Education Package Project 4 - The Hunger Games: The Exhibition

Transcription

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Education Package
Project 4: Propaganda and News
June 9, 2015
Version 10.0!
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Table of Contents
How To Use This Module
This curriculum module is designed to support your use of The Hunger Games in your class. It
provides stepwise instructions, resources, handouts, and assessments for a project-based
learning (PBL) unit that explores the history, methods, and outcomes of propaganda. Activities
may be modified to support the specific needs of your class, but should be performed in the order
given to best support optimal learning outcomes. The Project Overview, Standards Overview,
and Before the Project will help you plan for this unit.
Table of Contents
I. Project Overview ............................................................................................................ 4
II. Standards Overview ...................................................................................................... 5
III. Before the Project ......................................................................................................... 6
IV. Project Kickoff .............................................................................................................. 8
Entry Event – Persuasive Improv ......................................................................... 8
Reading / Watching The Hunger Games – Part I “The Tributes” ......................... 9
Discussion Activity One: World Café .................................................................. 10
V. Elements of Propaganda ............................................................................................. 11
Tools of Propaganda Graphic Organizer............................................................ 14
Tools of Propaganda Graphic Organizer Answer Key .......................................16
Propaganda Technique Cards ........................................................................... 17
What is the History of Propaganda?................................................................... 25
History of Propaganda QCQ Graphic Organizer ................................................ 26
VI. Media Today–Propaganda, News, and the YouTube Generation.............................. 27
News, Sensationalism, and Propaganda Graphic Organizer ............................. 28
The Responsibility of the Viewer – Calculating Your Media Footprint ................ 29
Digital Footprint Calculator ................................................................................. 30
Reading / Watching The Hunger Games – Part II “The Games”........................ 32
Discussion Activity Two: Tag Team Seminar ..................................................... 33
VII. Visiting The Hunger Games: The Exhibition ............................................................. 34
Visiting The Hunger Games: The Exhibition Worksheet .................................... 35
VIII. Putting Together A Compelling Story ....................................................................... 37
Propaganda Project Group Worksheet .............................................................. 38
Compiling the Story into a Script ........................................................................ 40
First Draft Screenplay ......................................................................................... 41
Turning the Script into a Storyboard ................................................................... 43
Filming and Editing the Propaganda Films ......................................................... 44
Finish Reading / Watching The Hunger Games – Part III “The Victor” .............. 45
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Discussion Activity Three: Who’s on Trial? ........................................................46
Discussion Activity Three: Who’s on Trial? Worksheet ...................................... 48
IX. Appendix A: Assessments ......................................................................................... 49
Formative / Summative Assessment .................................................................. 50
The Hunger Games - Part I “The Tributes” Quiz ................................................ 51
The Hunger Games - Part I “The Tributes” Answer Key .................................... 53
The Hunger Games - Part II “The Games” Quiz ................................................ 55
The Hunger Games - Part II “The Games” Answer Key..................................... 57
The Hunger Games - Part III “The Victor” Quiz .................................................. 59
The Hunger Games - Part III “The Victor” Answer Key ...................................... 61
X. Sources of Information ................................................................................................ 63
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I. Project Overview
This packet includes all the resources you will need to teach this project. While it is recommended
that you follow the framework of activities, aspects can be altered to match the needs of your
classroom.!
General Information!
Subjects Covered In Project
Grade Level(s)
English, Social Studies
6th – 9th
Project Driving Question
What is the difference between propaganda and news?
Culminating Event / Product
A propaganda video
Duration of the Project
Varies depending on number of class periods
utilized
Project Description
Every year before the Hunger Games’ reaping, a video is shown to the Districts, providing
the pointed reminder of why the Hunger Games exist. “I just love that,” says Effie Trinket,
drawn in by the sentiment of Capitol propaganda. Living in the Capitol as she does, her
perspective doesn’t show her anything but the strong and just system she trusts. Without the
understanding that she is being manipulated, she is drawn in by the propaganda. What is
propaganda, and how can students learn to identify it as Effie can’t? Propaganda videos are
used by both the Capitol and the rebel forces in the fight for Panem. Is propaganda inherently
bad? Propaganda can address current events, so what makes propaganda different from news
and other media? What’s the role of the viewer of that media?
In this project, students will take on the role of filmmaker and create a propaganda video
that tackles a specific subject. They will look at what propaganda is (and is not), how to put
together a persuasive argument, and how to communicate that argument with film.
**NOTE** Visiting The Hunger Games: The Exhibition could happen either prior to, or at the
conclusion of, the project.
By the end of the project, students will know:
• The elements of propaganda.
• Historical origins and evolution of propaganda.
• Media today – Propaganda, news, and the YouTube era.
• How to compose a persuasive narrative.
• How to act as filmmakers in certain roles: Actor, Director, Set Designer / Location Scout,
Costume / Prop Designer, Editor.
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II.
Standards Overview
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This project addresses the following sets of standards:
• The Common Core English Language Arts & Literacy in History/Social Studies, Science,
& Technical Subjects
• The National Standards for History
*NOTE* Standards can each be made more or less rigorous to adjust to grade level needs; if
listed, they can be addressed at any degree of proficiency.
The CC English Language Arts & Literacy in History / Social Studies, Science, and
Technical Subjects
CCSS.ELA-LITERACY.RH.6-8.2
CCSS.ELA-LITERACY.CCRA.R.1
CCSS.ELA-LITERACY.CCRA.R.7
CCSS.ELA-LITERACY.CCRA.W.1
Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a
text, including vocabulary specific to domains related to
history/social studies.
Identify aspects of a text that reveal an author's point of view or
purpose (e.g., loaded language, inclusion or avoidance of particular
facts).
Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
Write arguments to support claims in an analysis of substantive
topics or texts using valid reasoning and relevant and sufficient
evidence.
The National Standards for History
NSH Historical Analysis and Interpretation
3.A
3.B
3.C
3.J
NSH Historical Thinking Standard 4
Compare and contrast differing sets of ideas.
Consider multiple perspectives.
Analyze how radio, movies, newspapers, and
popular magazines created mass culture.
Hypothesize the influence of the past.
Interrogate historical data.
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*NOTE* Additional standards, particularly Next Generation Science Standards and additional
Common Core English Language Arts & Literacy, may be applicable, depending upon topic
choices by teachers and students.
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III. Before the Project
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Before presenting the project to the students, there are several things you could do to help make
the process a little smoother.
READ / WATCH
Read The Hunger Games on your own and watch the available films, making notes of any details
that might relate to the project. The Hunger Games series is written by Suzanne Collins and
published by Scholastic Inc.
LEARN
Below are links to resources to help you familiarize yourself with the content before you start
the project with students.
Title
Defining Propaganda
(American Historical
Association)
Propaganda Through the Ages
Noam Chomsky The Propaganda Model
Behind the Big NEWS
Documentary
Science of Persuasion
Effective Persuasion
Presentation
How to Write a Screenplay
6-Minute Speed Course
Storyboarding with J. Todd
Anderson
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Source
http://www.historians.org/about-aha-and-membership/ahahistory-and-archives/gi-roundtable-series/pamphlets/whatis-propaganda/defining-propaganda-i
http://www.sagepub.com/upm-data/11848_Chapter2.pdf
https://www.youtube.com/watch?v=9RPKH6BVcoM
https://www.youtube.com/watch?v=Zrf2R3UHhKo
https://www.youtube.com/watch?v=cFdCzN7RYbw
https://owl.english.purdue.edu/owl/resource/696/1/
http://www.writersstore.com/how-to-write-a-screenplay-aguide-to-scriptwriting/
https://www.youtube.com/watch?v=zL6X1SaaxHU (*This
video is appropriate for teachers to familiarize themselves with
content and concepts.)
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REACH OUT
Send a letter to parents letting them know you’ll be studying The Hunger Games, doing a project
related to the book or film, and visiting The Hunger Games: The Exhibition. Be sure to highlight
the depth of the project by sharing learning goals and skills students will learn.
You can also garner parent support to put together a final exhibition of student work. An exhibition
can be anything that showcases or communicates student work to an audience. This includes
things such as: an online gallery of student videos, a presentation to professionals in fields that
relate to your project, etc. A great exhibition should celebrate student work and involve an
authentic audience to view it.
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IV. Project Kickoff
ENTRY EVENT
Entry events can be presented in any medium.
Example entry events are a class discussion, an
intro video, a guest speaker, a field trip to The
Hunger Games: The Exhibition, or an activity. The
best entry events tend to be personalized or
experiential. Connecting to students this way
allows them to enter the content through
something familiar versus starting by explaining all
the things they don’t know yet.
PBL TIP
Entry Events are
used at the
beginning of projects
to get students
excited about the
upcoming project.
