these lesson plans provide activities to extend learning ... mind over... · increase their...
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TheselessonplansprovideactivitiestoextendlearningfromtheMindOverMediaonlineplatform
www.mindovermedia.eu
TABLEOFCONTENTSTherehasneverbeenamoreimportanttimetoexplorethecomplexroleofpropagandaincontemporarysociety.Throughthiscurriculum,learnersgainknowledge,activatecriticalthinkingandcreativity,anddeepentheirsenseofsocialresponsibility.TheselessonscanbeusedwithorwithoutaccesstodigitaltechnologyandInternetaccess.
1. DefiningPropagandaTherearemanydifferentdefinitionsofpropaganda,butalldefinitionssharesomecommonthemes.Thesedefinitionsreflectchangingtimeperiodsandcontexts.
2. RecognizingPropagandaTechniquesAlthoughpropagandatakesmanyforms,itcanrecognizedbyitsuseoftechniquesthatactivatestrongemotions,simplifyideas,respondtoaudienceneeds,andattackopponents.
3. ToShareorNottoShareItisimportanttoconsciouslyreflectonthepotentialbenefitsandharmsthatmayresultfrompropagandabecausepeopleparticipateinthespreadofpropagandawhentheysharewiththeirsocialnetworks.
4. WherePropagandaIsFoundItcanbechallengingtorecognizepropagandawhenitisfoundinentertainment,education,andnewsbecausedonotexpecttobepersuadedbythesetypesofcontent.
5. AnalyzingPropagandawithCriticalQuestionsAnalyzepropagandabyaskingcriticalquestionsaboutthemessagethatidentifyitsauthor,purpose,andpointofview.Alsoconsidermultipleinterpretationsofhowpeoplemayrespondtothemessage.
6. TalkingBacktoPropagandaWhenyoudemonstrateyourabilitytocomment,criticallyanalyze,andputpropagandaincontextbycreatingashortvideoresponse,youareusingthepowerofimage,language,andsoundtoconveyimportantideas.
7. KeepLearningFortheintellectuallycuriousindividual,there’salotmoretolearnaboutpropaganda.Deepeningyourknowledgeofpropagandaisexcellentpreparationforwork,life,andcitizenship.
8. ReflectonPropagandaReflectingonwhatyouhavelearnedaboutpropagandahelpsyouinternalizenewknowledgeandapplyittoeverydaylife.
PREFERREDCITATION:MediaEducationLab(2018).MindOverMedia:AnalyzingContemporaryPropagandaLessonPlans.https://mediaeducationlab.com/curriculum/materials
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Lesson1:DefiningPropagandaRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroomMaterialsneeded:AccesstheMindOverMediaplatformatwww.mindovermedia.eu andmakecopiesoftheLesson1Worksheetforthissession TimeNeeded:One45-minuteperiodTargetAudiences:Youth(ages11andup),parents,teachers KeyTheme:Therearemanydifferentdefinitionsofpropagandabutalldefinitionssharesomecommonthemesandthesedefinitionsreflectchangingtimeperiodsandcontexts.
LEARNINGOUTCOMES:Participantswill:
● understandthatpropagandaisdefinedindifferentwaysdependingontheculture,timeperiod,andthecontext
● recognizethatpropagandaactivatesstrongemotions,simplifiesideas,appealstoaudienceneeds,andvalues,andtargetsopponents
● developasenseofsocialresponsibilityfortheappropriatesharingofpropaganda ● increasetheirconfidenceinexpressingtheirviewsandinparticipatingindiscussionsofcontroversial
topicswherepeoplehavedifferencesofopinion ● reflectonpropaganda’spotentiallybeneficialorharmfulnatureanditsimpactonindividualsandsociety
MINDOVERMEDIA|WORKSHOPACTIVITIESTheseactivitiesfocusoncontemporary21stcenturypropaganda,whichwedefineasdistinctfromhistoricpropagandaproducedinearliertimeperiods.SetthestagebyplayingtheintroductoryvideoforMindOverMedia,locatedatwww.mindovermedia.eu.Thenusethissequenceofactivitiestostimulatediscussionanddialogue.LESSON1.DEFININGPROPAGANDAInstructionsfortheinstructor:
A. Share,displayorreadaloudthedefinitionsofpropagandalocatedunderthe“Learn”tabattheMindOverMediawebsite,usingtheLesson1worksheet.
B. Activity:Learnersworkwithapartnertoreviewthedefinitionsanddiscuss:Whichelementsinthedefinitiondoyoulikebest?
C. Shareout:Aslearnersexplainthedefinitionstheylikebest,noticethatthedefinitionscomefromdifferenttimeperiodsandcultures.
D. Discuss:Whymightthedefinitionsofpropagandachangeovertimeandbetweencultures?E. Activity:Createacustomdefinitionofpropagandausingelementsfromthedefinitionstoexpress
yourpersonalunderstandingoftheconceptasitisrelevanttothe21stcentury.F. Take-awaymessage:Propagandaisdefinedindifferentwaysbutithasalwaysbeenanimportant
partofcontemporarysocietyanditcontinuestohaverelevancetoday.
