IP+Social+Studies+(English)+T4

=Instructional Plan/Learning Activities = **Content:** Hook: [|Carnival Cruise Line Advert], [|Carnival Fun Cruise Advert], [|Norwegian Cruise Line Advert], to get them thinking about international destinations and such. Graphic Organizer: [|ISP graphic organizer] Cooperative Learning: Students will take time at the very end of class to Think, Pair, Share information about their chosen destinations, and why they chose that particular region of the world. Technology: Students will use their laptops to research different areas of the world, looking specifically for the most convincing. Artifact: Students will write a (pointedly biased) opinion piece about their chosen vacation destination. Their classmates will provide feedback on their blog entries with attention to details, descriptions, etc.
 * Instructional Plan || Understanding || Know || Skills || MLR ||
 * 1.

Details: Watch Cruise Line adverts, write down 'typical' vacation spots. What makes these locations attractive to the average John/Jane taking a vacation? Individually, students will figure out what makes a vacation spot attractive for them personally. Is it the location? The means of travel? The surrounding attractions? In table groups, brainstorm the necessities for successful advertisement for vacation spots. Class will regroup to combine lists, teacher recording suggestions in Wordle (to be made a handout/link). Keeping these suggestions in mind, students will peruse the internet and travel magazines/brochures/travel guides to determine where they would like to focus their attentions, filling out the ISP organizer as they go. Students will Think/Pair/Share afterward. For homework: Students will blog about their chosen vacation destination, focusing on what is attractive to the travel market. || English: Students will understand that propaganda is a descriptive means of persuasion through written or visual means, and can affect public opinion.

Social Studies: Students will understand that several factors influence the development of cultures around the world. || Students will how to use information gathered to write a thorough, unbiased description. || Students will be able to (explain) express their biases pertaining to their chosen vacation destination through writing. ||  || Hook: Different advertisements for familiar products that depict the different types of propaganda. [|1960s Pepsi], [|Generation of Choice], [|90s Pepsi], [|Cinnamon Life] Graphic Organizer: [|Ice cream graphic organizer] Cooperative Learning: Students will work in groups to write to describe or illustrate the different types of propaganda. Technology: Students will have a choice between their blogs or ComicLife as their technological medium. Artifact: Propaganda definition medium.
 * 2.

Details: Students will watch the different ads in groups, taking note of similarities and differences in elements. They will jigsaw so that one person from every ad will be together, and they will compare. We will then look at the different [|Propaganda techniques], and discuss what the ads they saw used. Students will count off by continent group to describe/illustrate for each of the propaganda technique (for classroom reference, using either blog or ComicLife). || English: Students will understand that propaganda is a descriptive means of persuasion through written or visual means, and can affect public opinion.

Social Studies: Students will understand that several factors influence the development of cultures around the world. || Students will know what the different propaganda techniques being used in media presentation are. || <span style="font-family: Verdana,Geneva,sans-serif;">Students will be able to (interpret) identify the techniques used in media or editorials regarding reviews for the following: hotels, special regional attractions, restaurants, tourist destinations. ||  || Hook: Historical examples of propaganda. [|WWII in Propaganda] Students will attempt to identify the propaganda techniques as a means of assessment. Graphic Organizer: Quiz. Cooperative Learning: Quiz will be worked on in pairs or individually. Technology: iMovie, ComicLife, GarageBand. Artifact:Media representation (iMovie, comiclife, garage band radio spot): Assigned with a particular propaganda technique, students will create a media piece advertising their tourist destination.
 * <span style="font-family: Verdana,Geneva,sans-serif;">3.

Details: Students will look through the WWII propaganda powerpoint as a means of seeing historical examples of the types, and as a way to reaffirm the different types of propaganda. Students will take a quiz (handouts of different slides each utilizing a different type); students must identify the type and the ways it is shown through a printed ad. Students can work together in pairs or individually. After the quiz, students will be able to use different technological mediums (IMovie, ComicLife, Garage Band) to 'sell' their tourist destination. Advert must use at least two of the different propaganda types. || <span style="font-family: Verdana,Geneva,sans-serif;">English: Students will understand that propaganda is a descriptive means of persuasion through written or visual means, and can affect public opinion.