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ENTRY ACTIVITY:
PERSUASIVE
IMPROV
Time Duration
To give students a chance to think about different
methods of persuasion, and have a little fun while
doing it (Resource: Every Art, Every Child
website).
Half class period – whole class period
Materials Needed
A chair, a classroom object (eraser, marker, etc)
Purpose
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OVERVIEW: This activity draws on the theatrical art of improvisation (improv). Two students
perform together with one actor trying to persuade the other actor to do something.
ACTIVITY:
Step One: Ask for two students to volunteer to perform. One sits in a chair and one stands.
Step Two: The two students are at a bus stop (the setting) and the one standing is trying to
get the one seated to give up his or her seat. He or she must use different tactics to try and
persuade the seated person to move. For example, “May I please have that seat? My legs
hurt.” He or she isn’t allowed to move the seated student by physical force or by bribe.
Step Three: Begin the scene. If needed, coach the standing student on different tactics of
persuasion (begging, asking politely, threatening, flattering, etc). Coach the seated student to
not give up his or her seat unless he or she feels honestly convinced by the other student. He
or she should be giving valid creative reasons to remain seated as well. You can also phrase
it as, “What’s happening in your character’s life that he or she needs to sit down?”
Step Four: When the student finally convinces the other to stand (or the seated student
comes up with such a good argument that the standing person gives up), ask for new
volunteers.
ADDITIONAL: Once the class gets the hang of the game, you can ask the rest of the class
for suggestions on setting and objective and switch up the action in the scene. The improv
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works as long as there is a setting and something one person is trying to persuade the other
to do. You can also add a The Hunger Games twist to the scenes if you’d like. Below is a list
of suggested scenarios:
Settings
Objectives
The Hob
Convincing Greasy Sae to buy dead wild dog.
The Reaping
Convincing a Peacekeeper not to make the tributes get on the train.
A Home in the Capitol
Convincing a Capitol citizen to turn off the Hunger Games.
The Woods
Gale convincing Katniss to run away before the reaping.
The Training Area
Convincing another tribute to be your ally in the Hunger Games.
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Have students begin reading The Hunger Games – Part I “The Tributes”
by Suzanne Collins or watching that section of The Hunger Games film
(up to Peeta’s interview with Caesar). You could have students’ split the
reading or watching time between homework and class depending on
your preference. It is suggested that students read / watch in class or at
home and utilize one class period a week for in class discussion.
READING /
WATCHING
THE HUNGER
GAMES
The timeframe for the audiobook averages about 25 minutes per
chapter.
A companion discussion activity for The Hunger Games – Part I “The
Tributes” follows.
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Discussion Activity One: World Cafe
To be done at the end of reading Part I “The Tributes”
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Purpose
Time Duration
Materials Needed
To get students discussing key points of The Hunger Games.
Depends on how many stations you have. Each group (of approximately 4
to 6 students) should average about 5-7 minutes per station.
[Approximately 45 minutes]
A giant piece of paper, poster board, or something else for students to
write on.
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ACTIVITY SETUP:
PAPER: Cut large rectangles of paper and cover a group of 4-6
desks with it. Make sure each piece of paper is large enough so
every student can reach it easily.
MARKERS: Put out markers for each station. [Note: It could be
interesting to have each group carry its own color to distinguish the
progression of the discussion].
QUESTION SETUP: Write a “Speech Cloud” in the middle of the
paper with one of the following questions about The Hunger
Games - Part I “The Tributes.”
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QUESTIONS:
1.) How does Katniss feel about the country of Panem before the reaping, and why does she need
to be careful about how she speaks about Panem in public? Write down specific examples of how
you know this.
2.) Describe Katniss’s relationship with Gale, with Prim, and with her mother. How do these
relationships define her personality?
3.) Why does she say about Peeta, “I feel like I owe him something, and I hate owing people”?
How does her early encounter with Peeta affect their relationship after they’re chosen as tributes
(but before the Games)?
4.) Why are tributes given stylists and dressed so elaborately in the opening ceremony and
interviews? Does this ceremony remind you of events in our world, either past or present?
5.) When Peeta declares his love for Katniss in the interview, does he really mean it or did
Haymitch create the “star-crossed lovers” story to help them get sponsors? What are the sponsors
looking for when they watch the Games?
ACTIVITY:
Put students into groups of 4 to 6 and assign them to a starting station. Then tell them each person
should write at least one idea per topic / station and no more than three per person per station.
Also, tell them to try not to repeat ideas that are already on the page. If they agree with a point
made, they can put a check mark next to it. Let them know that they can draw images to represent
ideas as well as use words. Remind them that the entire class will be contributing and to leave
room for others to write.
Project a timer, or just keep time yourself and let them know when to rotate (EVERY 5 to 7
MINUTES). When all groups are done and have visited every station, have each group share with
the class the ideas on the station it started at.
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V. Elements of Propaganda
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Purpose
To help identify elements of propaganda in advertisements and distinguish
them from argument or persuasion.
Time Duration
One class period
Materials Needed
Printed handouts (found on pages 15-16), Propaganda Cards (found on
pages 17-24), something to write with, a way to project video.
OVERVIEW: In Panem, the Capitol uses propaganda to assure the districts that everything is as it
should be and Panem should remain the same. Meanwhile, the rebels use propaganda to encourage
people to fight back. Are both things really propaganda? In this activity, students will be in groups
based on a propaganda technique. They will watch videos and look for their propaganda technique. At
the end of each video, you will ask the students to share what their element was, and all students
should make note of it on their graphic organizers. There are many key techniques used in propaganda.
For this project, you’ll be looking at EIGHT of them:
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Name calling – where an attack is made by calling the opposition names.
Glittering generalities – using values (love of family, pride of country, etc) to motivate action.
Testimonial – using an “authority” to recommend or endorse something.
Bandwagon – the ‘everyone is doing it, you should too’ approach.
Transfer – attaching something unrelated to the argument to distract from the real issue.
Plain Folks – showing ordinary people benefitting from the idea/product/etc.
Fear – scaring someone into supporting the position or product.
Faulty Logic – this could be a long list but includes things such as misrepresenting data,
making untrue comparisons, assuming a positive outcome without evidence, etc.
*SUGGESTION* When working on a project where students’ definition and understanding of a
concept are evolving, it is often helpful to get a large piece of butcher paper (or find a place in
the classroom) and to write the initial definition of the term. Then, allow students to add to it in
order to show the progression of understanding over time. As you have class discussions,
make note of when a student brings up a point that is counter to the posted definition, and
move on. At the end of the project, you can discuss the definition you started with and how it
changed as you went through the project.
ACTIVITY:
Step One: Put students into groups – there should be eight groups total, one for each technique
of propaganda. [You can also have students work in pairs. Just make sure that you have
students covering all the techniques and that each group has a definition card.]
Step Two: Provide each group with a graphic organizer (found on pages 15-16) and a
Propaganda Card (found on pages 17-24). Explain that you will be watching videos and
students should identify the type of propaganda described on their card. Have them look over
their card and read the definition. Ask if any group needs clarification on what they’re looking for.
You don’t have to go over each definition for the whole class – they’ll sort that out and refine
their understanding through the course of watching the videos.
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Step Three: Do a class example using President Snow’s address to Panem “Together As
One.” Show them the video, ask what techniques they saw, and then show specific parts of the
video as evidence of each technique so they can see what each looks like.
Video
President Snow “Together as One”
https://www.youtube.com/watch?v=7dCB2U9lX48
Propaganda techniques
Glittering Generalities: “Our great nation… the districts are the
body, the Capitol the beating heart.” These draw on values
related to duty to country and connects this cause to protecting
the body / heart.
Testimonial: Peeta is a celebrity.
Plain Folks: “With all of us, together as one.” Snow reduces
himself to ‘one of the people’ to play on solidarity.
Faulty Logic: “Known only peace… elegant system conceived
to nourish and protect… If you fight against it you starve
yourself.” Lots of people in the district are starved and abused by
the Capitol Peacekeepers.
Step Four: Now, students should dissect real commercials. Show them the videos listed on the
following page (use as many as time permits, but include the last two PSAs). After each video,
allow students to discuss the following questions with their group.
! Is the ad propaganda? If no, why?
! Was your technique used in the video? If yes, provide evidence of where?
Step Five: After the small group discussion, ask students who believe their technique was used
to raise their hand and share with the class where in the video it was used. Then have them
define their technique.
Step Six: Clarify with the class what the definition of the technique is and have them write it
down on their graphic organizers (found on pages 15-16).