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Lesson1WorksheetDefiningPropagandaNeilPostmanoncewrotethatofallthewordsweusetotalkabouttalk,theword“propaganda”isthemostmischievous.That’sbecausethewordhasawidevarietyofdefinitions.UsetheLearntabattheMindOverMedia(www.mindovermedia.eu)andreviewpropagandadefinitions.Thenidentifywhichideasaremostrelevanttoyourexperience.Afterdiscussingthedefinitions,writeyourownpersonalone-sentencedefinitionofcontemporarypropagandaonthebackofthispage.1.Propagandaisonemeansbywhichlargenumbersofpeopleareinducedtoacttogether.–BruceLannesSmith&HaroldLasswell,Propaganda,CommunicationandPublicOpinion,19462.Propagandaisaformofinformationthatpanderstoourinsecuritiesandanxieties.–JacquesEllul,Propaganda:TheFormationofMen’sAttitudes,19623.Propagandaisthedeliberate,systematicattempttoshapeperceptions,manipulatecognitions,anddirectbehaviortoachievearesponsethatfurthersthedesiredintentofthepropagandist.–GarthJowettandVictoriaO'Donnell,PropagandaandPersuasion,19864.Propagandaisintentionally-designedcommunicationthatinvitesustorespondemotionally,immediately,andinaeither-ormanner.–NeilPostman,Technopoly,19945.Propagandaisaformofpurposefulpersuasionthatattemptstoinfluencetheemotions,attitudes,opinions,andactionsofspecifiedtargetaudiencesforideological,politicalorcommercialpurposesthroughthecontrolledtransmissionofone-sidedmessages(whichmayormaynotbefactual)viamassanddirectmediachannels.–RichardAlanNelson,AChronologyandGlossaryofPropagandaintheUnitedStates,19966.Propagandaisindifferenttotruthandtruthfulness,knowledgeandunderstanding;itisaformofstrategiccommunicationthatusesanymeanstoaccomplishitsends.–WalterCunningham,TheIdeaofPropaganda,20027.Propagandaisaformofcommunicationaimedtowardsinfluencingtheattitudeofapopulationtowardsomecauseorposition.–Wikipedia,entryonpropaganda,20088.Propagandaappearsinavarietyofforms.Itisstrategicandintentionalasitaimstoinfluenceattitudes,opinionsandbehaviors.Propagandacanbebeneficialorharmful.Itmayusetruth,half-truthsorlies.Tobesuccessful,propagandatapsintoourdeepestvalues,fears,hopesanddreams.–StevenLuckertandSusanBachrach,TheStateofDeception,2007
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Lesson2:RecognizingPropagandaTechniquesRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroomMaterialsneeded:AccesstheMindOverMediaplatformatwww.mindovermedia.eu andmakecopiesoftheLesson2Worksheetforthissession TimeNeeded:One45-minuteperiodTargetAudiences:Youth(ages11andup),parents,teachers KeyTheme:Althoughpropagandatakesmanyforms,itcanrecognizedbyitsuseoftechniquesthatactivatestrongemotions,simplifyideas,respondtoaudienceneedsandattackopponents.
LEARNINGOUTCOMES:Participantswill:
● understandthatpropagandaisdefinedindifferentwaysdependingontheculture,timeperiod,andthecontext
● recognizethatpropagandaactivatesstrongemotions,simplifiesideas,appealstoaudienceneeds,andvalues,andtargetsopponents
● developasenseofsocialresponsibilityfortheappropriatesharingofpropaganda ● increasetheirconfidenceinexpressingtheirviewsandinparticipatingindiscussionsofcontroversial
topicswherepeoplehavedifferencesofopinion ● reflectonpropaganda’spotentiallybeneficialorharmfulnatureanditsimpactonindividualsandsociety
LESSON2.RECOGNIZINGTECHNIQUESInstructionsfortheinstructor:
A. Introducetheideathatpropagandacanbedistinguishedfromotherformsandgenresofcommunicationbysomedistinctiveproperties.UsetheLesson2handoutandvisittheMindOverMediawebsitetablabeled“PropagandaTechniques.”Propagandagenerallyappealstoaudiencewhenit:
a. Evokesstrongemotionb. Appealstoaudienceneedsc. Simplifiesinformationandideasd. Attacksopponents
A. Apply:SelectanexampleofcontemporarypropagandafromtheMindOverMediawebsitegalleryandidentifywhichtechniquesareused.
B. Activity:Learnersworktogetherinpairstoidentifyhowanexampleofpropagandamayuseoneormoreofthefourtechniquesofpropaganda.
C. Shareout:Learnersoffersexamplesfromtheirworkwithapartner.Theinstructorcandisplayexamplesasstudentsexplaintheirreasoning.
D. Discuss:Whichofthesefourtechniquesispotentiallymostpowerful?Whichismostdangerous?Why?Inviteparticipantstouseevidenceandreasoningtoexplaintheirideas.
E. Take-awaymessage:Propagandaevokesstrongemotions,appealstoaudienceneeds,simplifiesinformationandideas,andattacksopponents.Thesefourtechniquescanbypassthecriticalthinkingthatisnecessarytoanalyzethesepowerfulformsofpersuasion.That’swhyrecognizingpropagandatechniquescanbeanimportantfirststepindevelopingcriticalthinkingaboutmediamessages.
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Lesson2WorksheetRecognizingPropagandaTechniquesPropagandaappearsinavarietyofformsbutfourcommontechniquesmakeiteasytospot.Tosuccessfullyinfluencepeople,propagandaactivatesstrongemotions,simplifiesinformation&ideas,respondstoaudienceneeds&values,andattacksopponents.Afterreadingaboutthesefourtechniquesbelow,visittheMindOverMediawebsite(www.mindovermedia.eu)andsearchforexamplesofpropagandathatusethesedifferenttechniques.Thendiscuss:Whichofthesefourtechniquesispotentiallymostpowerful?Whichismostdangerous?Why?Technique1:ActivateStrongEmotionsPropagandaplaysonhumanemotions—fear,hope,anger,frustration,sympathy—todirectaudiencestowardthedesiredgoal.Inthedeepestsense,propagandaisamindgame—theskillfulpropagandistexploitspeople’sfearsandprejudices.Successfulpropagandistsunderstandhowtopsychologicallytailormessagestopeople’semotionsinordertocreateasenseofexcitementandarousalthatsuppressescriticalthinking.Byactivatingemotions,therecipientisemotionallymovedbythemessageofthepropagandist.Whatemotionsareimportantforthosewhocreatepropaganda?Fear,pity,anger,arousal,compassion,hatred,resentment—alltheseemotionscanbeintensifiedbyusingcarefullyselectedlabels.
Technique2:SimplifyInformation&IdeasPropagandamayuseaccurateandtruthfulinformation,orhalf-truths,opinions,liesandfalsehoods.Successfulpropagandatellssimplestoriesthatarefamiliarandtrusted,oftenusingmetaphors,imagery,andrepetitiontomakethemseemnaturalor"true."Oversimplificationisawayofdescribingthingsusingcatchyandmemorableshortphrasesthatbecomeasubstituteforcriticalthinking.Oversimplifyinginformationdoesnotcontributetoknowledgeorunderstanding,butbecauseourbrainsnaturallyseektoreducecomplexity,thisformofpropagandacanbeeffective.
