The Road to the
White House 2004
Created by:
Linda Turner & Cathy Wilson
Introduction Task Process Evaluation Conclusion Teacher Page
Introduction
Candidates George W. Bush and John Kerry need votes to reach the White House in November 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.
When Dwight D. Eisenhower ran for president, he found that he could reach more people by advertising on the television. Until then, candidates had bought blocks of time and broadcast their speeches. Eisenhower found that 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.
Today, our candidates will spend a major part of their campaign budgets on television ads because they reach the millions of people who watch TV. These ads will use repetition and catchy slogans, along with several other techniques, to encourage voters to remember them in the voting booth. We are going to learn more about these techniques, which are called propaganda.
Introduction Task Process Evaluation Conclusion Teacher
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Task
In this Web Quest, you will examine the types of propaganda used in television advertising. You will keep your worksheets in a notebook. After completing the activities, your group will prepare a video advertisement, using positive propaganda, for each presidential candidate.
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Process
In propaganda, words can have positive or negative connotations. Connotations are feelings that are implied by the choice of specific words. These are often called “hot words” because they can stir emotions. For example, what are the connotations for these words?
1. Discuss your first impressions with your group.
thrifty / stingy boring / thoughtful strong willed / pig-headed
inexpensive / cheap leader / follower stability /flip-flop
2. Read www.turnerlearning.com/cnn/coldwar/cw_prop2.html and
www.pbs.org/30secondcandidate/text/tricks_of_the_trade/ to identify several types of propaganda and examples of how connotations can be used.
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 called 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 advertisements for George W. Bush and three campaign advertisements for John Kerry. You may try to catch them on TV (try different channels) or view them on www.livingroomcandidate.movingimage.us/index.php
Ask yourself:
Do you think these advertisements accurately reflect the views of our two candidates? Do they honestly tell you about Bush and Kerry’s lives, their experiences, or their stand on important issues? What other information would help you make a decision?
5. Print Worksheet
2.
6. Research the personal biographies and political party platforms for each candidate on the following websites:
www.georgebush.com www.rnc.org
www.johnkerry.com www.democrats.org
Identify the candidate’s stance on each issue.
Propaganda 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.
7. Use your information to create a positive ad for each candidate.
G Include 5 facts in each ad. These may be biographical information or policy statements.
G Use one or more types of propaganda.
G Use colors, symbols, music, or words that will 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 on our
morning student news over closed circuit TV.
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Printable Copy Evaluation Rubric
|
|
1 Beginning |
2 Developing |
3 Accomplished |
4 Exemplary |
|
|
Advertisement (Message) |
No message No facts |
Message vague Threeor fewer facts |
Message clear Four facts included |
Message clear Five facts included |
|
|
Propaganda (Positive) |
No identifiable propaganda |
One example Negative |
One example Not supported or developed |
One or more examples Well supported and developed |
|
|
Presentation (Videotape) |
No expression |
Used effects negatively |
Visually Appealing Positive |
Special effects used to create mood Positive |
|
|
Research (Notebook) |
Did not submit |
One completed worksheet submitted |
Two completed worksheets submitted |
All three completed worksheets submitted |
|
|
Teamwork (Process) |
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 |
|
Members_____________________________________ Total ________
_______________________________________
_______________________________________
_______________________________________
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Conclusion
One
of the most important responsibilities of
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.
Introduction Task Process Evaluation Conclusion Teacher Page
Teacher
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Subject Area: Social Studies – Language Arts
Grade Level: 6th
– 8th
Learner
Information:
The student will need a basic working knowledge of a video camera.
Standards: Curriculum:
Social
Studies
17 - Evaluate the responsibilities of citizens
G Civic responsibilities
Being informed
Monitoring public officials
Participating in the political process
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 based 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
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 conflicts
by validating information through research and comparison of data.
Example: defending a position on
political or social issues
* 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 campaign brochure or poster, which could be evaluated on content, mechanics, style, and appearance.
Vocabulary
Propaganda Slogan Connotation Bandwagon
Testimonial Plain folks Transfer Symbol
Fear Logical fallacies Glittering generalities Name-calling
Stereotype Target audience Mud-slinging
Teacher
Resources