TIME ALLOTMENT: Two 50-minute classes.

OVERVIEW:
John Law, founder of the Company of the West, helped settle Louisiana by paying settlers to come here to live. In order to convince Europeans to move here, not only did he have to pay the settlers, he had to describe Louisiana in a way to make it attractive enough that people would leave Europe to move here. His use of propaganda is documented in the footage from the media selection. Students will use this as an introduction to look at propaganda, compare rules under which John Law operated to those in place today, and study the different propaganda techniques.

SUBJECT MATTER: Social Studies

LEARNING OBJECTIVES:
Students will be able to:
• Define propaganda as “information that is spread for the purpose of promoting some cause.”
• Be able to recognize propaganda techniques.
• Identify three major types of propaganda techniques.
• Use propaganda techniques in letter writing or preparing a commercial.

STANDARDS:
National Content Standard (from Center for Civic Education 5-8)
http://www.civiced.org/stds.html
II. What are the Foundations of the American Political System?
D. What values and principles are basic to American constitutional democracy?
3. Fundamental values and principles.

Louisiana Social Studies Content Standards
http://www.lcet.doe.state.la.us/doe/assessment/standards/SOCIAL.pdf
C-1B-M5:  Analyzing the ways political and social conflict can be peacefully resolved;
C-1D-M5:  Communicating the importance of knowledge to competent and responsible political participation and leadership;
C-1D-H1:  Evaluating and defending positions on issues regarding the personal, political and economic rights of citizens;
H-1D-M1:  Describing the contributions of people, events, movements, and ideas that have been significant in the history of Louisiana;
H-1A-M1:  Apply key concepts, such as chronology, and conflict to explain and analyze patterns of historical change and continuity.

MEDIA COMPONENT:
Video:
Louisiana A History, Episode 1, This Affair of Louisiana. (Louisiana Public Broadcasting)

Web sites:
Propaganda critic at http:/www.propagandacritic.com/

MATERIALS:
Per Student:
• Activity sheet (Propaganda Techniques)
• Butcher paper (chalk board or dry erase board can be used in its place),
• Markers, colored pencils, etc. for student artwork.

PREP FOR TEACHERS:
1. CUE video to The Mississippi Bubble approximately 25 minutes into this tape. Preview this segment, which will last about two and a half minutes.

2. Visit propagandacritic.com Web site and preview the materials there for use in the classroom. Bookmark the Web site on each computer to be used.

3. Prepare one copy for each student of the Propaganda Techniques activity sheet.

4. Have butcher paper and markers (or use chalk/dry erase board) to compile lists of technique examples.

5. When using the video provide students with worksheet to answer as they watch the video.

INTRODUCTORY ACTIVITY:
Students face propaganda every day. Remind students that a good definition of propaganda is “information that is spread for the purpose of promoting some cause.”Understanding how propaganda techniques are used will help them become better decision makers and better citizens. In this lesson, students will see how propaganda has changed since the time of John Law’s attempt to lure settlers to Louisiana. The students will create an advertisement using one of the propaganda techniques learned in this lesson. Ask students what advertising they have seen that uses propaganda. Explain that while propaganda may not always be harmful, it is very common.

lEARNING ACTIVITY:
Day One:

1. Introduce the idea that settling Louisiana in 1713 was a very difficult proposition. Discuss with students why someone might or might not want to come to Louisiana to live at that time.

2. Inform students that they will be viewing a short segment of the video, Louisiana: A History.

3. Provide your students with a FOCUS FOR MEDIA INTERACTION by asking them: “What was John Law’s problem with selling his plans for selling the Louisiana colony?” “What was Law’s background?” “What were the reasons Europeans were interested in leaving Europe?” Show the video beginning at The Mississippi Bubble that is about 25 minutes into the video. PAUSE after the narrator says, “Once again Beinville was called back to Louisiana to pick up the pieces.”

4. Conduct a discussion of what Law might have told European people to convince them to come to Louisiana to settle. Be sure to address the following topics; a) What was Law’s problem with selling his plans for Louisiana colony? (the Louisiana colony had already been a failure) b) What was Law’s background? (he had escaped a death sentence in Scotland and made his fortune as a professional gambler) c) Why were the Europeans interested in leaving Europe? (disgruntled with life at the time in Europe) d) How could Law get away with lying about what conditions the settlers might face in Louisiana? (Europeans had no access to information to find truth about Law’s background or Louisiana, laws were different)

5. Have students prepare a flyer/brochure that Law might have produced to entice settlers to move to Louisiana. Remind them that there are no rules about honesty.

6. Have students share their work with other students. Discuss the ideas used to convince others to move to Louisiana. Was it necessary to lie to convince settlers to move to Louisiana? Would telling the “whole” truth allow you to get settlers to move?

7. Introduce the students to the term “Propaganda.” Tell them that propaganda is the use of stories, words, images to support a particular point of view. Advertisers, political candidates, or anyone who might try to sway your opinion uses propaganda.

8. Direct the students’ attention to the “Propaganda Critic” Web site. (http://www.propagandacritic.com) This Web site describes different propaganda techniques that are commonly used.

9. Distribute activity sheet Propaganda Techniques. Have students use Web site to come up with definitions for each of the propaganda techniques.

10. Instruct students to pay attention to advertising as they watch television, listen to the radio or even read newspapers and magazines. Their homework assignment is to find examples of propaganda techniques they see write it on their activity sheets.

Day Two:
1. Have students refer to their propaganda activity sheet, and review the types of techniques advertisers use.

2. On the butcher paper (chalk board) label three columns; Word Games, False Connections, and Special Appeals. Have each student describe an advertisement that he/she saw/heard and place it in the proper column.

3. Once the advertisement is placed in the correct column, decide which technique (name calling, glittering generalities, etc.) best describes the advertisement and label it. You can use colors to code the categories.

4. Discuss how the advertisers are careful to avoid being dishonest. Explain that there are laws against false advertising.

CULMINATING ACTIVITIES:
Divide the class into two groups. Have each student in one group to prepare an advertisement to place in a major newspaper or magazine (color or black and white) to attract tourists to visit Louisiana. Each student in the other group must prepare a brochure to promote Louisiana as a retirement community for senior citizens. These advertisements must not contain false or misleading information, but may use one or more of the propaganda techniques learned in this lesson.

CROSS-CURRICULAR EXTENSIONS:
LANGUAGE ARTS:
• Read letters to the editor in local newspapers (or USA Today) and discuss propaganda techniques used by the writers.
• Make a commercial using video cameras demonstrating one or more type of propaganda.

COMMUNITY CONNECTIONS:
• Have students write letters to the editor of the local newspaper promoting Louisiana as a retirement community or as a tourist destination.

STUDENT MATERIALS:
See attached: Student Materials include:
• Propaganda Technique activity sheet (  PDF )
• Focus for viewing Video worksheet (  PDF )