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RecognizingPropagandaTechniquespage2Technique3:RespondtoAudienceNeeds&ValuesEffectivepropagandaconveysmessages,themes,andlanguagethatappealsdirectly,andmanytimesexclusively,tospecificanddistinctgroupswithinapopulation.Propagandistsmayappealtoyouasamemberofafamilyorbyusingyourbeliefsandvalues,racialorethnicidentity,yourpersonalaspirationsandhopesforthefuture,orevenyourhobbiesorfavoritecelebritiestoinfluenceyou.Sometimes,universalvaluesareactivated,aswhenourdeepesthumanvalues—theneedtoloveandbeloved,tofeelasenseofbelongingandasenseofplace—areactivatedbypropaganda.Bycreatingmessagesthatappealdirectlytotheneeds,hopes,andfearsofspecificgroups,propagandabecomespersonalandrelevant.Whenmessagesarepersonallyrelevant,peoplepayattentionandabsorbkeyinformationandideas.Technique4:AttackOpponents
Propagandacanserveasaformofpoliticalandsocialwarfarebyidentifyingandvilifyingopponents.Itcancallintoquestionthelegitimacy,credibility,accuracy,andeventhecharacterofone’sopponentsandtheirideas.Propagandacanalsobeusedtoexcludespecificgroupsofpeople,incitehatred,orcultivateindifference.Becausepeoplearenaturallyattractedtoconflict,apropagandistcanmakestrategicuseofcontroversytogetattention.Attackingopponentsalsoencourages"either-or"or"us-them"thinkingwhichsuppressestheconsiderationofmorecomplexinformationandideas.
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Lesson3:ToShareorNottoShareRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsMaterialsneeded:AccesstheMindOverMediaplatformatwww.mindovermedia.eu andmakecopiesoftheLesson3Worksheetforthissession TimeNeeded:One45-minuteperiodTargetAudiences:Youth(ages11andup),parents,teachers KeyTheme:itisimportanttoconsciouslyreflectonthepotentialbenefitsandharmsthatmayresultfrompropagandabecausepeopleparticipateinthespreadofpropagandathroughsharingwiththeirsocialnetworks.
LEARNINGOUTCOMES:Participantswill:
● understandthatpropagandaisdefinedindifferentwaysdependingontheculture,timeperiod,andthecontext
● recognizethatpropagandaactivatesstrongemotions,simplifiesideas,appealstoaudienceneeds,andvalues,andtargetsopponents
● developasenseofsocialresponsibilityfortheappropriatesharingofpropaganda ● increasetheirconfidenceinexpressingtheirviewsandinparticipatingindiscussionsofcontroversial
topicswherepeoplehavedifferencesofopinion ● reflectonpropaganda’spotentiallybeneficialorharmfulnatureanditsimpactonindividualsandsociety
LESSON3.TOSHAREORNOTTOSHAREInstructionsfortheinstructor:
A. Introducethisidea:Morepropagandaisspreadvirally—fromperson-to-person—thanthroughone-waytransmissionsfromnewspapers,broadcasters,governmentsoradvertisers.Today,“liking”andsharingasocialmediapostcanbeapowerfulwaytoinfluencethepeopleinoursocialnetworks.Thisisbecausewetrustourfriendsmorethanwetrustpeoplewedonotknow.
B. Explain:Manypeopledonotmakecarefuldecisionsaboutwhether“toshareornottoshare.”Theymightshareonlinecontentautomaticallywithouttoomuchthinking.Theymightshare,forexample,whentheirstrongfeelingsareactivated.Butbeforesharing,weshouldfirstreviewthemessagecarefully,understandit,andreflectonitsvaluetousanditsvaluetothepeopleinoursocialnetworks.
C. Activity:Canyoufindexamplesofpropagandayouwouldfeelcomfortablesharing?Learnersreviewandrateexamplesofpropaganda.Thetablabeled“Rate”presentsuserswitharandomexampleofpropaganda.Workingwithapartner,learnersreviewexamplesandprovidearatingonthe“beneficial-to-harmful”scale.Readthecommentssharedbyothers.Discuss:Wouldyousharethisexamplewithyoursocialnetwork?Whyorwhynot?
D. Shareout:Participantsdescribeexamplesofpropagandathattheywouldfeelcomfortablesharingwiththeirsocialnetworksandotherexamplesthattheywouldnevershare.Discuss:Whatpatternsareevidentinthechoicespeoplemake?
F. Take-awaymessage:It’simportanttoevaluatepropagandabyconsideringitssocialbenefitsandpotentialharms.Mediamessagescaninfluencepeople’sattitudes,knowledge,beliefsandvalues.Somepropagandacanbeinterpretedasbeneficialandotherpropagandaisconsideredharmful.Butbecauseweinterpretmediamessagesdifferently,peopledon’talwayshavethesameinterpretationsaboutwhetheraparticularexampleisbeneficialorharmful.
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FindanexampleofcontentontheMindOverMediaWebsitethatyouwouldbeVERYwilling
tosharewithyoursocialnetwork.
FindanexampleofcontentontheMindOverMediaWebsitethatyouwouldNOTwillingto
sharewithyoursocialnetwork.
Lesson3WorksheetToShareorNottoShare
Viralmarketingisapromotionalstrategyinwhichaudienceparticipationandinteractionisactivatedtointentionallyspreadamessage.Newformsofpropagandausestrongemotionsandsurprisingorunconventionalcontenttoinspirepeopletosharecontentwithothers.Today,manypeople“like”orshareamessageafteronlyaquickscanoftheheadlineandimage.Theymaychoosetosharecontentbecauseitmaybepleasurableorgivethemstatusamongtheirsocialnetworks.Butwhenpeoplesharecontentwithoutfirstreading,viewing,orconsideringit,theycancontributetothespreadofpropaganda.Weshould“thinkbeforeweshare.”Activity:Workingwithapartner,visittheMindOverMediawebsite(www.mindovermedia.eu)andusethe“Rate”tabtoaccessexamplesofpropaganda.Thencompletethetwotasksbelow:
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Lesson4
WhereCanPropagandabeFound? Roomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroom.AccesstocellphonesorlaptopsenablesstudentstousetheMindOverMediaplatform. Materialsneeded:AccesstheMindOverMediaplatformandmakecopiesoftheLesson4Worksheetforthissessionatwww.mindovermedia.eu TimeNeeded:One45-minuteperiodTargetAudiences:Youth(ages11andup),parents,teachers KeyTheme:Itcanbechallengingtorecognizepropagandawhenitisfoundinentertainment,education,andnewsbecausewedonotexpecttobepersuadedbysuchcontent.
