At its most basic, propaganda is biased, or misleading information circulated through some form of mass media with the intent of promoting a political agenda, consumer action or a viewpoint. Propaganda in many cases, is deliberately not objective and is usually part of a larger psychological campaign to influence people towards specific action and opinions. It may include outright lies or more subtle disinformation and censorship.  It is imperative in today's political atmosphere that we teach students how to identify, define and explain the nature of propaganda in literature, media, and art (both historical and current).  Students will look past what is in front of them and discuss the strategies used, both what is said and shown, but also, what is unspoken.
       In this class the instructor will cover close to 50 types of propaganda.  Each week the instructor will identify, define and give examples of 3-4 types. We will use handouts and videos to explore class concepts. The instructor will explain the different types of propaganda, give historical context, examples, and ask students questions.   After class, students will then either do a writing exercise that illustrates discussed propaganda or they will go on an internet propaganda scavenger hunt to see if they can find examples of at least two of the four types discussed. Students will post their findings or writings under a weekly discussion tab in the classroom. They will also state what types of propaganda they see present and what they believe the intent is behind the example.  Teacher will provide weekly feedback before the next class.  
  
  Traditional grading is available upon request.  
     
This class can be audited, meaning no grade given. I leave it to student and parent discretion what projects they would like to complete. If you are looking for school credit, please check with your school district for requirements. Grades are based on completed handouts, postings, comments, and a final propaganda commercial (media) or persuasive essay (literature) that will be discussed at the midpoint of the course.  The essay is optional, and I recognize that there are neurodiverse learners and will do everything I can to accommodate.  Please make sure to give me two to three days to answer your emails, usually I will get to them within 24 hours.  I follow a traditional American holiday schedule and will not hold classes on holidays. I recommend parents/students look over our schedule for the ten weeks at the beginning of the course.


Weekly Sample:

Week One:  What is Propaganda? 
 Students will discuss various definitions of propaganda and how it differs from misinformation. As a class we will also examine different definitions of propaganda and explore how to find propaganda in news, advertising, public relations, entertainment, advocacy and education. Students will also reflect on their own personal experiences with propaganda by writing down and sharing their encounters with each other on our weekly discussion board. Students will create their own definition of propaganda and explain their choice.  Teacher will provide multiple definitions and begin discussing types of propaganda.  Selected Types: Plain Folk, Bandwagon, Repetition and Appeal to Authority.   Students will walk away having a better understanding of what propaganda is, how it differs from misinformation and bias, and they will understand their first four types of propaganda and how they are historically used in both political and commercial settings.
Handouts: Sample Propaganda Definitions
How Do You Define Propaganda? 
Video:  Why people fall for misinformation. https://www.youtube.com/watch?v=hz6GULbowAk

Week Two:  
Review week one.  We will review the previous week at the beginning of each class.
Class Time Handout:  Where to Find Propaganda.

Wartime Propaganda Handout and Lecture. 
Discuss objectives and tools used to disseminate wartime propaganda. Students will go on a propaganda scavenger hunt and post examples of war propaganda in our weekly folder and write the types of propaganda they believe are present. Classmates will discuss why they agree or disagree with other students' choices. They can also discuss what they see present in each of the offered pieces of propaganda. Selected Types:  Name Calling/Labeling, Glittering Generalities, Demonization, Catchy Slogans, and Patriotic Appeals. 
Students will read and debate the Political Dr. Seuss https://www.pbs.org/independentlens/documentaries/politicaldrseuss/
and look at examples:  https://historycollection.com/dr-seuss-propaganda-9-shocking-world-war-ii-propaganda-cartoons-drawn-famous-artist/4/

Week Three:   Propaganda in Literature Handout and Lecture. 
 Soviet leader Joseph Stalin once described writers as “the engineers of the human soul.”  “The production of souls is more important than the production of tanks,” he claimed. Stalin clearly believed that literature was a powerful political tool—and he was willing to execute writers whose works were deemed traitorous to the Soviet Union.   This week students will discuss examples of propaganda in literature and how it is used to influence people.  Selected Types:  Emphasizing One Point, Flag Waving, Euphoria, Card Stacking.  Students will view the teacher explaining how propaganda makes its way into literature.  We will discuss books and examine excerpts from texts such as Animal Farm, Hitlerjunge quex, Fahrenheit 451 and 1984.   Students will all post excerpts from books they love that they believe include literary propaganda and comment on each other's findings.

Week Four:   Propaganda in Media Handout.  
Students will examine advocacy journalism, private versus public media ownership, and media bias.  Selected Types:  Obfuscation, Managing the News, Quotes out of context and Oversimplification.  Each student will look at a current news topic and find multiple written sources on the same topic (newspaper articles work best).  They will then show three differences in the reporting style of each newspaper.  Students will pay close attention to evidence in each piece of writing.  Is there any credible evidence?  Is the article based on fact? 
Why People fall for misinformation: https://www.youtube.com/watch?v=sxYrzzy3cq8

Week Five:  Propaganda Posters and Symbolism Handout.
Students will learn how to interpret visual sources such as posters.  Selected Types:  Stereotypes, Cult of Personality, Beautiful People, and Scapegoating.  This week students will go on a scavenger hunt and post pictures or videos of propaganda that demonstrates each of these types. Students will also write an interpretation of one of the posters.

Week Six:  Propaganda and Social Media Handout. 
 Students learn about viral media and marketing and consider how audiences participate in the marketing process by deciding what to share through social media. Final Project Discussion. Primary Sources due next week.  Selected Types:  Seek Simple Answers, Manipulating Numbers, Disinformation, Big Lie and Diktat.   Students will create a social media/snapchat post or video of their own choosing that demonstrate one of our four types of propaganda from the week (required) and can add others as well.  Students will upload their homework to the weekly class discussion thread but should not tell what type of propaganda they are demonstrating.  Students will guess and explain their choices on each students' project post.

Ted Talk:  Inside the bizarre world of internet trolls and propaganda. https://www.youtube.com/watch?v=2ix8JEqCJ1s


Week Seven:  Diversion and Evasion/Propaganda for hire handout.
Believe it or not many employers will want employees to know how to develop propaganda that diverts the publics' attention. Political strategist or campaign manager are jobs where your skills may truly come into question.  This is your chance to become an employee and write catchy ads where the strategy is to deflect and/or evade.  Students will answer two of four questions on their weekly handout and post to our weekly thread.  Types discussed include:  Scapegoat, Ad Hominem, Non-Sequitur, and The Wicked Alternative.  

Week Eight:   Human Behavioral Tendencies, Mental Capacities and Processes Handout and Lecture.   
 We will revisit Plain Folk, and Bandwagon propaganda while learning the following selected types: Transfer, Appeal to Prejudice, Ad Nauseum Repetition and Testimonial. We will discuss Branded Flash Mobs and how they are used. Students will go on an online scavenger hunt to find examples of propaganda that appeal to a "follower" type mentality.

Week Nine:   Faulty Logic Techniques Handout and Lecture.
This week students will answer a handout based on a politician they admire and `.  They will post for the class to read and comment.  We will be discussing Simplification, Concurrency, Post Hoc, Generalizations and Faulty Analogy.

Week Ten:  
Techniques That Involve Falsehood or Trickery Handout and Lecture
Handout: Native Advertising.
Selected Types:  Quoting out of Context, Use of Numbers to Impress, False Dilemma, Leading Questions and Exaggeration of Consequences. Students will create a screen cast to show their unique experience with the native advertising that they see
when you use social media and news websites. Then compare and contrast their experience with that of a partner to see the similarities and differences.