The Road = to the White House 2004

<= /p>

Created by:&nbs= p; Linda Turner & Cathy Wilson

Introduction Task Process= Eval= uation Conc= lusion Tea= cher Page

Introduction

&nbs= p; Candidates George W. Bush and John Kerry need votes to reach the White House in Novemb= er 2004. Each needs to persuade = as many people as possible to vote for him, but it would be impossible to personally reach as many voters as it would take to win.

&nbs= p; When Dwight D. Eisenhower ran for president, he found that he could reach more people by advertising on the television.&n= bsp; Until then, candidates had bought blocks of time and broadcast their speeches. Eisenhower found th= at by using ads, he could buy more, shorter time periods and play them more often. His use of repetition = and catchy slogans appealed to the voters who elected him president.

&nbs= p; Today, our candidates will spend a major part of their campaign budgets on televis= ion ads because they reach the millions of people who watch TV. These ads will use repetition and c= atchy slogans, along with several other techniques, to encourage voters to rememb= er them in the voting booth. We = are going to learn more about these techniques, which are called propaganda.

Introduction Task Process= Eval= uation Conc= lusion Tea= cher Page

Task

In this Web Quest, you will examine the types of propa= ganda used in television advertising. You will keep your worksheets in a notebook.&n= bsp; After completing the activities, your group will prepare a video advertisement, using positive propaganda, for each presidential candidate.

Introduction Task Process= Eval= uation Conc= lusion Tea= cher Page

Process

&nbs= p; In propaganda, words can have positive or negative connotations. Connotations are feelings that are implied by the choice of specific words.&n= bsp; These are often called “hot words” because they can stir emotions. For example, what a= re the connotations for these words?

1. Di= scuss your first impressions with your group.

thrifty= / stingy &= nbsp; &nbs= p; boring / thoughtful &= nbsp; strong willed / pig-headed

inexpensive / cheap &= nbsp; leader / follower &nb= sp; = stability /flip-flop

2. Re= ad www.turner= learning.com/cnn/coldwar/cw_prop2.html and

www.pbs.org/30secondcandidate/text/tricks_of_the_trade/ to identify se= veral types of propaganda and examples of how connotations can be used.

<= /p>

Often advertisers stereotype people by applying characteristics of a few people to all those of a certain gender, age, race, or culture. These groups are cal= led target audiences. For example= , most MTV commercials are targeted to young, hip viewers, while advertisements on= the FOX News channel appeal to the baby boomers and senior citizens.

3. Print Worksheet 1.

4. Watch three campaign advertise= ments for George W. Bush and three campaign advertisements for John Kerry. You may try to catch t= hem on TV (try different channels) or view them on www.living= roomcandidate.movingimage.us/index.php

&nb= sp;

Ask you= rself:

Do you think these advertisements accurately reflect the views of our two candidates? Do they honestly tell you about Bu= sh and Kerry’s lives, their experiences, or their stand on important issues? What other information would help you make a decision?

&n= bsp; = ;

5. Print Worksheet 2.

6. Research the personal biograph= ies and political party platforms for each candidate on the following websites:=

www.georgebush.com = ; www= .rnc.org

www.johnkerry.com &= nbsp; www.democrats.org

Identify the candidate’s stance on each issue.

<= /p>

Pr= opaganda can be used to promote or explain our candidates’ plans and ideas. It can also be used to criticize or distort an opponents’ message. When it attacks a candidate personally, it is called mud slinging.

<= /p>

7.&n= bsp; Use your information to create a positive ad for each candidate.

G Include 5 facts in each ad. These may be biographical informat= ion or policy statements.

G Use one or more types of propaganda.

G Use colors, symbols, music, or words that wi= ll create a mood to make your ad more effective.

G Videotape.

G Enthusiastically promote each candidate, but= be sure you are factual and positive.

G Complete Worksheet 3.

G Present your videotape to the class and turn your notebook in to the teacher.

*Many of the ads will be shown to the school o= n our morning student news over closed circuit TV.