LEARNINGOUTCOMES: Participantswill:
● understandthatpropagandaisdefinedindifferentwaysdependingontheculture,timeperiod,andthecontext
● recognizethatpropagandaactivatesstrongemotions,simplifiesideas,appealstoaudienceneeds,andvalues,andtargetsopponents
● developasenseofsocialresponsibilityfortheappropriatesharingofpropaganda ● increasetheirconfidenceinexpressingtheirviewsandinparticipatingindiscussionsofcontroversial
topicswherepeoplehavedifferencesofopinion ● reflectonpropaganda’spotentiallybeneficialorharmfulnatureanditsimpactonindividualsandsociety
LESSON4.WHERECANPROPAGANDABEFOUND?Instructionsfortheinstructor:
A. Introducetheideathatpropagandacanbefoundinmanydifferentformsandgenresofcommunicationandexpression.Peoplemighteasilyrecognizeadvertisingaspropaganda,butmaybelesslikelytonoticepropagandainnews,educationorentertainmentmedia.
B. DistributecopiesofLesson4worksheettolearnerstoreviewthesixlocationswherepropagandacanbefound.Theselocationsare:(1)advertising,(2)education,(3)entertainment,(4)journalismandpublicrelations,(5)governmentandpolitics,and(6)activismandadvocacy.Youmaywanttoaskstudentstoreadorhavestudentsreadaloudthedescriptionsforeach.
C. DemonstrateUseofWebsite:AttheMindOverMediawebsite,openthetablabeled“Browse.”VisuallyscantofindanexampleofanadandaskstudentstoseeifitmeetsthedefinitionofpropagandadiscussedinLesson1.ReviewconceptsfromLesson2byasking:Whatpropagandatechniquesareusedinthisad?Doesitattackopponents,appealtoaudienceneeds,activatestrongemotion,orsimplifyideas?
D. Activity:StudentsshouldsearchtheMindOverMediawebsite,individuallyorwithapartner,tofindexamplesforallsixlocationswherepropagandamaybefound,makingnotesontheworksheettodescribetheirchoices.Studentscanusethewebsite“Search”or“Sort”functionstofindexamples.Theymayalsochoosetosearchforexamplesonlineandthenuploadnewexamplestothewebsiteusingthe“Upload”tab.
E. Shareout:Askstudentstoidentifyoneexampleeachofentertainment,education,andnewsthatisaformofpropaganda.Afterviewingordisplayingthem,discussthequestion:Whichhasagreaterimpactonsociety:propagandainentertainment,propagandaineducation,orpropagandainnews?Studentsshouldexplaintheiranswersusingevidenceandreasoning.
F. Take-awaymessage:Propagandainentertainment,educationandnewsisnotalwayseasytospot.Peoplecanbeblindtopropagandathatalignswiththeirexistingworldview.Socialtheoristshavesuggestedthatpropagandaisaformofsocialcontrolthatunifiesandstabilizessociety,whileothersseeitasrepressiveandlimitingtohumanfreedom.Peopleneedtodecideforthemselveshowtomakesenseofthemanyformsofpropagandatowhichtheyareexposed.
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Lesson4WorksheetWhereCanPropagandaBeFound? Activity: Workingindividuallyorwithapartner,readaboutthe6locationswherepropagandacanbefound.Thenbrainstormatleastonecontemporaryexampleforeachofthesixlocationsanddescribeitbrieflyinthespacebelow. Advertising:Thereisadifferencebetweenadvertisingandpropaganda.Advertisingsupportssalesandmarketinggoals.Advertiserswanttogenerateincreasedconsumptionoftheircommercialproductsandservicesbyusingavarietyofformsofmassmediaanddigitalmediatopersuadereaders,viewers,usersorlisteners.Thepublicisgenerallyawareofadvertisingandrecognizesitspurpose.Manyformsofmassmediathatcanbeaccessedforfree—includingbroadcasttelevision,radio,andsearchengines—dependonsellingadvertisingspacetobusinessesthatwanttosellproductsandservicestoaudiences.Butadvertisingcanbepropagandawhenitactivatesstrongemotions,attacksopponents,orsimplifiesinformationtoshapepeople’sattitudesandbehaviors.
YOUREXAMPLE:
Education:Fromkindergartentocollege,someformsofeducationareexplicitlydesignedtoleadpeopletoacceptaparticularworldview.Educationcanbeaformofindoctrinationwhencertaindoctrines,ideas,information,valuesandbeliefsarenotpermittedtobequestioned.Propagandaenterstheclassroominmanyways.Manybusinessesandtechnologycompaniesprovidecurriculummaterialstoeducators.Theseareexplicitlydesignedtopromoteaparticularpointofview.Forexample,Monsantoandotherbiotechnologyfirmsprovidevideos,lessonplans,andothermaterialsforscienceteachers.InIllinois,astatelawmandatesthatschoolspromoteapositiveimageforcoalmining.
YOUREXAMPLE:
Entertainment:Somestoriesarejustentertainment,butmanystoriesarealsoaformofpropaganda.Storiesofferideasandinformationaboutgoodandevil,rightandwrong,thusembeddingvaluesandideologyintonarrativeform.InmanyAmericanmoviesandvideogames,violenceisdepictedasjustifiedandmorallycourageous,whichisavaluemessagethatisgenerallynotquestionedinsociety.Anotherwaythatpropagandaisembeddedinentertainmentisthroughnativeadvertisingorsponsoredcontent,whereacompany’sworldviewispresentedasaformofentertainment.
YOUREXAMPLE:
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WhereCanPropagandaBeFound? p.2 JournalismandPublicRelations:Publicrelationsisthetermusedforcommunicationprofessionalswhoseektoshapeperceptionsandinfluencepublicopiniononbehalfofabusinessclient.IntheU.S.,therearefourpublicrelationsprofessionalsforeveryworkingjournalist.PRpeoplefeedjournalistsinformationbasedontheagendaandgoalsoftheirclients.Theymayaimtogetinformationandpositiveopinionsaboutabusinessintothenewsbycarefullycraftingevents,videonewsreleases,blogging,newsletters,policydocuments,andsocialmediaposts.Ingeneral,peoplearenotawareofhowpublicrelationseffortshaveshapedthecontentofnewspaperarticles,blogposts,orotheronlineinformation.