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Video
Mac vs PC (Restarting)
https://www.youtube.com/watch?v=TT3_tiQZwwA
1998 George Bush Sr
Family/children
https://www.youtube.com/watch?v=LToAmI4r6ms
Three – The Pony (Three UK)
https://www.youtube.com/watch?v=Ekr05T9Iaio
Michael Jackson Pepsi 1984
https://www.youtube.com/watch?v=2Md5lPyuvsk
Broadview Security – The House
Party
https://www.youtube.com/watch?v=DKI4t5MFG1E
Teenage Mutant Ninja Turtles
Anti Drug PSA
https://www.youtube.com/watch?v=Zbsq5tmz6Lo
Embrace Life – Wear a seatbelt
https://www.youtube.com/watch?v=h-8PBx7isoM
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Propaganda techniques
Name Calling: Mac is suggesting PCs freeze and, despite
having the same “stuff,” don’t run as well.
Faulty Logic: Mac doesn’t mention any of its shortcomings or
technical glitches.
Glittering Generalities: This is the main technique used in the
use of family and friends at a BBQ. It’s the “ideal” representation
of American life.
Plain Folk: There are traces of this because they are packaging
George Bush Sr. as one of the common average citizens instead
of a politician. In fact, he had been involved in politics since the
1960s.
Transfer: This one might be a little difficult, but this is an
example of Transfer because the dancing Shetland pony has
nothing to do with the product or why people should buy it. It was
used to get attention and “shares” in order to promote the
product beyond the brand.
Testimonial: Features celebrity Michael Jackson.
Bandwagon: The Pepsi “generation” implies that everyone in
that group drinks Pepsi, and they look cool while doing it.
Fear: Reminding people of the worst possible security scenario
and why they “need” Broadview.
Plain Folks: There’s a little bit of “plain folks” technique in this
one because all the scenarios are common. Lots of people go to
or host house parties.
Is this one propaganda? Yes. It has a positive message but uses
the voice celebrities to push its agenda without presenting any
information.
Testimonial – Teenage Mutant Ninja Turtles were extremely
popular among the target demographic.
Is this one propaganda? Not really. It could be argued that it
uses emotional appeal (as opposed to facts) to convince the
audience to change a behavior. However, emotional appeal isn’t
the same as falsifying evidence or manipulating for a specific
gain. This would be classified as PERSUASION.
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NAME__________________________________________
DATE ________________________________
Tools of Propaganda Graphic Organizer
DIRECTIONS: As you watch commercials, use this sheet to record definitions of various propaganda
techniques.
Definition of Propaganda
Technique Name
Technique Definition
Name Calling
Glittering Generalities
Testimonial
Bandwagon
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Transfer
Plain Folks
Fear
Faulty Logic
What is the difference between PERSUASION and PROPAGANDA?
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ANSWER KEY
Tools of Propaganda Graphic Organizer
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DIRECTIONS: As you watch commercials, use this sheet to record definitions of various propaganda
techniques.
Definition of Propaganda
Information, especially of a biased or misleading nature, used to promote or publicize a
particular political cause or point of view.
Technique Name
Name Calling
Technique Definition
Attacking the opposition itself instead of attacking its products or
ideas.
Glittering
Generalities
Appealing to cultural bias, morals, or higher values. These include
such things as: Family, duty to country, dreams, religion, etc.
Testimonial
Using someone famous or an authority figure to say that you should
use a product / support an idea because he or she supports the idea
or product.
Bandwagon
Making it seem like everyone uses the product or believes an idea.
That your life would instantly be better “like we’re showing you here”
by using a product or thinking a certain way.
Transfer
Using unrelated symbols/people to support something. This includes
using something that has nothing to do with what is being
sold/presented to help sell an idea or product. If you’re left saying,
“What was that commercial about?” it probably used transfer.
Plain Folks
Showing the “common person” enjoying the benefits of an idea,
product, or service. It’s so familiar, it could be you!
Fear
Making the viewer afraid of NOT supporting a product, service, or
idea by showing them how scary the outcome could be.
Faulty Logic
This can apply to a lot of propaganda, but this would specifically
mean anything blatantly untrue like misleading data, false cause and
effect statements, etc.
What is the difference between PERSUASION and PROPAGANDA?
The line between these two things is difficult to distinguish, but propaganda mostly focuses
on misinforming or misleading a viewer. There could be seeds of truth in what it says, but
the overall goal is convincing someone at all costs, rather than truth.
Persuasion is a step down from propaganda. Lots of PSAs and some ads use persuasion to
try and convince people to believe something or use their products, but there is no
misinformation or misleading messages involved.
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Propaganda Technique Card:
Name Calling
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NAME CALLING
Definition
Explanation
Speaking poorly about the opposing person or idea. Speaking negatively about a
person or idea to condemn them and provoke a negative emotional response.
Examples include calling others stupid, a snob, a liar, a fraud, crazy, etc.
Example
Description
of Example
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This poster from World War I shows a devil seated with his arm around the
shoulders of Kaiser Wilhelm II, portrayed as a devil-like figure holding a bloody
sword.
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Glittering Generalities
GLITTERING GENERALITIES
Definition
Explanation
These are emotionally appealing phrases so closely associated with highly
valued concepts and beliefs that they carry conviction without supporting
information or reason. They appeal to emotions like love of country and home,
and desire for peace, freedom, glory, and honor. They ask for approval without
examination of the reason.
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Any time people mention anything having to do with an “American Value” or
some understood idea of how things “should” be, it’s probably a glittering
generality.
Example
Description
of Example
This famous “I Want You” poster for joining the Army uses the idea of Uncle Sam
– your loving family member – to call you to duty for your country.
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Testimonials
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TESTIMONIALS
Definition
Explanation
The use of a celebrity or authority figure to sell an idea or a product.
If there’s a celebrity, or a doctor, or a person with experience or authority
speaking, the ad is using this technique.
Example
Description
of Example
This Capitol propaganda piece uses the tacit support of Johanna and Peeta, two
well-known celebrities of Panem, to bolster the Capitol’s position and
trustworthiness.
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Bandwagon
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BANDWAGON
Definition
Explanation
Used to persuade audiences that if they do what “everyone else is doing,” they’ll
benefit in the same way.
Any commercial that shows a group of people enjoying something more than
they probably would in real life is using the bandwagon technique.
Example
Description
of Example
This automotive advertisement from 1966 implies that any young man who
doesn’t own this car is behind the times and not well off.
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Transfer
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TRANSFER
Definition
The use of something mostly unrelated to what you’re selling in order to provide
likability or credibility to your product / idea.
Explanation
If you watch it and think “That was cool! That was fun! That was great!” but you
don’t really know what they’re selling, it’s transfer.
JOIN
THE IN
CROWD
GO OUT AND VOTE!
Example
Description
of Example
Smiling, well-dressed teenagers or young adults are often used in advertising to
communicate a sense of fun and being popular. On their own, however, this
smiling, homogenous group of people has little to do with the message of this
poster. The group of friends is working to add a “coolness” factor to the idea of
voting.
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Plain Folks
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PLAIN FOLKS
Definition
This technique shows people “just like you” or shows the average citizen
benefiting from a service or idea.
Explanation
If you find yourself watching something and thinking that it reminds you of
yourself, there’s probably an element of this technique.
Example
Description
of Example
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This is a propaganda poster made by Lionsgate to advertise the release of The
Hunger Games: Mockingjay – Part 1. It is drawn as if the Capitol was running a
propaganda campaign depicting citizens of different districts and thanking them
for their support.
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Fear
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FEAR
Definition
Explanation
Scaring your audience into thinking it needs your service, product, or idea to stay
safe.
Implying a sense of insecurity makes people react and feel unprotected.
Example
Description
of Example
This World War II poster stokes fear by pinning the toll of war on ‘someone’ who
talked, implying that any person, military or civilian, could cause a disastrous
attack by mentioning troop movements, military plans, or anything else pertaining
to the war that could be intercepted by the enemy.
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Faulty Logic
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FAULTY LOGIC
Definition
Explanation
Using incorrect statistics or arguments that don’t relate to each other to make a
point.
These are usually more intentional lies than emotionally misleading.
Example
Description
of Example
This ad for toothpaste claims it has the support of 9 out of 10 dentists, but lots of
different toothpastes claim that, and they don’t give any information on how many
people they surveyed. It’s arbitrary data.
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What is the History of Propaganda?
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Purpose
Have students learn more about propaganda of the past.
Time Duration
Can be done for homework or during one class period.
Materials Needed
Printed articles, paper, pen/pencil, way to project video.
OVERVIEW: Students will be looking at propaganda of the past and also practicing their reading
comprehension skills. Have students read an article on the history of propaganda and complete a
“QCQ” (Quote, Comment, Question, found on page 26) on it. Any article can be used based on
reading level and the needs of the students. A good intro article is “A Brief History of Propaganda” by
Tavistock Books, which can be found at http://blog.tavbooks.com/?p=755
ASSIGNMENT:
Step One: Hand students the article and provide them with a QCQ graphic organizer, found on
page 26.
