Lesson Plan: Modern Political Campaigns

Subject/Grade Level: Civics and/or American Government/12th Grade

Title: Understanding and Interpreting Propaganda in Campaign Ads
Expected Lesson Length: 4 Days

Learning Objectives

Purpose: With the 2008 campaign season heating up, political advertisements are
beginning to hit the airwaves. Naturally, these advertisements compete for the
attention of each voter, and often discuss the same topic in a number of different
manners, depending upon the target audience. In order to fully appreciate,
comprehend, and critique these advertisements, it is important for individuals to gain
an understanding of the various techniques and styles used within the advertisements.
Upon completion of this lesson, students will be able to:
• Explain the various types of propaganda
• Describe the methods by which political advertisements attempt to sway voters
• Analyze historic campaign advertisements and determine how they attempt to
convince voters about issues
• Discuss and critique a historic ad within a class discussion/presentation,
explaining the details and goals of the advertisement
• Develop a political advertisement based on the principles developed and explored
within discussions
Florida Sunshine State Standards
• SS.912.C.2.12: Explain the changing roles of television, radio, press, and Internet
in political communication.
• SS.912.C.2.15: Evaluate the origins and roles of political parties, interest groups,
media, and individuals in determining and shaping public policy.

1. Student Grouping
a. For this lesson, students will work together to complete our worksheet and
discuss various aspects of propaganda. They will discuss various aspects
of propaganda as we analyze the campaign commercials based on what we
just learned about propaganda. The discussion approach encourages
students to work together to complete the activity and also allows for more
students to have a voice as we discuss the task.
b. The instructor will serve as a discussion moderator, encouraging peer-to-
peer interaction within a student-guided discussion.
2. Methods
a. To present the material most effectively and attempt to reach the broadest
number of learners, a variety of methods will be used for this lesson
i. PowerPoint Presentation/Discussion
ii. Guided Group Discussion
iii. Worksheets
iv. Internet-based video presentation
v. Activity
1. Evaluation/Analysis and Presentation of a specific
campaign advertisement
2. Development of ad concerning personally chosen topic

3. Activities
Day One
a. Students will review the online handouts and readings on Types of
Propaganda.
b. Once all students have reviewed the material, they will brainstorm
possible definitions for each of the types of propaganda, and provide
relevant examples that may serve to explain each term. Students may
choose to create a quick visual representation of the example and/or
definition.
c. After students have attempted to define the terms on their own, we will
share our definitions within an online discussion as a class, noting any
major similarities in conceptions of the terms and discussing why some
may have defined the terms differently.
d. Instructor will present and discuss a short PowerPoint on the types of
propaganda. As we define and discuss our way to a common definition of
each of the terms, we will create examples that may serve to simplify the
conception. These examples may reflect students own experiences with
advertising.
e. Review and Wrap up: Students will demonstrate a common understanding
of each of the terms as we review the lesson from Day One. Instructor will
introduce ‘The Living Room Candidate’ website. Students will be
provided a link to the site and be expected to explore the resources
available.
i. Brief look at a campaign ad from the site and short discussion of
immediate student reaction.

Day Two
a. Instructor will briefly review the Types of Propaganda
b. Short discussion of political campaigning throughout history and the role
of television advertising in the modern campaign
 c. Instructor will assign each student 2 to 3 ads for them to analyze and
evaluate based on the Types of Propaganda we previously discussed.

a. Students will:
a. Identify the Ad
1. Year, Candidates, Issues
b. Evaluate the Content
1. What sorts of propaganda are contained within the
ad?
2. Is this a positive or negative ad?
3. What is the intent of the ad?
c. ‘React’ to the Ad
1. What is your first reaction to the ad?
2. Would you support or oppose the candidate/issue
presented in the ad?
d. Each student will briefly discuss one thing/concept/idea about the ads.
Day 3
1. Discussion and Evaluation
a. Each student will develop a presentation concerning one of
the ads they were assigned. Within their presentation, they
will:
1. present the advertisement
2. Describe the purpose of the ad, including
background information about the issue and/or
campaign.
3. Critique the ad, pointing out the various types of
propaganda it contains.
a. Who is the target audience?
b. What emotion is the ad attempting to
instill/inspire?
c. Positive or Negative?
4. Explain why the advertisement could be considered
an effective or ineffective example of the genre.
Day 4
1. Students will begin to develop campaign ads concerning a topic of their
choice, modeling said ads on those we have discussed and studied. These ads will be
designed as an effort to convince the audience to accept the legitimacy of their position.
Such ads may be created in the form of a short video presentation, newspaper ad, or
Powerpoint discussion.
Questions:
1. What role does political advertising play in the modern
election process?
2. What tools do campaigns use in order to sway (or
manipulate) voters into supporting a particular
position?
3. Additional Questions as Occur Within On-line
Discussion

4. Materials
The following materials were chosen as most likely to appeal to the broadest
segment of learners:
a. PowerPoint
b. Types Of Propaganda Worksheet
c. ‘The Living Room Candidate’ Website
d. Advertisement Evaluation Guiding questions and discussion materials

5. Evaluation
The following methods were chosen for their emphasis on student to student and
student to teacher interaction. Students will be evaluated throughout the lesson on
their understanding of the content as we discuss it.
i. Oral questioning and direct observation of student-produced work
b. Overall evaluation will occur during the presentation of their own
campaign advertisement and their evaluation of their assigned ads.
i. Instructor will discuss with each student their efforts analyze the
advertisement, providing guidance where possible.
ii. Students will be encouraged to discuss their efforts in an online
forum.
c. Provided rubric that will guide students towards completion of assignment