YOUREXAMPLE:
GovernmentandPolitics:Throughoutthe20thcentury,theUnitedStateshasgeneratedwarpropagandabydefiningbattlesasconflictsbetweengoodandevil.Politiciansusepropagandatogetelected.Theytalktoreportersabouttopicsandissuesthatgetprintedorbroadcastasnews.Propagandacanalsousedtohelpimprovepublichealthoraddresssocialissues.Youmaybefamiliarwithpublicserviceannouncements(PSAs)thataimtoalteryourbehavior.Byreshapingperceptionsofsocialnorms,publicservicecampaignscanhaveabeneficialimpactonchangingattitudesandbehaviors.
YOUREXAMPLE:
ActivismandAdvocacy:Peoplewhoaretryingtoimprovesocietyorcreatesocialchangeusepropagandatoinfluencepublicopinion.Activiststrytopromotesocial,political,economic,orenvironmentalchangethroughusingcommunicationactivitiesandpubliceventsthatattractattentionandinfluencepeople'sknowledge,attitudes,andopinions.
YOUREXAMPLE:
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Lesson5AnalyzingPropagandawithCriticalQuestionsRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroom.AccesstocellphonesorlaptopsenablestudentstousetheMindOverMediaplatformbutthisisnotrequiredforthisactivity.Materialsneeded:AccesstheMindOverMediaplatformandmakecopiesoftheLesson5worksheetforthissessionatwww.mindovermedia.euunder“ForTeachers”Note:SmartphonecardsshowninLesson5areavailableforpurchaseathttps://mediaeducationlab.com/curriculum/materialsTimeNeeded:One45-minuteperiodTargetAudiences:Youth(ages11andup),parents,teachersKeyTheme:Analyzepropagandabyaskingcriticalquestionstoidentifytheauthor,purposeandpointofviewofthemessageandconsidermultipleinterpretationsinhowpeoplemayrespond.
LEARNINGOUTCOMES:Participantswill:
● understandthatpropagandaisdefinedindifferentwaysdependingontheculture,timeperiod,andthecontext
● recognizethatpropagandaactivatesstrongemotions,simplifiesideas,appealstoaudienceneeds,andvalues,andtargetsopponents
● developasenseofsocialresponsibilityfortheappropriatesharingofpropaganda ● increasetheirconfidenceinexpressingtheirviewsandinparticipatingindiscussionsofcontroversial
topicswherepeoplehavedifferencesofopinion ● reflectonpropaganda’spotentiallybeneficialorharmfulnatureanditsimpactonindividualsandsociety
LESSON5.ANALYZINGPROPAGANDAWITHCRITICALQUESTIONSInstructionsfortheinstructor:
A. Introducetheideaofanalyzingmediamessagesasaprocessofaskingquestionsandexploringideasthatmayhavemultipleresponsesandinterpretations.ReviewtheLesson5worksheet,whichdisplaystheMediaLiteracySmartphoneasavisualmetaphorforaspecificapproachtothecriticalanalysisofmediamessages.
B. ReviewtheMediaLiteracySmartphoneiconsbyexplainingthembriefly:a. RealityCheck:Considerwhatisaccurateandinaccurateaboutthecontentofamediamessage.b. PrivateGainorPublicGood:Considerwhoisbenefittingfinancially(orinotherways)fromthe
distributionofthismediamessage.c. What’sLeftOut?Noticingomittedinformationhelpstoidentifythepointofviewofamediamessage.d. ValuesCheck:Howdoesthismediamessagealignwithorcontradictyourownvalues?e. ReadBetweentheLines:Whatideasareimpliedbutnotstateddirectlyinthemediamessage?f. StereotypeAlert:Considerthewaysthatstereotypesareusedtoinfluenceyouremotions.g. SolutionsTooEasy:Considerhowthemediamessageattractsyourattentionbysimplifyingideas.h. Record/SaveforLater:Decideupontheoverallworthandvalueofthemessage.
C. Activity:Workingindividuallyorwithapartner,learnersselectanexampleofpropagandatoanalyzeattheMindOverMediawebsite(www.mindovermedia.eu).Alternatively,theteachermayselectanexampleforstudentstoanalyze.Withapartner,theydiscussandconsidertheissuesraisedbytheiconsontheMediaLiteracySmartphoneandthenwritebriefanswerstotheFiveKeyQuestionsofMediaLiteracy.
D. Shareout:Studentsidentifysomeideasthatemergefromthediscussion,explainingtheiranswersusingevidenceandreasoning.
E. Take-awaymessage:Propagandaismeanttoevokeemotionsthatbypasscriticalthinking.Whenpropagandaiscriticallyanalyzed,insightsarerevealedthatenablepeopletomakemorerationaljudgmentsandevaluationoftheideasandinformationpresented.
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Lesson5WorksheetAnalyzingPropagandawithCriticalQuestions Activity:Workingindividuallyorwithapartner,selectanexampleofpropagandatoanalyzeattheMindOverMediawebsite(www.mindovermedia.eu).Withyourpartner,discussandconsidertheissuesraisedbytheiconsontheMediaLiteracySmartphoneandthenwritebriefanswerstothefiveKeyQuestionsofMediaLiteracy.
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Lesson6TalkingBacktoPropagandaRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroom.Accesstocellphonesorlaptopsisneededinorderforstudentstocreatemediaforthisactivity.Materialsneeded:AccesstotheMindOverMediaplatformwww.mindovermedia.euandAdobeSpark(www.spark.adobe.com).MakecopiesoftheLesson6worksheetforallstudents.TimeNeeded:Thislessonworksbestwhendeadlinepressureisapplied.Itisdesignedfortwo45-minuteperiods.TargetAudiences:Youth(ages11andup),parents,teachersKeyTheme:Whenyoudemonstrateyourabilitytocomment,criticallyanalyze,andputpropagandaincontextbycreatingashortvideoresponse,youareusingthepowerofimage,languageandsoundtoconveyimportantideas.