Step Two: Explain that when using a QCQ, you read the article and find a quote that jumps out
at you. Copy the quote in the quote box and then, in the comment box, write your interpretation
of the quote. Finally, ask a question that is related to the quote and comment written previously.
This should be done with THREE separate quotes.
For Example –
Quote
“I don’t want them to change
me in there. Turn me into
some kind of monster that I’m
not.”
– Peeta Mellark in The
Hunger Games by Suzanne
Collins
Comment
Question
This quote shows Peeta’s
integrity of character. Even
though he isn’t the hero in the
spotlight like Katniss, this
quote proves that he can see
the bigger picture and what’s
worth fighting for – sometimes
even more clearly than
Katniss can.
Since we don’t always get to
see Peeta throughout the
course of the Games, was
there was a moment when he
had to fight becoming that
monster he feared?
Step Three: After the article, you can supplement the reading with the following optional videos:
! The Power of Nazi Propaganda – ReasonTV
https://www.youtube.com/watch?v=Af44Slin7lg
! Frank Capra’s “Why We Fight” World War II Propaganda Series – Tu Ne Cede Malis
https://www.youtube.com/watch?v=yBUKRAE2O9c
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NAME__________________________________________
DATE ________________________________
History of Propaganda QCQ Graphic Organizer
DIRECTIONS: As you read through the article, pick out three quotes that are relevant to the history of
propaganda. For each one of the quotes, write your thoughts on the quote in the ‘comment’ section. Finally,
write at least one question for each quote you chose. Within a single row of quote, comment, question, the
three boxes should relate to each other. Each row can be independent of the other two: that is, your three
prompting quotes do not need to build on a single idea.
Quote
Comment
Question
1
2
3
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VI. Media Today – Propaganda, News, and the
YouTube Generation
Purpose
To help students understand the similarities between media
sensationalism and propaganda.
Time Duration
30 minutes to full class period
Materials Needed
Printed article, class set of graphic organizers (found on page 28),
something to write with.
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OVERVIEW: Students will find a current event the night before and print it out for the activity in class.
They will watch a brief video highlighting sensational news stories and debrief if they saw any of the
previously studied propaganda techniques. Then they will review their article, identify any
propaganda techniques used, and rewrite the title to show a different bias.
ACTIVITY:
Step One: THE NIGHT BEFORE – ask students to go home and print an article online that they
think is “over the top” or might be using a propaganda technique. They don’t need to do any
formal analysis or critique: just print it and read it.
Step Two: In class, show students the following videos –
! Bias Bash: Media guilty of “sensationalizing” elections
(http://www.frequency.com/video/bias-bash-media-guilty-of/35365974) – This clip
talks about media sensationalism to gather viewers. This is an interesting video
because it is a fairly honest conversation about WHY the media uses sensational
stories.
! “Sensationalism Montage” (https://www.youtube.com/watch?v=cXc5fn6b9RI) This is a montage of news clips from the documentary MissRepresentation and other
sources that have been assembled to help show media sensationalism. It is worth
noting that not all news is that extreme all the time, but it does employ similar
techniques on a smaller scale. Smaller portions of this video can be shown and still
work for this activity.
Step Three: Have students re-read their articles and fill out the graphic organizer found on page
28, identifying instances of propaganda and bias in their articles.
Step Four: Finally, help students rewrite their headlines to represent an alternative bias or no
bias at all. This will help highlight how easy it is to manipulate the title of an article to gather
more attention. Here are some real headline examples you can use to model the process:
! Obama, Kerry absent from Unity Rally in Paris (Bradner, 2015) VS. Top US Officials
Supporting Paris: How They Can While Not Canceling Obligations With Other Countries
! What Does Haiti Have to Show for $13 Billion in Earthquake Aid? (Tracy Connor, 2015)
VS. Haiti Better off 5 Years After Quake, Though Still Troubled (McFadden, 2015)
! Terrorism Wins Again (O'Reilly, 2015) VS. Extremist Killers Stopped by Paris Police
Force
! George Zimmerman ‘Hasn’t Been Very Lucky with the Ladies’ Says Lawyer (Hongo,
2015) VS. George Zimmerman Arrested on Suspected Domestic Violence (Greg
Botelho, 2015)
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NAME__________________________________________
DATE ________________________________
News, Sensationalism, and Propaganda Graphic
Organizer
DIRECTIONS: Use your article to answer the questions below.
KEY
Words
Sensationalism – The use of shocking stories or language (at the
expense of accuracy) in order to provoke public interest or excitement.
Media Bias- to be in favor or against something.
An example of a biased headline: US Cuts Plea Deal with Pirate Who Killed 4 Americans
Same Headline – without bias: Yemeni Man Opts Not to Take Piracy Plea Deal
What is the title of your article?
Is there any sensationalism or bias suggested in the title of your article? What is it?
Rewrite your title below with an OPPOSITE view point or WITHOUT bias
Look in your article and find which techniques are used to tell the story (common ones in
NEWS are: fear, name-calling, faulty logic, and glittering generalities) and write the quote
and technique below.
For example:
"We cannot possibly keep track of them all, and we are seriously
FEAR
outnumbered," he said. Two other former French terrorist officials agreed.
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The Responsibility of the Viewer –
Calculating Your Media Footprint
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Purpose
To help students understand their role in directing and encouraging
ethical media practices.
Time Duration
One full class period split across 2 class meetings, plus homework
time
Materials Needed
Computers/internet access, DVD player and television, graphic
organizer found on page 30.
OVERVIEW: This lesson is meant to highlight how students’ habits drive content. In the clip “Bias
Bash” from the previous lesson, the anchor explains that you can’t blame the news for reporting the
way they do because that’s what gets the attention. How, then, do consumer behaviors drive the
sensationalized media? Please note: students should not access social media during class time.
Have them complete the Media Footprint Calculator, found on page 30, as homework.
SETUP: Cue up the DVD of The Hunger Games to the first conversation between Gale and Katniss
in the woods that starts with Gale saying, “What if they did, what if everyone just stopped watching?”
and ends with Katniss saying, “I’m not laughing at you!”
ACTIVITY:
Step One: Play the clip from The Hunger Games for the students, and pose the question, “If all
the citizens in the Capitol stopped watching the Hunger Games, would the Games still exist?”
Step Two: Tell students that think it WOULD stop the Hunger Games to go to the left side of the
room, and those that DON’T believe it would stop the Hunger Games to go to the right side of
the room. Then prompt students to make a case for why students should change their opinion
and move to the opposite side.
Step Three: Have them return to their seats. Point out that regardless of whether the Hunger
Games would stop or not, the excitement of the Capitol citizens makes the Games even more
immoral. They sensationalize the deaths of citizens for the entertainment of the rich. This being
true, there is a certain responsibility on the part of the viewers for what they are encouraging by
watching.
Step Four: Hand out the Media Footprint Calculator to each student and explain that they are
going to examine their own media usage. Since they have been studying advertising, bring up
that there is a new avenue for marketing and it depends on what you “like” on Facebook. There
is a video explaining this titled “Facebook Marketing Explained in 3 Minutes” by Just Social.
There’s also information on the impact of social media in the video “Social Media Revolution”
by Matt Feast. Watch the videos in class and have students complete the handout at home.
Step Five: Have them calculate their impact and share their findings with a partner. (Next class
period)
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NAME__________________________________________
DATE ________________________________!
Digital Footprint Calculator
DIRECTIONS: Answer the questions below and then reflect on the information at the end of the
sheet.
1. List all social media sites that you have a profile for. This includes things such as
Facebook, Twitter, Instagram, Snapchat, yik yak, blogs, Google+, Vine, Tumblr,
YouTube, etc.
2. How many of these profiles do you SEND / POST INFORMATION on?________________
3. How many of these profiles do you ONLY look at (or consume) information?__________
4. Think about any site you’ve posted on in the last week. WHAT have you posted
(information about your life, articles, shared videos from others, your own videos, selfies,
etc)? Describe below.
5. If you have a Facebook page, go on it. Look under your Facebook “about” section and
see how many items you’ve “liked” Write that number here: ______________________
6. What types of videos do you watch on YouTube?
(Educational, YouTubers, humor / comedy, pet videos, music, other)
7. How many online friends on any website do you have that you don’t know in real life?
0 to 10 people
10 to 20 people
21 or above
LOOK AT SECOND PAGE TO CALCULATE YOUR SCORE THEN WRITE IT IN THE BOX
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Use the guide below to calculate your points:
1. Give yourself (5) points for any social media site you have a profile on.
2. Take the number of sites you POST information on and multiply it by (2) then add that
to your total.
