Propaganda and Bias
Day 5
SL.6.2.
• Interpret information presented in diverse media and formats
(e. g., visually, quantitatively, orally) and explain how it
contributes to a topic, text, or issue under stud
RI.6.7.
• Integrate information presented in different media or formats
(e.g., visually, quantitatively) as well as in words to develop a
coherent understanding of a topic or issue.
•
Utilize different media to generate a greater understanding
of topic.
"At its root, propaganda plays on
emotions, often defying reason
and facts in order to reach into the
psyche of the audience. Propaganda
is a mind game — the skillful
propagandist plays with your deepest
emotions, exploiting your greatest fears
and prejudices."
Bias
• “I have yet to see a piece of writing, political
or non-political, that does not have a slant. All
writing slants the way a writer leans, and no
man is born perpendicular.”
― E.B. White
• Spin putting a 'positive spin' on
events or situations; you only show
YOUR side. Therefore, spin can
emphasize or exaggerate facts.
SOME TYPES OF
PROPAGANDA…
• Glittering
generalities: A
glittering generality seeks to make us approve and accept
without examining the evidence; Glittering generalities
include phrases such as “We believe in”, “fight for”, and
“live by virtue”. They also include words about which we
have deep-set ideas, such as civilization, Christianity, good,
proper, right, democracy, patriotism, motherhood,
fatherhood, science, medicine, health, and love.
• Testimonials: Famous
people or figures who
appear trustworthy speak
to the audience
• Bandwagon: The basic
theme of the band wagon appeal
is that "everyone else is doing it,
and so should you."
• Plain-folks: the ideas
"of the people.”
This is a recommendation from a plain, ordinary,
non famous person who tells the reader or viewer
that the product worked for him or her. Therefore,
it will would for you.
• Scientific approach:
Using scientific jargon (i.e.
numbers, statistics, data, etc.)
to convince your audience
•
Transfer: use of symbols, quotes
or the images of famous people to convey a
message not necessarily associated with
them. Religious and patriotic images may be
the most commonly used in this propaganda
technique but they are not alone.
• Card stacking: Only
presenting one side of the
issue/situation
• Name-calling: links a person, or idea, to a
negative symbol. The propagandist who
uses this technique hopes that the
audience will reject the person or the
idea on the basis of the negative symbol,
instead of looking at the available
evidence.
• Euphemisms: make an unpleasant reality
more palatable. This is accomplished by
substituting pleasant words (such as
“pre-owned") for negative words
(“second-hand or used").
• Snob appeal: Giving the
impression that people of
wealth and prestige support
an idea
• Emotional appeal (i.e. fear):
Appealing to the emotions of
your audience.
Now you try it…
•
•
•
•
•
•
•
Emotional appeal •
•
Snob appeal
•
Euphemisms
•
Name-calling
Card stacking
Transfer
Scientific approach
Testimonials
Plain-folks
Glittering generalities
Bandwagon
You will need
•A marker
•A Dry erase board
•Your propaganda
definitions sheet.
Propaganda and Bias
Day 6
SL.CCR.2.
Integrate and evaluate information presented in
diverse media and formats, including visually,
quantitatively, and orally
• RI.6.8.
• Trace and evaluate the argument and specific claims
in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not.
–
–
–
Interpret the claims of text.
Make a judgment.
Validate claims with evidence given.
1
2
3
Introducing the new Chevy Tracker LT with a V6 engine. With all
that power, a steel ladder-type frame and available four-wheel
drive. There’s plenty of confidence to go around. It thinks big.
4
5
President Obama's Stimulus Plan
Speech on February 9, 2009
6
THE FEW, THE PROUD, THE MARINES
MILITARY ADVERTISING
7
8
9
10
He went to Jared.
11
12
13
14
15
"The Jew: The
inciter of war,
the prolonger of
war."
16
17
18
Propaganda and Bias
Day 7
SL.CCR.2.
Integrate and evaluate information presented in
diverse media and formats, including visually,
quantitatively, and orally
• RI.6.8.
• Trace and evaluate the argument and specific claims
in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not.
–
–
–
Interpret the claims of text.
Make a judgment.
Validate claims with evidence given.
•Propaganda and
Bias distort the truth
in advertising…
•What about truth in
reporting….
You are about to experience truth
…two different versions of the
same incident. “Truth" can be
spun by the strategic use of
words.
Version #1
• Chicago Bulls forward Dennis Rodman
faces yet another suspension by the NBA
for his dangerous tirade in Saturday night's
game at Chicago. Rodman was ejected
with 1:31 left in the first quarter after
receiving his second technical foul.
Rodman then proceeded to head-butt
referee Ted Bernhardt, catching him just
above the left eye. In typical fashion,
Rodman then ripped off his shirt and
stormed around the court, pausing briefly
to knock over a water cooler in front of a
group of stunned young boys before finally
leaving.
Version #2
• Chicago Bulls forward Dennis Rodman faces
a suspension by the NBA for his wild and
theatrical behavior in Saturday night's game
at New Jersey. Rodman was given his notice
of leave with 1:31 left in the first quarter of
Saturday's game after receiving his second
technical foul. Rodman appeared to have
bumped an official during a heated
discussion over the foul. Consistent with
past heroics, and to the delight of the
Chicago faithful, Rodman then removed his
shirt as he paraded around the court before
finally exiting stage left into his team's
locker room.
Ask yourself if there is
any propaganda, or
bias in your Media?
The % Recorded As
“News
• What has been left out of
this article?
• What would I think if
different facts had been
highlighted here?
.
• What if this article had
been written by those who
have a particular bias?
• Has the author put his
spin on the facts?
•Announcement - As of next
month, all snack machines are
being removed from school
premises.
Create a Biased Advertisement
• Assignment: Create a full-page ad (about the above
announcement) for the school newspaper from the
point of view of one biased group. Your ad must
include the following:
• two of the propaganda/spin techniques
• label these (25 points),
• a colored illustration (25 points),
Form a group of 5 and draw a
number …
• • Group 1: School staff (principals or teachers) who are tired
of the snack machines getting knocked over and vandalized
• • Group 2: Student health advocacy group called “Making
Better Choices”
• • Group 3: Student athletes, who raid the snack machines daily
when starving after practice
• • Group 4: 8th graders who can’t leave campus for lunch and
despise the cafeteria food
• • Group 5:Cafeteria Workers, who have been advocating for
low calorie and fat-free snacks to be put in the vending
machines
• • Group 6: The Student Council, who has relied on the
proceeds from the vending machine to fund school activities
(ie the Fun Park, Skiing at Beaver)