Social Studies: Students will understand that several factors influence the development of cultures around the world. || <span style="font-family: Verdana,Geneva,sans-serif;">Students will know how to fuse propaganda with historical fact. || <span style="font-family: Verdana,Geneva,sans-serif;"><span style="font-family: Verdana,Geneva,sans-serif;">Students will be able to (apply) illustrate particular propaganda techniques by using them to 'sell' a particular vacation destination of the world. ||  || Hook: Magazine representations of propaganda, for the sake of comparison (print adverts are sometimes harder to distinguish than film adverts). Graphic Organizer: [|TickTackToe] Cooperative Learning: Classroom discussion revolving around which techniques work for which aspects of the destination package. Technology: Blog/ComicLife Artifact: Blog/ComicLife: Students will compare the different types of media for the destination.... what will work, what won't work, etc.
 * <span style="font-family: Verdana,Geneva,sans-serif;">4.

Details: Students will peruse the stacks of magazines, making notes of which ones employ a specific technique. The class will group up to share findings. Students will take their TickTackToe organizer and apply several of the different propaganda techniques to their tourist destination. After several minutes, students will group by continent to share which techniques they found to be most promising with their chosen spot, why they work or why they don't fit. Students will translate these findings into blog or ComicLife format. || <span style="font-family: Verdana,Geneva,sans-serif;">English: Students will understand that propaganda is a descriptive means of persuasion through written or visual means, and can affect public opinion.

Social Studies: Students will understand that several factors influence the development of cultures around the world. || <span style="font-family: Verdana,Geneva,sans-serif;">Students will know why media uses different styles of propaganda. || <span style="font-family: Verdana,Geneva,sans-serif;"><span style="font-family: Verdana,Geneva,sans-serif;">Students will be able to (perspective) compare different kinds of media techniques for the same vacation destination media. ||  || Hook: [|Egypt Ministry of Tourism video] Used to get students in the travel mindset, and to see what different methods government agencies might apply to promote their location. Graphic Organizer: [|Story Map] Cooperative Learning: Students will role play in their color groups (green, red, yellow, blue) reactions to a particular vacation destination. Technology: IMovie, GarageBand, wikispace Artifact: IMovie, GarageBand, wikispace: Students will create a role play scenario discussing the reaction/response from the target audiences.
 * <span style="font-family: Verdana,Geneva,sans-serif;">5.

Details: Students will group in their color groups and draw from a hat (a sailor hat) to see what age demographic they will be reacting as. Students will choose which vacation destination from the group they will use as their reference. Students will fill out their Story Map as the age demographic (elderly married couple, young couple with small children, extended family reunion, single man/woman (any age), college student). Students will use IMovie, GarageBand, or wikispaces to portray these audiences. || <span style="font-family: Verdana,Geneva,sans-serif;">English: Students will understand that propaganda is a descriptive means of persuasion through written or visual means, and can affect public opinion.

Social Studies: Students will understand that several factors influence the development of cultures around the world. || <span style="font-family: Verdana,Geneva,sans-serif;">Students will know what kinds of writing style appeals to different target audiences. || <span style="font-family: Verdana,Geneva,sans-serif;">Students will be able to (empathy) role-play the different target audiences to see what kinds of reactions are expected. ||  || Hook: Line game, as a way of assessing overall unit impact. Graphic Organizer: [|Wheel] Cooperative Learning: Individual-based Technology: Blog, Glogster Artifact: Blog, Glogster: Students will use either Blog or Glogster to recap and reflect on how the media has affected them in a decision/opinion/feeling, then relate that to how they would react if they were planning a dream vacation.
 * <span style="font-family: Verdana,Geneva,sans-serif;">6.

Details: Students will take a moment to think back over the unit, and describe their thoughts using the Wheel. They will be able to refer back to their thoughts on day one, and compare to how they think now about media and propaganda (as applied to vacation spots). Students will have the opportunity to share how their feelings have changed over the course of the unit with small groups, and then the class recap as a whole. Students will use either Blog or Glogster to do their final reflection piece, and relate to how they would react now knowing the different techniques used in the event that they were planning a dream vacation. || <span style="font-family: Verdana,Geneva,sans-serif;">English: Students will understand that propaganda is a descriptive means of persuasion through written or visual means, and can affect public opinion.

Social Studies: Students will understand that several factors influence the development of cultures around the world. || <span style="font-family: Verdana,Geneva,sans-serif;">Students will know how media representations affect business, culture, personal decisions. || <span style="font-family: Verdana,Geneva,sans-serif;"><span style="font-family: Verdana,Geneva,sans-serif;">Students will be able to (self knowledge) Reflect on the ways that media has affected personal decisions (more specifically, what their opinions are about particular areas of the world are). ||  ||