3. Add the number of sites you ONLY LOOK AT to your total.
4. Look at WHAT you’ve posted in the last week. If you’ve posted information about
yourself (selfies, family pictures, etc) add (1) point; if you’ve posted information about
your community (school, church, sports organization, clubs) add (2) points; if you’ve
posted / shared information about someone you don’t know (YouTube video, article) add
(3) points; if you’ve posted or commented on articles or current events add (4) points to
your total.
5. Add (1) point for each “liked” item on your facebook.
6. For every type of video you watch frequently, give yourself (3) points.
7. Give yourself (1) point for 0 – 10 people; (2) points for 10 – 20 people; and (3) points for
21 and above.
8. Calculate your total and compare it with your classmates, then answer the questions
below.
Were you surprised by anything you found out about your media use while taking the survey?
If yes, what? If no, then why not?
Do you think that everything you see online should be there, or are there some things that
should be taken down?
Based on what you watch and how you use social media, what type of information are you
adding or encouraging in this world?
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CONTINUE
READING /
WATCHING
Continue reading The Hunger Games – Part II “The Games” by Suzanne
Collins or watching that section of The Hunger Games film (up to Katniss
beginning to search for Peeta in the arena). You could split the reading or
watching time between homework and class depending on your preference.
It is suggested that students read or watch in class / at home and utilize one
class period a week for in class discussion.
The timeframe of the audiobook averages about 25 minutes per chapter.
A companion discussion activity for The Hunger Games – Part II “The
Games” follows.
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Discussion Activity Two: Tag Team Seminar
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Purpose
Time Duration
30 – 45 minutes depending on how many questions.
Materials Needed
Chairs, timer, a bell or noise making device if you have one (optional)
ACTIVITY SETUP:
1.) Divide chairs for class in half – setup two circles of chairs (so that one chair on the
inner circle matches one chair on the outer circle, leaving some space for
movement).
2.) Put questions below on separate pages on a Powerpoint / Google presentation to
project during the seminar.
RULES OF THE SEMINAR:
1.) Have the students pair off and one partner be in “group A” and one partner be in “group B.”
2.) Remind students about good seminar etiquette:
a. Step Up – if you’re usually quiet, try to be bold and say a few things.
b. Share the Air – If you know you’re someone who talks a lot in discussions, try to
give other students a chance to speak as well.
c. Be Respectful – Some people have different opinions (and that’s okay!)
3.) Have group A go to the center circle and group B go to the outer circle.
4.) One partner must always be in the inner circle.
5.) The teacher doesn’t get involved in the seminar. *Note* It’s a student-only discussion
(even if there are strange pauses, just wait for them to fill them). The only teacher
involvement is when you call time and switch the discussion question to the next topic.
6.) After reading the initial question, only students in the inner circle discuss. Students in the
inner circle may elaborate on previous points, debate the merits of a previous point, or
make an entirely new point.
7.) Once the discussion starts, the question stays the same for a total of 10 minutes.
8.) Students must talk on a topic TWICE then they must “tag out” and switch places with their
partner. Their partner then stays in the seminar and the same rule applies.
9.) When the topic switches, the students who are in the circle stay there and switch out after
talking twice. Tell students they must be in the circle at some point during each 10 minute
discussion.
10.) While students talk, you can have a printed roster with their names and check off how
many times each person speaks.
SEMINAR QUESTIONS:
1.) In what ways do the Gamemakers control the environment and “entertainment” value of the
Games?
2.) Why do Katniss and Rue team up, and is this partnership different from the other teams that
are made?
3.) Does knowing that she is on TV make Katniss behave differently than she would otherwise?
How do you know?
4.) Are Peeta and Katniss actually in love or are they just pretending for the Games?
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VII. Visiting The Hunger Games: The Exhibition
At this point in the project, you should take a class trip to The Hunger Games: The
Exhibition.
A trip to the exhibition will allow students to be immersed in the content they have
been studying and to gather resources to help them write their propaganda
campaigns.
Give the following graphic organizer, found on pages 35-36, to students while they
explore the Exhibition.
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NAME__________________________________________
DATE ________________________________
Visiting The Hunger Games: The Exhibition
DIRECTIONS: Use things you see in the Exhibition to answer the questions below.
1.) Selling a product in Panem
Make a list of all the items you see for sale in The Hob area:
Which of these items do you think would be the easiest to sell? Which would be the
most difficult?
2.) Selling a personality in Panem – President Snow vs. President Coin
Based on what you see in the Exhibition, how is President Snow different from
President Coin?
In what ways are President Snow and President Coin similar?
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3.) Selling the Hunger Games – Capitol TV
What are some of the ways Caesar Flickerman and The Capitol “sell” the Hunger
Games to the people of Panem?
What do you see in the Exhibition that shows how the Hunger Games were presented
to the people of Panem?
1.) Selling the tributes – Cinna’s Design Studio
What role did the outfits Cinna designed for Katniss play in “selling” the tributes?
How did the clothing Cinna designed for Katniss help her before and during the
Games?
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VIII. Putting Together a Compelling Story
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Purpose
Getting into groups and deciding the topic of their video.
Time Duration
Half a class to a full class depending on group work / brainstorming time.
Materials Needed
Class copies of the handout (found on pages 38-39), something to write
with.
Group students by whatever method you think best; there should be approximately 4 students in
each group.
Step 1: Have students choose what they’ll be advertising:
! Campaign promoting either President Snow or the rebels.
! Product Ad promoting anything mentioned in The Hunger Games – Capitol hairstyles or
fashion, Mockingjay merchandise, Greasy Sae’s counter in the Hob, etc.
! A campaign ad to sponsor a tribute for the Hunger Games.
! A public service announcement for citizens of Panem supporting or discouraging the
Hunger Games themselves.
! If you prefer, you may have the students develop a propaganda piece for a current event
or hot topic.
Step 2: Have students choose two different propaganda techniques to use in their films:
! Name Calling
! Glittering Generalities
! Testimonial
! Transfer
! Bandwagon
! Plain Folks
! Fear
! Faulty Logic
Step 3: Have them fill out the form found on pages 38-39 and hand it in as an outline for their
propaganda film.
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NAMES______________________________________________________________________
______________________________________________________________________
DATE ________________________________
Propaganda Project Group Worksheet
DIRECTIONS: Answer each question with details about your group and your propaganda project.
Who is in your group?
What will the subject of your propaganda video be?
Products of Panem
Political
Sponsor a Tribute
campaign
for the Hunger
(Selling an item in
Games
(Snow vs. Coin)
Panem)
Other
(explain below)
Explain in general what you will be promoting or selling with your propaganda video:
What TWO techniques of propaganda will you be using for your advertisement?
! Name Calling – Calling the opposition names, or saying bad things about them.
! Glittering Generalities – using values and morals to support your ad (family, religion, honor,
country, etc).
! Testimonial – Having someone famous say they support what you’re doing / selling.
! Bandwagon – Showing that everyone does something, uses a product, or thinks like you do.
! Transfer – Grabbing people’s attention by totally distracting them with unrelated topics that are
awesome, credible, or positive.
! Plain Folks – Showing that common people support a cause.
! Fear – Showing how terrifying it would be NOT to support or buy what you’re selling.
! Faulty Logic – Using misrepresentation of data or misleading statistics to support your claims.
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Working with your team, write a first draft outline of what will happen in your propaganda ad
from start to finish:
Who in your group is acting in
your film?
Who in your group is directing /
editing your film?
Who in your group is designing
(gathering costumes, set pieces,
and props) for your film?
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Compiling the Story into a Script
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Purpose
To help students convert their concept into a script for a 1 minute to 1
minute 30 second advertisement.
Time Duration
One class period
Materials Needed
Printed handouts (found on pages 41-42), something to write with, the
example (or printed copies).
OVERVIEW: Students should have their topic, their propaganda technique, and a general idea of how
they want to present the information. Now it is about executing that idea to work towards the best
possible product. For this project, that means breaking down their ideas into the following steps:
CONCEPT, SCRIPT, STORYBOARDS, FILMING, and POST PRODUCTION. The first to focus on is
the script. Have the students work in teams to convert their ideas into a script.
LESSON:
Pass out the handout found on pages 41-42 and go over an example script with the class. A good
example script with details about what items go where can be found at Writersstore.com
(http://www.writersstore.com/how-to-write-a-screenplay-a-guide-to-scriptwriting/) titled “How
to Write a Screenplay: Script Example & Screenwriting Tips.”
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NAMES______________________________________________________________________
_______________________________________________________________________
DATE ________________________________
First Draft Screenplay
DIRECTIONS: Work with your group to turn your general idea into a script for a 1 MINUTE to 1:30
MINUTE propaganda advertisement. **TIP** Remember to include NON VERBAL directions in your
script as well. Actions and gestures can tell a story more effectively than someone speaking and not
doing anything.
