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LESSON TITLE (LINE OF INQUIRY 3, C.C. 4): PROPAGANDA VIDEO LESSON<br />
BACKGROUND KNOWLEDGE FOR TEACHERS:<br />
At this point in the unit, many students may be asking themselves and teachers...why? With<br />
everything that they have learned about the experiences of the First Nation, Métis and Inuit<br />
students in <strong>Residential</strong> Schools, why did the Indian <strong>Residential</strong> Schools continue? Why did no<br />
one close them?<br />
LESSON GOAL:<br />
STUDENTS WILL:<br />
• Differentiate between propaganda and reasoned argument<br />
• Understand the various techniques that are used to deliver propaganda<br />
• Understand the effects of propaganda<br />
• Learn what the Canadian government told Canadians about Indian <strong>Residential</strong> Schools<br />
• Understand that most Canadians thought they were doing what was best for the<br />
First Nation, Métis and Inuit students at the time<br />
SUCCESS CRITERIA:<br />
• What is propaganda? How is it used and to what purpose?<br />
• What is the criteria for an effective propaganda poster? Students could co-create this<br />
criteria which will be used to assess their own posters at the end of the lesson.<br />
LESSON PLAN<br />
BEFORE (ACTIVATION):<br />
Discuss what propaganda is all about and how it is used. Propaganda is defined as: information,<br />
often misleading in nature, that is spread for the purpose of promoting some cause or<br />
point of view. Discuss with students, who might spread propaganda and why? Do you know<br />
any examples?<br />
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