LEARNINGOUTCOMES:Participantswill:
● understandthatpropagandaisdefinedindifferentwaysdependingontheculture,timeperiod,andthecontext
● recognizethatpropagandaactivatesstrongemotions,simplifiesideas,appealstoaudienceneeds,andvalues,andtargetsopponents
● developasenseofsocialresponsibilityfortheappropriatesharingofpropaganda ● increasetheirconfidenceinexpressingtheirviewsusingimages,language,andsound ● participateindiscussionsofcontroversialtopicswherepeoplehavedifferencesofopinion ● reflectonpropaganda’spotentiallybeneficialorharmfulnatureanditsimpactonindividualsandsociety
LESSON6.TALKINGBACKTOPROPAGANDAInstructionsfortheinstructor:
A. Introducetheideaofanalyzingmediamessagesasaprocessofaskingquestionsandexploringideasthatmayhavemultipleresponsesandinterpretations.Ifneeded,reviewLesson5wherelearnersanalyzedanexampleofpropagandausingtheMediaLiteracySmartphonetoengageincriticalanalysisofmediamessages.
B. Activity:DistributeandreviewtheLesson6activityworksheet. Workingindividuallyorwithapartner,learnersselectanexampleofpropagandatoanalyzeattheMindOverMediawebsite(www.mindovermedia.eu).Withapartner,they:
a. Generatequestions:Listquestionsthatcometomindinrespondingtothepropagandaexample.b. Respondtoquestions:Reviewthequestionsontheworksheettoidentifythemostvaluable
considerations.c. Gatherinformation:UsingtheInternetandotherresearchsources,findinformationtohelpanswer
thesequestions.C. Explain:Makingavideocanbeagoodwayto“talkback”topropaganda.Today,manyonlineplatformsmakeit
easytocreatemedia.IntroduceAdobeSparkusinga6-minutevideodemonstration,availableathttps://youtu.be/kxzge9GzVbE.
D. Establishatimelimitforstudentstocompletetheirwork.Explainthatstudentsneedabout50%ofthetimetoplananddeveloptheirideasand50%ofthetimetoproducetheirvideo.Peopleworkinginmediabusinessesalwaysfacedeadlinepressureanditcanhelppromotecreativity.
E. Shareout:Afterstudentscompletetheirwork,theycanposttheircompletedvideostothePadletWall:https://padlet.com/hobbs/mindovermedia.There,learnerscanviewanddiscussexamplesandofferfeedbacktocommentonthework.Theycanalsorateandcommentonexamplesdevelopedbyothers.
F. Take-awaymessage:Creatingmediaisapowerfulwaytodevelopyourideasandsharethemwithothers.Whenpeople“talkback”topropagandausingthepowerofvideoimages,language,andsound,theycaninfluencethewaysothersinterpretandunderstandideasandinformation.Beingasociallyresponsiblecommunicatormeansofferingtrustworthyinformationandopinionsdeeplyrootedinevidenceandreasoning.
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Lesson6WorksheetTalkingBacktoPropaganda Activity:Workingindividuallyorwithapartner,selectanexampleofpropagandatoanalyzeattheMindOverMediawebsite(www.mindovermedia.eu).Afterresearchanddiscussion,createavideoresponsethatsynthesizessomeofthemostimportantideasandinsightsyoulearned,usingAdobeSpark(www.spark.adobe.com)asimplevideoproductiontool.YOURPROPAGANDAEXAMPLE:______________________________________________________WRITEYOURQUESTIONS:Whatquestionsdoesthisexampleraiseforyou?___________________________________________________________________________________________________________________________________________________________________________________________________________CONSIDERMOREQUESTIONS:Discusssomeofthequestionsbelow:
➢ TheMessage:Whatisthetopicorinformationalcontentoftheinformationandideasbeingexpressed?
➢ Techniques:Whatsymbolsandrhetoricalstrategiesareusedtoattractaudienceattentionandactivateemotionalresponse?
➢ EnvironmentandContext:Where,when,andhowisthismessageusuallyencounteredbypeople?
➢ MeansofCommunication&Format:Whatisthegenreofthemessageandhowdoesthisparticularforminfluenceaudiences?
➢ AudienceReceptivity:Howarepeoplelikelytothinkandfeelaboutthemessageandhowfreetheyaretoacceptorrejectit?
RESEARCH&PLANUsetheInternettosearchforinformationtohelpyouansweroneormorequestions.Remember:
+Takenotes:Capturethemostinterestinginformationyoufind.+Gatherimages:Makescreenshotsofvisualcontentthathelpsyouanswerthesequestions.+Beforeyouproduce,discuss:Whatisthemostimportantinsightyouwishtocommunicateaboutyourpropagandaexample?
PRODUCEWorkingunderdeadlinepressure,useAdobeSpark(http://www.adobe.spark.com)afreevideoproductionplatform,tocreateashortvideocommentaryonyourpropagandaexample.Sequenceideas,languageandimagestoproduceavideocommentarytoexpressyourperspectiveontheexampleyouselected.Rememberthatvideosunder2minutesaremorelikelytobeviewedthanlongervideos.SHARE&DISCUSSPostyourcompletedworkonthePadletWall:https://padlet.com/hobbs/mindovermedia.Herelearnerscangivefeedbackandoffercommentsontheworkofothers
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Lesson7KeepLearningRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroom.Materialsneeded:Accesstocellphonesorlaptopsmaybeneededinorderforstudentstoresearchandwrite.MakecopiesofLesson7worksheetforalllearners.TimeNeeded:One45-minuteperiodplushomeworktimeforreading,writingandindependentstudyTargetAudiences:Youth(ages11andup),parents,teachersKeyTheme:There’salotmorelearnaboutpropagandafortheintellectuallycuriousindividual.Deepeningyourknowledgeofpropagandaisexcellentpreparationforwork,life,andcitizenship.
LEARNINGOUTCOMES:Participantswill:
● understandthatpropagandaisdefinedindifferentwaysdependingontheculture,timeperiod,andthecontext
● recognizethatpropagandaactivatesstrongemotions,simplifiesideas,appealstoaudienceneeds,andvalues,andtargetsopponents
● developasenseofsocialresponsibilityfortheappropriatesharingofpropaganda ● increasetheirconfidenceinexpressingtheirviewsusingimages,language,andsound ● participateindiscussionsofcontroversialtopicswherepeoplehavedifferencesofopinion ● reflectonpropaganda’spotentiallybeneficialorharmfulnatureanditsimpactonindividualsandsociety
LESSON8.ONPROPAGANDA:KEEPLEARNINGInstructionsfortheinstructor:
A. Introducetheideathatpeoplehavebeenwritingaboutpropagandafor3,000years.Fortheindependentlearner,thistopicisrich,complexandfascinating.Thereissomuchmoretolearn!