THIS IS JUST AN OUTLINE TO GET YOU STARTED! Start by filling out the blanks and then
continue the format on another sheet of paper. Type up your final draft after it is approved.
Fade In:
1.) What is the setting? Indicate inside a building [INT.] or outside a building [EXT.]
where [AT HOME] and day or night.
Example:
EXT. DISTRICT ELEVEN – SUNSET
__________________________________________________________________
2.) What does it look like/ A description of what’s happening in the scene?
Example: The sun has just set and we’re looking at an orchard full of trees. We
hear four notes ring out and echo across the space.
**If you change shots (or views of your camera) add a transition**
For Example: DISSOLVE TO
3.) Who are your characters? For a character’s first appearance you use ALL CAPS
for their name and describe them. For example:
RUE, a small twelve year old with dark brown skin and eyes jumps down out of a
tree.
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4.) Dialogue – what are your characters going to say? Any action or unspoken
direction is written “left justified” on your page like the name example above. Any
dialogue is written like the example below.
RUE
I’m usually up highest, so I’m the first to see the flag that
signals quitting time. There’s a special little song I do that
the mockingjays spread over the orchard. That’s how
everyone knows to knock off.
Character:
CONTINUE YOUR SCRIPT USING THESE FORMATTING RULES
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Turning the Script into a Storyboard
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Purpose
Planning the key moments in a propaganda film visually.
Time Duration
Half a class to a full class depending on group work / brainstorming
time.
Materials Needed
Big roll of craft paper or poster board with “shot” squares on it.
OVERVIEW: Just like scripts help plan out the words of a film, storyboards help plan out what a film
will look like. Have students watch a film about translating the written word to the screen via
storyboards and then go through the process of storyboarding their films as well.
VIDEO: The Hunger Games EXTRAS “Prepping for the Games: a Directors Process”
https://www.youtube.com/watch?v=c6rpF3fhbrM
SETUP:
Prep a large piece of paper or poster with at
least SIX different squares (see example to
the right). They can always add to this, but
they should have at least SIX different
defining moments for their propaganda
piece.
OPTIONAL SUPPORT: There’s a video showing J. Todd Anderson (a Hollywood storyboard artist)
talking about how he communicates visual ideas in storyboard form. The title is “6-Minute Speed
Course Storyboarding with J. Todd Anderson” and it can be found at
https://www.youtube.com/watch?v=zL6X1SaaxHU.
For use with students, utilize the video only up to the 4:30 mark.
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Filming and Editing the Propaganda Films
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Purpose
The act of filming the propaganda films.
Time Duration
2 to 3 class periods to film, approximately 3 to 4 days to edit.
Materials Needed
Something to film with, computers to edit on.
FILMING: This portion of the project is going to depend on the resources available to you and your
class. You could record these films on video cameras, DSLR cameras, iPads, or even
smartphones. You should provide the students with basic instructions for how to care and operate
the equipment at a base level, but some of the best learning about how to film will come from them
working with the equipment.
EDITING: This also depends on your access to various technologies. If you have Macs in your
classroom, you can use iMovie; if you have a PC, you can use Windows Movie Maker. If you lack
either of those programs or require further information, consult websites that compare and contrast
various editing tools for students.
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FINISH
READING /
WATCHING
Finish reading The Hunger Games – Part III “The Victor” by Suzanne
Collins or watching The Hunger Games film. You could split the reading or
watching time between homework and class depending on your preference.
It is suggested that students read / watch in class or at home and then
utilize one class period a week for in class discussion.
The timeframe of the audiobook averages about 25 minutes per chapter.
See below for a companion discussion activity for The Hunger Games –
Part III “The Victor.”
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Discussion Activity Three: Who’s on Trial?
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Purpose
Time Duration
45 minutes - could take longer depending on how much you draw out the
scenario.
Materials Needed
Class copies of the graphic organizer (found on page 48)
DESCRIPTION OF ACTIVITY:
This is an activity that allows students to practice perspective taking and role-playing. Each
group is given a scenario, For example: Who is responsible for the success of the
Hunger Games in Panem? Then, each person is assigned a role in the scenario. For
example: Head Gamemaker, Caesar Flickerman, a Tribute, a Mentor, a Capitol
citizen. Students then have to plead their case about why their assigned role is not
responsible. After they make their case about why it ISN’T them, they suggest another
character that should be on trial (they can’t say their character is guilty). After everyone has
made his or her case, the class as jury votes by hand raise and decides which character is
responsible.
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ACTIVITY SETUP:
1.) Assign students to a scenario and have them take home and fill out their worksheets,
found on page 48, the night before the activity – Remind students to speak in first
person as if they were that person, and encourage them to stick to the outline of the
story but also to come up with motives that might not be clearly stated in the book.
2.) *Optional* Find a gavel or other props to play up the courtroom setting.
3.) *Optional* Create a presentation that lists the scenarios so they can be projected on
the board during the activity for visual and English language learners.
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ACTIVITY:
1.) Call a group up to the front of the room. One person starts and reads his or her testimony/
account of whom he or she thinks is at fault in the scenario.
2.) At the end of their account, allow about two questions from the jury (rest of the class) for
the person. Questions should be answered in character.
3.) Move on to the next person and repeat.
4.) After the last person has spoken, vote for which character is responsible.
SCENARIOS and ROLES:
1.) Who is responsible for the fact that there were TWO victors of the 74th Hunger
Games?
a. Katniss – Who thinks to eat the berries
b. Peeta – Who picks the berries in the first place
c. A Capitol Citizen – Who supports and pushes the love story
d. Seneca Crane – Who lets them both live
e. Haymitch – Who (in the movie) asks Seneca to allow the opportunity for two victors
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Who’s on Trial?
…Continued
2.) Who is the most responsible for making the Hunger Games so cruel?
a. Caesar Flickerman – Who highlights and promotes the most brutal kills to all of
Panem
b. A Gamemaker – Who designs the elements of the Games
c. President Snow – Who continues the Games each year
d. A Tribute – Who kills brutally once the Games start
e. One of the first rebels – Who rebelled against the Capitol and caused the start of the
Hunger Games to begin with.
3.) Who is responsible for the oppression of the people in the Districts of Panem?
a. President Snow – Who makes the laws of Panem
b. The Peacemakers – Who enforce the rules of Panem
c. A Law-Abiding Citizen of Panem – Who does nothing to overthrow the government
of Panem
d. A Rebel of Panem – Who causes harsher rules by stirring up trouble
e. Capitol Citizens – Who use all the resources in the Capitol leaving far less for the
districts
4.) Who is responsible for the fact that the tributes hurt other tributes when the Games
start?
a. A Career Tribute – Who has been trained for the Games and makes it
necessary for other tributes to fight to defend themselves
b. A Tribute From An Outlying District – Who ends up fighting because they
have to defend themselves
c. A Combat Trainer – Who works in the Tribute Center and trains tributes to use
weapons to hurt others
d. The Mentors – Who coach their tributes to win at all costs
e. A Gamemaker – Who creates scenarios that force tributes to fight each other
5.) Who is responsible for the success of the Hunger Games in Panem?
a. The Head Gamemaker – Who designs a good show
b. Caesar Flickerman – Who broadcasts it and creating hype
c. A Tribute – Who participates & puts on a “good show”
d. The Mentors – Who give the tributes an “angle” and help them be popular with
the people of Panem
e. A Capitol Citizen – Who ALWAYS watches and sponsors tributes
Build up the hype the day before when you assign the work, and remind them that if they
aren’t prepared with what to say, the activity won’t be as fun and their character could end up
on trial!
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NAME______________________________________________
DATE___________________________________
Discussion Activity Three: Who’s on Trial?
Worksheet
DIRECTIONS: YOU are a very important part of Panem! However, you find yourself on trial for
something unfortunate and you are definitely INNOCENT! Plead your case and prove your innocence
(You CAN’T say your character is at fault) to your fellow citizens of Panem. Also, convincingly
accuse another character; it will help your case. Fill out this form to prepare your case and remember:
WRITE FROM THE PERSPECTIVE OF YOUR CHARACTER.
For example: “My name is Primrose Everdeen, and it isn’t my fault Katniss had to go into
the Hunger Games! I was scared, but I would have gone. She stepped up and
volunteered. I tried to tell her that I would go, but Gale picked me up and carried me off. If
it weren’t for Gale, I could have convinced Katniss just to let me go and she never would
have gone to the Hunger Games in the first place.”
What’s Your
Scenario?
Who’s Your
Character?
Write AT LEAST THREE reasons the scenario is NOT your fault. (You cannot blame yourself!)
My Name is [say your character’s name] and it is not my fault that [say what you’re on trial
for] because :
Reason One:
Reason Two:
Reason Three:
WHO is responsible for the scenario and WHY?
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IX. Appendix A: Assessments
!
