tribunal knew the consequences of acquitting the defendants.

Writing Topic:  Being aware of the amount of evidence the prosecuters had at the trial, why does Jackson even consider the possibility that the defendants would be acquitted?  What happened during the Nuremberg trials that allowed for this uncertainty?

Examples of people and the speeches to search for:

Cardinal Clemens vol Galen,  Harold Ickes, Molotov, Pope John Paul II, Pope Benedict XVI, Elie Weisel, Franklin Roosevelt, Hitler, Goebbels, Himmler, and many others.

Possible websites:

http://www.historyplace.com/speeches/previous.htm

www.history.com

www.yadvashem.org

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Activity for May 8, 2011

Notes: Turn in Reading Buddies Journal.  Night — should finish by tomorrow BEFORE class.  Boy in Striped Pajamas begins today, please stop by after lunch to get your copy (coming in from BOCES today–Emily, Regan, Jessica, Kayla, Katrina, Collin, Bridget, Belle, Kayli, Joe, Riley, Liz, Savannah, Casey).

-Log on to MediaNet Kids (From BCS homepage) — Login –  BCS — Bulldogs

-Search for “David Bergman”

-Choose The Holocaust: A Teenager’s Experience (US0513)

-View this program, taking notes and writing responses to the story.  Submit three response comments (NOT just retelling the information presented) to the blog (around 100 words minimum) for HW.  Also save your own copy of your comments.

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