October 17, 2001

SPREADING THE WORD
Analyzing the Use of Propaganda in the War Against Terrorism

Grades:  6-8,9-12

Subjects:  Current Events, Language Arts, Media Studies, Social Studies

Related New York Times Article
"U.S. Steps Up Leaflets to Sway Afghans, By CHRISTOPHER MARQUIS", October 17, 2001

Overview of Lesson Plan:: In this lesson, students analyze the use of propaganda in the war against terrorism, focusing specifically on the attacks in Afghanistan, exploring the distinction between ideas spread to benefit a cause and those spread to damage an opposing cause.

SUGGESTED TIME ALLOWANCE:   1 hour

OBJECTIVES:
Students will:

  1. Analyze the distinction between propaganda used to benefit a cause and propaganda used to damage an opposing cause; consider examples of both types of propaganda throughout history and discuss the use of the word "propaganda" in the modern vernacular.
  2. Examine the current use of American propaganda in Afghanistan by reading and discussing "U.S. Steps Up Leaflets and Radio Broadcasts to Sway Afghans."
  3. Create "Propaganda Around the World" collages using visual and textual examples from media coverage dated after September 11, 2001.
  4. Synthesize their understanding of the pros and cons of propaganda in wartime through individual essays.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO-NOW: Students respond to the following prompt, written on the board prior to class: "'Propaganda' can be defined as 'ideas that are deliberately spread to benefit a particular cause or to damage an opposing one.' What examples can you name, both in history and currently, of both types of propaganda?" After five minutes, have students to share responses, making a list of examples on the board under two columns titled "Benefit" and "Damage." Then, explore how the term "propaganda" is used in everyday language, typically carrying a derogatory or negative connotation. Do students think propaganda can ever be discussed or represented in a positive light? Why or why not?
  2. As a class, read and discuss the article "U.S. Steps Up Leaflets and Radio Broadcasts to Sway Afghans," focusing on the following questions:
    1. What does this article refer to as "Washington's latest weapon against the Taliban leadership in Afghanistan"?
    2. How many leaflets were distributed on Sunday, October 14, 2001 in Afghanistan, and how were they distributed?
    3. According to the article, what do the United States-distributed leaflets look like, and what information do they contain?
    4. What were some messages the United States Department of Defense broadcast via radio to the people of Afghanistan?
    5. What is meant by the term "propaganda war"?
    6. How do supporters of Osama bin Laden portray the bombing of Afghanistan, according to the article?
    7. What was United States Defense Secretary Donald Rumsfeld's assessment of the current "propaganda war," according to the article?
    8. Who is Condoleeza Rice, and what did she do to address the topic of propaganda in the Arabic-speaking world?
  3. Divide students into small groups. Explain to students that they will be searching for examples of the two categories of propaganda ("benefiting a cause" and "damaging an opposing cause") presented in the print media since the September 11, 2001 attacks on the World Trade Center and the Pentagon. Examples of propaganda should be from around the world (including the United States, as explored in this article), and should include both textual and visual examples (such as quotations, excerpts of speeches, and photographs). Students should use all available classroom resources provided and cut out examples as they find them. It will be important to help students keep in mind that this lesson is about propaganda and its functions, not about political perspectives or "sides."
    After about twenty minutes, give each group two pieces of poster board or construction paper and a glue stick, and have them create collages of their collected words and images. On one piece of paper, students should collage their items that represent "benefiting a cause." On the other, they should collage their items that represent "damaging an opposing cause."
  4. WRAP-UP/HOMEWORK: Groups complete their posters and post them in two areas of the classroom depending on the type of propaganda explored. At home, each student synthesizes her understanding of propaganda by writing a brief essay about the pros and cons of propaganda in wartime. Essays can be shared or posted in a future class.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on initial journal response, participation in class discussions, contributions to propaganda collages and final essays.

VOCABULARY:
leaflet, transcript, barrage, propaganda, manipulate, advantageous, disadvantageous, briefing, infuriated

EXTENSION ACTIVITIES:

  1. As "ideas that are deliberately spread," some might view the rumors and myths that spread after the September 11, 2001 terrorist attacks on the United States as forms of propaganda. Research some of these myths and rumors, and write a report or news article on how they might have influenced public opinion.
  2. Propaganda, whether used to benefit or damage, can be spread through various means. Using the following list of propaganda techniques, see if you can find an example of each in current print, radio, television, or Internet sources: card-stacking (presenting only one side of the story by selective use of statistics or by offering opinion as fact), name-calling (using offensive labels to cast opponents in a negative light), sloganeering (repeating catchy statements instead of substantive arguments), bandwagon (begging support for a cause just because it is popular and using peer pressure to conform), and endorsements (testimonials by famous people to promote a cause or damage an opposing one.) Create a Guide to Propaganda Techniques in which you explain each technique and assess how your example of each represents this method.
  3. Read George Orwell's "Animal Farm" and write an analysis comparing the novel's treatment of the subject of propaganda to the current discussion.
  4. The use of certain "emotive words" has sparked a debate about journalistic responsibility. The Reuters news agency, for example, only uses terms such as "terrorist" and "freedom fighter" in direct quotes or third-party attributions to avoid characterizing the subjects of news stories. What is your opinion on language and the media? Write a personal response essay. You may wish to consult the October 4, 2001 report from Fairness and Accuracy in Reporting titled "Media Spin Revolves Around the Word 'Terrorist'" (http://www.fair.org/media-beat/011004.html).

INTERDISCIPLINARY CONNECTIONS:
Economics- Using the latest available data, create a pie chart or bar graph estimating the total cost to the United States in the war against terrorism at home and abroad. Divide chart by categories such as relief aid and deployment of forces. You may also try to estimate the cost of designing, printing, and distributing the 385,000 leaflets mentioned in the article. What does propaganda cost?

Global History- Leni Riefenstahl, a filmmaker hired by Adolph Hitler in the 1930's to create films glorifying the National Socialist notion of a "superior German people," was one of the most famous propagandists of the 20th century. Screen her film "Triumph of the Will" and assess it for its propaganda techniques. Be sure to focus on the musical score, scenery, and editing. You might also investigate other propaganda from this era in history.

Technology- Participate in an e-mail exchange with a student or class in another country. Establish a dialogue by e-mail in which both sides can analyze and discuss media coverage of current events. One possible way to connect with these students is through the E-Pal Web site (http://www.epal.com).

Copyright 2001
The New York Times Company

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