In this section you will find assessments for the overall project and then quizzes for the three
parts of The Hunger Games. The formative and summative assessments are the same form,
and students shouldn’t study for either. This means they should be graded for completion,
but not for content. Give one before the project starts and one after the project is complete.
These assessments are a tool to help gauge student learning over the course of the project.
The section quizzes focus on characters and main ideas from the book or film. Some of
them are right / wrong answers but the other questions should be graded for depth of
understanding:
! Formative / Summative Assessment
! The Hunger Games – Part I “The Tributes” Quiz
! The Hunger Games – Part II “The Games” Quiz
! The Hunger Games – Part III “The Victor” Quiz
!
!
“District Twelve. Where you can starve to death in
safety.”
!
Katniss Everdeen in The Hunger Games by Suzanne Collins
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NAME: _________________________________________
DATE: ___________________________
Propaganda and News Project
Formative / Summative Assessment
Do your best to answer the questions as completely as possible – it’s okay if you don’t know an
answer!
1.) List as many propaganda techniques as you can remember.
2.) What are the main themes in The Hunger Games by Suzanne Collins?
3.) How do these themes compare with things that happen in our world?
4.) What is the difference between propaganda and news?
Use the back of this sheet if you need extra room to write.
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NAME: _________________________________________
DATE: ___________________________
!
The Hunger Games
Part I “The Tributes”
!
1.) Matching Section: Match the character in one column to information about them in the other.
Katniss Everdeen
Peeta Mellark
A. Talented artist. His name was pulled at the
District 12 reaping as the male tribute for the
74th Hunger Games.
B. Citizen of District 12 who has a strong dislike
of the Capitol and hunts in the woods.
Promised to take care of Prim if anything bad
happens to Katniss.
Haymitch Abernathy
C. 12-year-old whose name was pulled from the
tribute bowl at the District 12 reaping, but
didn’t go to the Hunger Games.
Effie Trinket
D. Lives with sister and mother in District 12.
Learned how to hunt from her father before he
was killed in a coal mining accident.
Primrose Everdeen
E. Lives in the Capitol and works as an escort for
the District 12 tributes. She pulls the names of
the tributes every year.
Gale Hawthorne
F. Prior victor of the Hunger Games. He has
been the mentor for many District 12 tributes
over the years and lost them all.
Short Answer: Answer the questions as thoroughly as possible, provide details as examples.
2.) Is Panem a good place to live? Explain why or why not? (Write 2 – 3 sentences, BE SPECIFIC)
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Short Answer Continued:
3.) Describe Katniss’s relationship with the following people BEFORE the Hunger Games. How do
these relationships define her personality?
Prim
Katniss’s
Mother
Gale
Peeta
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ANSWER KEY
The Hunger Games
Part I “The Tributes”
!
!
Matching Section: Match the character in one column to information about them in the other.
D
Katniss Everdeen
A
Peeta Mellark
F
Haymitch Abernathy
E
Effie Trinket
C
Primrose Everdeen
B
Gale Hawthorne
A. Talented artist. His name was pulled at the
District 12 reaping as the male tribute for the 74th
Hunger Games.
B. Citizen of District 12 who has a strong dislike of
the Capitol and hunts in the woods. Promised to
take care of Prim if anything bad happens to
Katniss.
C. 12-year-old whose name was pulled from the
tribute bowl at the District 12 reaping, but didn’t
go to the Hunger Games.
D. Lives with sister and mother in District 12.
Learned how to hunt from her father before he
was killed in a coal mining accident.
E. Lives in the Capitol and works as an escort for
the District 12 tributes. She pulls the names of
the tributes every year.
F. Prior victor of the Hunger Games. He has been
the mentor for many District 12 tributes over the
years and lost them all.
Is Panem a good place to live? Explain why or why not? (Write 2 – 3 sentences, BE SPECIFIC)
This is mostly an opinion, but it doesn’t really matter if they say it IS or ISN’T a good place
to live. Look at the reasons students give to judge their depth of understanding for the
structure and situations of Panem and its people. If they say it isn’t a good place to live
and they might mention things such as: poverty, the Hunger Games, heavy presence of
military, the gap between rich and poor. If they say it is they might mention: that there
hasn’t been a war for 100 years, the people in the capitol have a really good life, there are
lots of technological advancements, etc.
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Describe Katniss’s relationship with the following people BEFORE the Hunger Games. How do
these relationships define her personality?
Prim
Katniss’s
Mother
Katniss and Prim are very close. After the death of her father, Katniss took
on the role of caretaker for her whole family. She is constantly protecting
and providing for Prim. The relationship she has with Prim drives her whole
character. Taking care of Prim is what caused her to fight starvation and
start hunting, and saving Prim is what caused her to sacrifice herself for the
reaping.
Katniss and her mother have a complicated relationship. Katniss resents
her mother for not taking care of her and Prim after her father died. She
doesn’t say it much overtly, but she still is uncomfortable trusting her
mother’s assistance even though her mother isn’t lost in her grieving of her
husband. This relationship helped make Katniss determined and a little
more emotionally hardened.
Gale
Before the Hunger Games, Gale is someone who Katniss can trust without
question. He is a source of knowledge and they teach each other to survive.
When everyone was relying on her, and she had no one to help her, she
found Gale. Their relationship holds a great deal of respect and trust. Gale
is the only person (before the Games) that Katniss can count on. Her
relationship with Gale helps her become strong and confident in herself.
Peeta
Before the Hunger Games, Katniss only knows about Peeta because he
saved her life. He showed her mercy and gave her a piece of burnt bread,
despite the fact that he was beaten for it. Before the Games, Katniss is
thankful for the kindness Peeta showed her but also feels extreme guilt and
a bit of resentment towards him. She doesn’t like “owing people” for
anything, and she feels like she owes him more than she can repay. Even
though they don’t know each other well, Peeta changed Katniss’s life by
giving her hope.
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NAME: _________________________________________
DATE: ___________________________
!
The Hunger Games
Part II “The Games”
!
!
Cato
A. Female Career tribute from District 1 who was
killed by Katniss with a nest of tracker jackers.
Clove
B. Very smart tribute from District 5. She is hard to
catch, but not good in a fight.
C. Male tribute from District 1. Katniss’s first direct
kill by an arrow to the throat after he kills Rue.
Rue
Glimmer
D. Female tribute from District 2 who is skilled at
throwing knives. Only tribute to come close to
killing Katniss – twice.
Marvel
E. The Hunger Games stylist who made the outfit
that turned Katniss into “the girl on fire.”
Foxface
F. Male tribute from District 2 and leader of the
Career pack. Anticipated winner of the Hunger
Games.
Cinna
G. Female tribute from District 11. Her knowledge of
trees and plants keeps her alive longer than
anticipated. She forms a strong bond with
Katniss.
Why does Peeta join with the Career tributes in the beginning of the Games? What does he hope to
gain?
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How are the following skills useful in the Hunger Games? Give examples from the book to back
up your answer.
Combat Skills
Hunting
Knowledge of
Plants and
Trees
Intelligence
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ANSWER KEY
The Hunger Games
Part II “The Games”
!
Cato
A. Female Career tribute from District 1 who was
killed by Katniss with a nest of tracker jackers.
Clove
B. Very smart tribute from District 5. She is hard to
catch, but not good in a fight.
Rue
C. Male tribute from District 1. Katniss’s first direct
kill by an arrow to the throat after he kills Rue.
Glimmer
D. Female tribute from District 2 who is skilled at
throwing knives. Only tribute to come close to
killing Katniss – twice.
Marvel
E. The Hunger Games stylist who made the outfit
that turned Katniss into “the girl on fire.”
Foxface
F. Male tribute from District 2 and leader of the
Career pack. Anticipated winner of the Hunger
Games.
Cinna
G. Female tribute from District 11. Her knowledge of
trees and plants keeps her alive longer than
anticipated. She forms a strong bond with
Katniss.
F
D
G
A
C
B
E
Why does Peeta join with the Career tributes in the beginning of the Games? What does he hope
to gain?
Peeta joins the Careers to help keep Katniss safe. He knows they are going to go after her, so he
pretends to gain their trust so at the last minute he can help save her. At first it seems like he is
trying to win the Games for himself, but really the entire time he is working to protect Katniss and
playing into their “star-crossed lovers” story.
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How are the following skills useful in the Hunger Games? Give examples from the book to back
up your answers.
!
!
Combat Skills
Combat skills are useful when you are attacked by another tribute. For more
aggressive tributes they are also the best means of winning the game. The
Careers from the 74th Hunger Games couldn’t hunt or find supplies well, but
since they could fight they used that skill to secure all of the supplies at the
Cornucopia. This worked well for them until Katniss blew up the supplies.
Then it didn’t matter how much combat they knew because the elements /
starvation were getting to them.