<= /p>

Introduction Task <= span style=3D'mso-spacerun:yes'> Process<= /a> Eval= uation Conc= lusion Tea= cher Page

Printable Copy &nbs= p; Evaluation Rubr= ic

&nbs= p;

Beginn= ing

&nbs= p;

Devel= oping

&nbs= p;

Accomplished

&nbs= p;

Exemplary

(Mess= age)

No message

No facts

Message &nbs= p;

vague=

Threeor fewer

facts=

Message clear

Four f= acts

included

Message clear

Five facts

included

Propaganda

(Posi= tive)

No identifiable

propaganda

One example

Negative

One example

Not supported

or developed

One or more

examp= les

Well supported

and developed

Presentation

(Vide= otape)

No expression

Used effects

negati= vely

Visually

Appeal= ing

Positive

Special effects used to create mood

Positive

Research

(Note= book)

Did not

submi= t

One completed worksheet

submit= ted

Two completed

worksheets

submitted

All three

completed

worksheets

submitted

Teamwork

(Proce= ss)

One member did all the work

Group did not work cooperatively

One member dominated

No collaboration

All group members had input, shared the workload,

participated in the video

&= nbsp; &nbs= p; &= nbsp;

Members____________________= _________________ &= nbsp; Total ________

&nb= sp; __________= _____________________________

_______________________________________

Introduction Task Process= Evalu= ation Conc= lusion Tea= cher Page

Conclusion

&nbs= p; One of the most important responsibilities of U.S. citizenship is voting. This activity allows students to g= et involved in the upcoming campaign by evaluating issues and other informatio= n of each candidate in the 2004 Presidential Election.

Television advertising can be used to sell anything from toothpaste to sports cars. Propaganda is a tool companies use= to persuade buyers to spend their money on one product over another when they = go to the store.

In politics, candidates have found that TV advertising can be effective in influencing voters to cast their ballot for one person over another in the voting booth. You can now recognize = and evaluate propaganda. Practice= this skill because, in a few years you will be asked, as a citizen, to make an important choice - to select the leader of our country. It is your responsibility to look = for the truth in this, the most important of all, advertising.

<= /h2>

Introduction Task Process= Eval= uation Conc= lusion Tea= cher Page

Teacher Page

Subject Area: Social Studies – Language Ar= ts

Grade Level: &= nbsp; 6^th – 8^th &nb= sp;

Learner Information:

The student will need a basic working knowledge of a v= ideo camera.

Standards: Curriculum:

<= /o:p>

Social Studies

17 - Evaluate the responsibilities of citizens

G&nb= sp; Civic responsibilities

Being informed

Monitori= ng public officials

Particip= ating in the political process

&nb= sp;

18 -Discuss the influence of media on American life

= G Voter

Language Arts

6.2.2 Locate implied main idea

6.1.2 = Compare ad/or contrast= the actions or thoughts of the given character of a given passage

6.1.3 = Describe a character b= ased on his/her actions

6.1.4 Compare ideas from 2 authors on a current events topic.

Technology

= 11. Follow procedures to design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.

Examples: web pages, videotapes<= /o:p>

<= /span>

= 17. Evaluate the accuracy, comprehensiveness, and bias of electronic information sources concerning real-world problems.

= 19. Use appropriate tools and technology resources to resolve information confl= icts by validating information through research and comparison of data.

Example: defending a position on political or social issues

<= /span>

* Note: This lesson can be adapted to print media if you do not have access to a video camera. A finished product would be a camp= aign brochure or poster, which could be evaluated on content, mechanics, style, and appearance.

Vocabulary

Propaganda &n= bsp; = ; Slogan &= nbsp; &nbs= p; Connotation &= nbsp; &nbs= p; Bandwagon

Testimonial = ; &n= bsp; Plain folks &n= bsp; Transfer &= nbsp; &nbs= p; &= nbsp; Symbol

Fear = &nb= sp; = Logical fallacies &nbs= p; Glittering generalities &= nbsp; Name-calling

Stereotype = &nb= sp; Target audience = ; Mud-slinging &= nbsp; &nbs= p; &= nbsp; &nbs= p;

Teacher Resources

Online guide to Po= litics

National Po= litical Index

Propaganda Analysis

Political= Fact Checks

Truth in Advertising

Media Resear= ch

Accuracy in Media

B= ack to Student Page=