B. Activity:DistributeandreviewtheLesson8worksheet.Learnersexploreresourcesindependentlytocontinuetheirlearning,composinga300-wordblogpostorothermultimediaproductiontosummarizethenewinformationtheydiscover.Keyelementsoftheworkshouldinclude:
a. OfferaSummaryofKeyIdeas:Youexplainsomethingyoulearnedbyreading,viewingorlistening.b. ConnecttoYourExperience:Showhowthenewideasaremeaningfulandrelevanttoyourlife.c. GenerateNewQuestions:Describethequestionsthatenteredyourmindasyouwerereading,
listeningorviewing.Explainwhythesequestionsareinterestingorimportant.C. Shareout:Afterstudentscompletetheirwork,theycanpostalinktotheirworkhere:
https://padlet.com/hobbs/keeplearning.Atthiswebsite,theycanalsoreviewandcommentontheideassharedbyothers.
D. Take-awaymessage:There’ssomuchtolearn!Deepeningyourknowledgeofpropagandaisexcellentpreparationforwork,life,andcitizenship.
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Lesson7WorksheetKeepLearningARTICLES
EuropeanParliament(2015).AtAGlance:UnderstandingPropagandaandDisinformation.http://bit.ly/2K6z39v
Nielsen,RasmusKleisandGraves,Lucas(2017).“NewsYouDon’tBelieve”:AudiencePerspectivesonFakeNews.ReutersInstitute,UniversityofOxford.http://bit.ly/2QsRc50Waller,jMichael(2006)“RidiculeasaWeapon.”Thisessayoffersinsightontheuseofhumorasaformofpropagandainwarfare.http://bit.ly/2OgWsHsZannettou,SavvasandBlackburn,Jeremy(2018,September7).“HowRussianTrollsBehaveOnline.”U.S.NewsandWorldReport.Thisarticledescribeseffortstoidentitynewformsofpropagandausedtodestabilizeworldpolitics.http://bit.ly/2xaaynyBraudy,Leo(essay).“EntertainmentorPropaganda?”ThisessayoffersahistoricallookathowAmericanHollywoodfilmsembeddedpropagandaintonarrativehttps://learcenter.org/pdf/WWBraudy.pdf
BOOKS
Roberts-Miller,Patricia(2017).DemagogueryandDemocracy.NewYork:TheExperiment.Explorestherhetoricalstrategiesusedbypoliticalleaderswhopromotepopulismthatcandivideanddamagedemocracies.Holiday,Ryan(2012).TrustMe,I’mLying.NewYork:Penguin.Thisbookexplainshowonlinemarketingisusedinethicallyquestionablewaystoinfluencepublicopinion.Luckert,StevenandBachrach,Susan(2009).TheStateofDeception:ThePowerofNaziPropaganda.NewYork:W.W.Norton.ThisisthedefinitiveguidetoHitler’suseofpropagandaasapoliticalcandidate,asadictator,andforwarandmassmurder.
VIDEOS
IntroductiontoPropaganda.FromtheAcademyofIdeas,this7-minutevideosummarizeskeyideasfromtheworkofJacquesEllulonpropaganda.https://youtu.be/-WpFzTplp28NewsChannelorPropagandaTool?This7-minuteListeningPostvideoexploresRT,Russia’sEnglishspeakingchannelasaformofcontemporarypropaganda.https://youtu.be/XIMAM7-etlw
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WhyObviousLiesMakeGreatPropaganda.ThisVoxNewssegmentexplorestheRussian“firehoseoffalsehoods”usedasaformofdisinformationandpropagandainbothRussianandAmericanpolitics.https://youtu.be/nknYtlOvaQ0
RealityShowPresident:InsidetheWhiteHousePRMachine.A12-minutefilmonhowpresidentsshapetheirpublicimagethroughphotographyandmediarepresentation.https://youtu.be/1WrZKgTNE0gEducationvsIndoctrination.ThisBrainwavesAnthologyinterviewwithphilosopherJasonStanleyoffersareflectiononsocialstudieseducationasaformofsocialcontrolthroughpropaganda.https://youtu.be/HQy4yDx01bAPoetryandPropaganda.Athree-minutevideobyFilmScapelProductionsabouthoweducatorsusethepowerofpoetryasaformofpropagandatoactivatelearners’emotions.https://vimeo.com/1375741527PropagandaTechniquesUsedonYouEveryday.FromHowStuffWorks,thisvideointroducestechniqueslikenamecalling,glitteringgeneralities,testimonials,institutionaltransfer,bandwagon,plainfolksandmore.https://youtu.be/q8R9MDt4jEc
MeetEdwardBernays,MasterofPropaganda.FromCorbettReportExtras,thisvideointroducestheworkofEdwardBernays,whounderstoodthesocialbenefitsofpropagandaasameanstoadvanceconsumercultureanddemocracy.https://youtu.be/44I3pMouCnM
FILMSThePropagandaGame(2015).ThisdocumentarybyAlvaroLongoriashowsexamplesofpropagandainNorthKorea.TheCenturyoftheSelf(2002).ThisBritishdocumentaryseriesbyAdamCurtisexplorestheworkofSigmundFreudandEdwardBernaysindevelopingpowerfulideasabouthowtousehumannaturetocontrolandshapepublicopinion.ManufacturingConsent:NoamChomskyandtheMedia(1993).CanadianfilmmakersMarkAchbarandPeterWintonickfollowProfessorNoamChomskyashepromoteshisbook,ManufacturingConsent,explaininghowmediacontrolspublicopinion.
