Cognitive skills are involved in accessing, managing and analyzing information, and creating messages.
Workshop: Best Practices in Propaganda Education
This workshop helps you introduce the Mind Over Media website and curriculum to educators.
- Appreciate the need for a major overhaul in teaching people how to critically analyze propaganda
- Deepen your understanding of new forms of contemporary propaganda
- Gain an understanding of some "best practices" for teaching about propaganda
- Learn to use Mind Over Media: Analyzing Contemporary Propaganda and other digital tools to support critical thinking about media
- What is propaganda?
- Why is it important to critically analyze it?
- How did you learn about propaganda when you were in school?
- What's different about propaganda that we experience in the 21st century?
Learners examine different definitions of propaganda and explore how to find propaganda in news, advertising, public relations, entertaibment, advocacy and education. After modeling the lesson, we discuss: How would you adapt this lesson to meet the needs of your learners and learning context?
Review Feaures of the Website. Review the Learn page, the Browse page, the Upload page,. Review the content of Propaganda Techniques and check out the For Teachers page.
Model Lesson #2. Propaganda Techniques
Learners review four different propaganda techniques and identify which techniques apply.
Model Lesson #3. Propaganda in Context
Using the example of a Voice of America video news release, learners use role-playing and research to explore the importance of context in critically analyzing propaganda. Video news release worksheet for learners is here.
Model Lesson #4. Understanding Viral Media
After learning about virality, learners play "To Share Or Not To Share?" by exploring the Mind Over Media gallery to find examples of propaganda that they would share (or not). We reflect on our reasons for sharing (or not sharing) propaganda with our social networks.
Model Lesson #5. Understanding Native Advertising
After viewing a short video on sponsored content, learners create a screencast to identify how they experience sponsored content on the different forms of digital and social media they use each day.
After viewing, small groups discuss the potential short- and long-term consequences of the message for the filmmaker, the viewers and the larger society. Example: The Interview