Hunting
The skill of hunting could be used as an aggressive combat tactic, but more
than that it’s the art of knowing how to find food. Meat provides severely
needed proteins and nourishment over the course of the Games. Tributes
who can hunt don’t need to rely on the Cornucopia or risk getting stabbed
for grabbing supplies. Katniss stays out of the way of the other tributes for a
long time, going about her normal hunting routine. The Gamemakers even
have to start a fire to push her towards the other tributes.
Knowledge of
Plants and
Trees
A lot of people underestimate this skill and the skill of camouflage, but
victors in the past have used both of these to win the Games. In the Hunger
Games, Rue knows more about plants than any of the other tributes in the
arena. She shows Katniss what leaves to chew to help cure the tracker
jacker stings. Rue also shows Katniss edible berries versus nightlock which
plays a major role in the rest of the games.
Intelligence
Many victors have won the Games using their intellect. In the 74th Hunger
Games, the girl Katniss calls Foxface from District 5 is the smartest tribute
in the arena. Though she has no hunting, gathering, or combat skills she is
able to evade notice and take food from other tributes (sometimes without
them even noticing).
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NAME: _________________________________________
DATE: ___________________________!
The Hunger Games
Part III “The Victor”
!
!
A. The Master of Ceremonies for the Hunger
Games. He conducts tribute interviews, runs the
highlight reel, and provides commentary for the
Games.
B. The leader of Panem. He greets the tributes in
the opening ceremonies, and always has a white
rose in his coat lapel.
C. The head Gamemaker for the 74th Hunger
Games. It was he who allowed Katniss and Peeta
to both live at the end of the Hunger Games.
D. The male tribute from District 11. He is extremely
strong, but spares Katniss’s life because of her
partnership with Rue.
President Snow
Seneca Crane
Thresh
Caesar Flickerman
Why was what Katniss did with the berries such a big offense to the Capitol?
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2.) In the Games, animals called “muttations” are used against the tributes. Explain what the
following muttations are and why they are so dangerous.
Tracker Jacker
Mockingjay
Wolf Mutts
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ANSWER KEY
The Hunger Games
Part III “The Victor”
!
!
B
C
D
A
President Snow
A. The Master of Ceremonies for the Hunger
Games. He conducts tribute interviews, runs the
highlight reel, and provides commentary for the
Games.
Seneca Crane
B. The leader of Panem. He greets the tributes in
the opening ceremonies, and always has a white
rose in his coat lapel.
Thresh
C. The head Gamemaker for the 74th Hunger
Games. It was he who allowed Katniss and Peeta
to both live at the end of the Hunger Games.
Caesar Flickerman
D. The male tribute from District 11. He is extremely
strong, but spares Katniss’s life because of her
partnership with Rue.
Why was what Katniss did with the berries such a big offense to the Capitol?
The purpose of the Hunger Games is to remind the Districts that the Capitol (and only the
Capitol) is in control of the country and not them. For the system to survive, it need its followers
in the Capitol (and first few districts – like the army) to be on board. Katniss and Peeta created
such a good “story” with the star-crossed lovers theme that it put the Gamemakers in an odd
position: play into the hype of the Games, or keep it strictly about control. There aren’t supposed
to be “winners” of the Hunger Games, only “survivors,” because the Capitol is always supposed
to be the winner. However, Katniss changed the rules when she held up the berries and forced
the Capitol to let her and Peeta live to carry on the appearance of a good show. Then that one
spark of defiance starts rebellions in the Districts.
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3.) In the Games, animals called “muttations” are used against the tributes. Explain what the
following muttations are and why they are so dangerous.
Tracker Jacker
Tracker jackers are the wasp-like creatures in the Hunger Games that
Katniss uses to attack the career tributes (killing one of them). Tracker
jackers have extremely painful stings and more than a few stings are lethal.
On top of being painful, they cause powerful hallucinations. The severity of
the stings from the tracker jackers rendered all of the strongest tributes in
the Games inactive for several days.
Mockingjay
Mockingjays were not intended to be muttations. They were the result of
mockingbirds that mated with the Capitol created jabberjays used to spy on
people in the districts. The mockingjay is not dangerous to the tributes but
they are dangerous to the Capitol. They are an example of something the
Capitol never intended to happen that flourished on their own. Since their
very existence is such an act of defiance, they are dangerous as a symbol
of the revolution.
Wolf Mutts
The wolf mutts enter the story running after Cato. They chase Cato, Peeta,
and Katniss up on top of the Cornucopia. The scariest thing about these
mutts is that they look like the previously killed tributes; more specifically
they have their eyes.
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X. Sources of Information
!
Bibliography
Bradner, E. (2015, January 12). Obama, Kerry Absent From Unity Rally in Paris. Retrieved
December 2014, from CNN: http://www.cnn.com/2015/01/11/politics/obama-kerryparis/index.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+rss
%2Fcnn_topstories+%28RSS%3A+Top+Stories%29
Broadview Security - Brink's Home Security. (2009, October 28). Broadview Security - The
Next Generation of Brinks Home Security: "The House Party". Retrieved December 2014,
from YouTube: https://www.youtube.com/watch?v=DKI4t5MFG1E
Bush-Quayle '88. (2009, December 26). 1988 George Bush Sr. "Family/Children" Ad
Campaign. Retrieved December 2014, from YouTube:
https://www.youtube.com/watch?v=LToAmI4r6ms
Capra, F. (2008, November). Frank Capra's "Why We Fight" World War II Propaganda
Series. Retrieved December 2014, from YouTube:
https://www.youtube.com/watch?v=yBUKRAE2O9c
Foundation, T. W. (n.d.). The World Cafe. Retrieved December 22, 2014, from World Cafe
Method: http://www.theworldcafe.com/about.html
Greg Botelho, a. C. (2015, January 13). George Zimmerman Arrested on Suspected
Domestic Violence. Retrieved January 2014, from CNN:
http://www.cnn.com/2015/01/10/us/george-zimmerman-arrested/
Higa, R. (2013, August 14). Honest Commercials. Retrieved December 2014, from YouTube:
https://www.youtube.com/watch?v=JeoBUUgh6BA
Hongo, H. (2015, January 11). George Zimmerman "Hasn't Been Very Lucky with the Ladies"
Says Lawyer. Retrieved January 2015, from Gawker: http://gawker.com/george-zimmermanhasnt-been-very-lucky-with-the-ladies-1678842799
Lionsgate. (2014, June 25). President Snow's Panem Address #1 - "Together as One" (4k).
Retrieved December 2014, from YouTube: https://www.youtube.com/watch?v=7dCB2U9lX48
Macintosh . (2006, May 2). Mc Vs PC (Restarting). Retrieved December 2014, from
YouTube: https://www.youtube.com/watch?v=TT3_tiQZwwA
McFadden, D. (2015, January 10th). Haiti better off 5 years after quake, though still troubled.
Retrieved January 2015, from AOL: http://www.aol.com/article/2015/01/10/haiti-better-off-5years-after-quake-though-still-troubled/21127743/
!
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" # $ % !&!&#!
O'Reilly, B. (2015, January). Bill O'Reilly: Terrorism wins again. Retrieved January 2015, from
Fox News: http://www.foxnews.com/transcript/2015/01/12/bill-oreilly-terrorism-wins-again/
Partnership for a Drug-Free America. (2012, March 28). Teenage Mutant Ninja Turtles Anti
Drug PSA. Retrieved December 2014, from YouTube:
https://www.youtube.com/watch?v=Zbsq5tmz6Lo
Pepsi. (2009, April). Classic Michael Jackson Pepsi Commercial (1984) (High Quality).
Retrieved December 2014, from YouTube: https://www.youtube.com/watch?v=2Md5lPyuvsk
Reason TV. (2010, December 2). The Power of Nazi Propaganda. Retrieved December
2014, from YouTube: https://www.youtube.com/watch?v=Af44Slin7lg
Sussex Safer Roads. (2010, January 29). Embrace Life - always wear your seat belt.
Retrieved December 2014, from YouTube: https://www.youtube.com/watch?v=h-8PBx7isoM
Tavistock Books. (2013). A Brief History of Propaganda. Retrieved December 2014, from
Tavistock Books: http://blog.tavbooks.com/?p=755
Three UK. (2013, February 28). Three - The Pony #DancePonyDance. Retrieved December
2014, from YouTube: https://www.youtube.com/watch?v=Ekr05T9Iaio
Tracy Connor, H. R. (2015, January). What Does Haiti Have to Show for $13 Billion in
Earthquake Aid? Retrieved January 2015, from NBC NEWS :
http://www.nbcnews.com/news/investigations/what-does-haiti-have-show-13-billionearthquake-aid-n281661
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Education Package Project 4 - The Hunger Games: The Exhibition

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