ADDIE: DESIGN OUTLINE: PERSUASION, PROPAGANDA, AND FAULTY
REASONING
Purpose Statement: At the end of this unit, the students will be able to identify
examples of persuasion, propaganda, and faulty reasoning in visual and written text.
Students will then apply this new knowledge to locate sources that contain valid
information regarding a nonfiction topic.
Instructional Goal
1. Learners will identify examples of persuasion in written and visual text
a. Performance Objective:
i. Students will view visual advertisements and identify instances of
persuasion.
ii. Students will read written nonfiction text and identify instances of
persuasion.
iii. Students will explain the reason authors use these instances of
persuasion.
b. Assessment of Objective:
i. Students will take a pre-test prior to instruction. Multiple Choice
ii. Students will take a post-test at the end of the unit instruction.
Multiple Choice
iii. Students will be given additional examples of visual and written
text to identify the instances of persuasion and explain why
they were used.
2. Learners will identify examples of ppropaganda in written and visual text
a. Performance Objective:
i. Students will view visual advertisements and identify instances of
propaganda techniques.
ii. Students will read written nonfiction text and identify instances
propaganda techniques.
iii. Students will explain the reason authors use these instances of
propaganda techniques.
b. Assessment of Objective:
i. Students will take a pre-test prior to instruction. Multiple Choice
ii. Students will take a post-test at the end of the unit instruction.
Multiple Choice
iii. Students will be given additional examples of visual and written
text to identify the instances of propaganda techniques and
explain why they were used.
3. Learners will identify examples of faulty reasoning in written and visual text
a. Performance Objective:
i. Students will view visual advertisements and identify instances of
faulty reasoning.
ii. Students will read written nonfiction text and identify instances
faulty reasoning.
iii. Students will explain the reason authors use these instances of
faulty reasoning.
b. Assessment of Objective:
i. Students will take a pre-test prior to instruction. Multiple Choice
ii. Students will take a post-test at the end of the unit instruction.
Multiple Choice
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ADDIE: DESIGN OUTLINE: PERSUASION, PROPAGANDA, AND FAULTY
REASONING
iii. Students will be given additional examples of visual and written
text to identify the instances of faulty reasoning and explain
why they were used.
4. Learners will locate a variety of nonfiction written and visual texts.
5. Learners will identify the persuasion, propaganda, or faulty reasoning techniques
used in these texts.
6. Learners will explain the author’s purpose for these techniques.
7. Learner will determine if the author was successful.
a. Performance Objectives
i. Students will locate 4 examples of nonfiction written texts.
ii. Students will locate 4 examples of nonfiction visual texts.
iii. Students will identify all instances of persuasion, propaganda, and
faulty reasoning used in the written and visual texts.
iv. Students will explain why these techniques were used in the written
and visual texts.
v. Students will determine and explain if the source could or could not
be considered valid for the purpose of a research report on the
topic.
b. Assessment of Objective:
i. Rubric Questions
a. Locate written texts (4, 3, 2, and 1)
b. Locate visual texts (4, 3, 2, and 1)
c. Identification of Persuasion, Propaganda, and Faulty
Reasoning techniques (All, Most, Some, Few)
d. Written explanations of why techniques were used
(Excellent, good, poor, or none written.)
e. Could the source be used for research? Written explanation.
(Excellent, good, poor, or none written.)
f. Bibliography (is one included, written in APA format?)
g. Mechanics (spelling, grammar, etc.)
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