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Lesson8ReflectonPropagandaRoomset-upneeds:Projectionscreen,projector&laptoptech,seatsinsemi-circlewithabilitytomoveintogroupsinvariousareasoftheroom.Accesstocellphonesorlaptopsisneededinorderforstudentstocommentthroughtheuseofavirtualexchangeplatform.Materialsneeded:AccesstotheMindOverMediaplatformwww.mindovermedia.euandFlipgrid(www.flipgrid.com),whichrequiresacomputerorcellphonewithcameraandmicrophone.MakecopiesoftheLesson8worksheetforallstudents.TimeNeeded:One45-minuteperiod.TargetAudiences:Youth(ages11andup),parents,teachersKeyTheme:Reflectingonwhatyouhavelearnedaboutpropagandahelpsyouinternalizeandapplynewknowledgetoeverydaylife.
LEARNINGOUTCOMES:Participantswill:
● understandthatpropagandaisdefinedindifferentwaysdependingontheculture,timeperiod,andthecontext
● recognizethatpropagandaactivatesstrongemotions,simplifiesideas,appealstoaudienceneeds,andvalues,andtargetsopponents
● developasenseofsocialresponsibilityfortheappropriatesharingofpropaganda ● increasetheirconfidenceinexpressingtheirviewsusingimages,language,andsound ● participateindiscussionsofcontroversialtopicswherepeoplehavedifferencesofopinion ● reflectonpropaganda’spotentiallybeneficialorharmfulnatureanditsimpactonindividualsandsociety
LESSON7.REFLECTONPROPAGANDAInstructionsfortheinstructor:
A. Introducetheideaofreflectionasapartoflearningwhereyoudiscoverwhatyoureallythinkandfeel.Whenlearnerstaketimetoreflect,theydeepentheirunderstandingofnewideasandareabletoapplytheseideastoeverydaylife.
B. Explain:Makingavideocommentcanbeagoodwaytoreflectonyourownlearningandlifeexperience.C. Activity:DistributeandreviewtheLesson7worksheet.Learnersselectonequestiontoanswer.First,learners
reviewthecommentsmadebyothers.ThesearefoundattheMindOverMediawebsite:http://bit.ly/MOMreflect
D. TimetoWork:Learnerscanbeadvisedtomakesomenotesandfirstplanoutwhattheywanttosaytoanswerthequestion.Usingthegreen“plus”button,userscanfollowtheinstructionstomakeavideocommentusingFlipgrid.
E. Shareout:Afterstudentscompletetheirwork,theycanreviewandcommentontheideassharedbyothers.F. Take-awaymessage:Reflectingonwhatyouhavelearnedaboutpropagandahelpsyouinternalizeandapply
newknowledgetoeverydaylife.
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Lesson8WorksheetReflectonPropaganda Activity:Workingindividually,selectoneormoreofthequestionsbelowandcreateashortvideoresponse,usingtheFlipgridplatformavailableattheMindOverMediawebsite:http://bit.ly/MOMreflect
Harms and Benefits of Propaganda
● Whatarethedangers,risks,andpotentialharmsofpropaganda?Whataresomepotentialbenefitsofpropagandaforindividualsandthegeneralpublic?
● Describeapieceofpropagandathatyouthinkisbeneficialandexplainwhyyouwouldconsidersharingitwithpeopleinyoursocialnetwork.
● Describeapieceofpropagandathatyouwouldneversharewithyoursocialnetworkandexplainwhyyouwouldnotshareit.
Propaganda in Your Life
● Howdoyouexperiencepropagandainyourdailylife? ● Areyounoworhaveyoueverbeenapropagandist?Ifso,pleasedescribeyourefforts.Ifno,
explainwhyyouarenot. ● Whenispropagandaethical?Whenisitunethical? ● Doyouthinkyoungpeopleshouldbeexposedtoandalsolearnaboutcontemporary
propaganda?Whyorwhynot?
Reflection on Learning
● Whatwasthemostinterestingorimportantthingyoulearnedaboutpropaganda? ● Whatquestionsdoyouhaveaftercompletingtheworkshop?Whatwouldyouliketolearn
moreabout? ● Whatsurprisedyoumostabouthowothersinterpretedpropagandaexamples?
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Credits MindOverMedia:AnalyzingContemporaryPropagandaresultedfromacollaborationbetweenReneeHobbsandtheUnitedStatesHolocaustMemorialMuseumindevelopingeducationalprogrammingandresourcestosupportthespecialexhibition,StateofDeception:ThePowerofNaziPropaganda.AttheMuseum,DavidKlevanledthewebsiteinitiative.AttheMediaEducationLab,ReneeHobbs,KaylenShimoda,FrankBaker,JonathanFriesem,SandyMcGee,andLiliSchlessercontributedtothedevelopmentoftheprogram.SpecialthankstoJoAnnaWasserman,whoseinsightonpropaganda(pastandpresent)inspiredusall.WebdesignandproductionserviceswereprovidedbyNightKitchenInteractive,andDrushupdevelopedthemultilingualfeaturesoftheplatform.MindoverMediaEUisaMediaLiteracyforAllpilotprojectfundedbyDGConnectandsponsoredbytheEvensFoundation.Theprojectisco-financedbyEuropeanCommissionDirectorate-GeneralforCommunicationsNetworks,ContentandTechnologyaspartofagreementnoLC-00644630.Teammembersinclude:JoannaKrawczykandEvaVanPassel,EvensFoundation(Belgium,Poland);NicoletaFotiade,MediaWiseSociety(Romania);SonjaHernesniem,FinnishSocietyofMediaEducation(Finland);IgorKanizaj,AssociationforMediaandCulture(Croatia);MajaDobiasz,CenterforCitizenshipEducation(Poland);JoWeisz,StreetPress(France);BertPietersandAndyDemeulenaere,InteruniversitairMicro-ElectronicaCentrum(Belgium);andReneeHobbs,MediaEducationLab,UniversityofRhodeIsland(USA).Learnmoreaboutthework:www.propaganda-blog.comandlistentothePlanetofPropagandapodcastseries:https://mediaeducationlab.com/planet-propagandaTheseeightlessonplansweredevelopedbyReneeHobbsattheMediaEducationLabandtheonlinevideoreflectionquestionsweredevelopedbySamanthaStanley.ThePlanetofPropagandapodcastserieswasdevelopedbyNikitaDuke.ThemissionoftheMediaEducationLabistoadvancethequalityofmedialiteracyeducationthroughscholarshipandcommunityservice.Learnmore:www.mediaeducationlab.com