UNIT 2 - PROPAGANDA - part I PART 1: A CONFLICT IS GENERATED Step 1: Teachers randomly divide the class into two groups. One group will assume the identity of Greatland and the other of Strongland. The groups are read the following description of events in the histories of Greatland and Strongland. These accounts are to be used loosely in the various tasks to follow later. Long ago, before anyone can remember, there was a wandering tribe looking for a place to settle and create a village. After many years they found a rich and fertile valley they started to immediately build houses. Half claimed large plots of land and began to work the fields while half stayed in the village to develop the raw materials. The community grew this way for centuries. Eventually they began to use money and created schools, hospitals, markets, factories, and spent time developing a rich culture. The blue soil in the valleys turned the farmers fingernails blue and the city workers' fingernails became yellow due to all the industry. The farmers generally wore white to keep themselves cool during their hard work while the city dwellers wore black due to their fashions. The farmers used a triangular logo to represent their connection with the mountains, while the city folk used a circle, which mirrored the shape of their city walls. Over the centuries, the two halves grew until there had to be a substantial government set up to control their complex infrastructure.

The city folk built the government headquarters in the main square, and named their country Greatland. There, everything for the land and city dwellers was regulated. Since it was located in the city, populated mostly by city folk, they ruled in favor of their own people. At least, this is how the people living in the valleys saw it. For whatever reason, the city people became richer and richer, and the valley inhabitants poorer and poorer. The people in the valley eventually revolted and started an independence movement. This soon led to a revolution and secession - the valley people created their own country with its own flag, laws, taxes, etc. - it was named Strongland. After several decades, the two countries stopped arguing and became strong trading partners. For a while both flourished. Then there were some bad years with little rain, crop failures and industry closings. Agriculture and industry suffered. Both sides blamed each other for these problems. New presidents on both sides tried to rally their citizens to understand that they themselves were not to blame for their problems, but that somebody else (the other country) was trying to take advantage of them. Their tone of voice was quite angry, and the threat of impending war was in the air.

STEP 2:

The teacher reads: I am now going to divide (separately for each group) you into subgroups to work more effectively. The teacher assigns the students to smaller groups, making sure that there is enough diversity per group. Both groups in the classroom (Stonglanders and Greatlanders) are divided by the teacher into three smaller sub-groups (4 to 6 to a sub-group). After the teacher discusses with the students what they think these subgroups might do in today's world (do such institutions exist today, how do they function) each member of the sub-group is asked to volunteer for one or more following roles listed below (The teacher explains the roles and makes sure they are understood). The subgroups are: 1. The Media (responsible for the country's television, newspapers, etc.) 2. The Ministry of Culture and Education (responsible for launching campaigns) 3. The President's Cabinet (responsible for laws and governing) Subgroup 1: The Media 1. Editor in Chief (role of facilitator) 2. Anchorperson (role of reporter) 3. Investigative Journalist (can be more than one person) (role of materials manager) 4. Government bureau director (role of messliter) Subgroup 2: the Ministry of Culture and Education 1. Minister of Education (role of facilitator) 2. Press Director (role of reporter) 3. Research Director (can be more than one person) (role of materials manager) 4. Cultural Attaché (role of messliter) Subgroup 3: The President's Cabinet 1. President (role of facilitator) 2. Chief of staff (role of reporter) 3. Minister(s) of the Interior (can be more than one person) (role of materials manager) 4. Ambassador (role of messliter)

STEP 3:

The roles mentioned above can be further explained as follows: A. Facilitator: makes sure that everyone understands the instructions. Makes sure that all group members participate, calls the teacher if no one in the group knows the answer, makes sure that all members of the group get the help they need; B. Reporter: organizes the group presentation for the class, discusses with the group what will be reported and how; C. Materials Manager/Web Communicator: responsible for collecting whatever materials are necessary to complete the activity. Is responsible for all internet work, and email communication and research. D. Messliter: Responsible for getting help and input from other sub-groups at designated times.

STEP 4:

While conducting the following exercises remind the children to remember at all times the characteristics that make their country different than the neighboring country. Completing these assignments will take several classroom periods. If a group finishes, they then move on to the next assignment. Try to ensure that each assignment is completed before moving on. Media Subgroup: Choose two of the following five assignments: Assignment 1: Write short positive biographical sketches of your country's heroes. Contrast this with negative sketches of the other country's heroes. Assignment 2: Design a poster (or more than one) that warns your citizens about the bad intentions of the neighboring country. Hang the posters on the wall. Assignment 3: Create a three-five minute radio advertisement that unmasks the evil intentions of the neighboring country. Read it aloud. Assignment 4: Conduct an interview with a political leader of your own country (what questions would you ask?). Write a journalistic article, based on this interview. Assignment 5: Create the front page of a newspaper, invent a name for the newspaper and write two or three articles for the front page (include the interview in assignment 4). Ministry of Culture and Education Subgroup: Choose two of the following four assignments: Assignment 1: Create a home page for a website that can serve to inform the public about the evil intentions of the neighboring country. Assignment 2: Write a patriotic poem to the beat of your favorite music, which tells of your countries great achievements and how the other country is the enemy. Perform the poem. Assignment 3: Write a short 10-minute drama piece that shows the bravery of your citizens and the cowardice of the citizens from the neighboring country. Perform this. Assignment 4: Write a myth that explains how your country came into existence, despite the attempts of the neighboring country to stop this. The President's Cabinet Subgroup: Choose two of the following four assignments: Assignment 1: design a flag for your nation, which represents your country's true spirit, and create a national song for your country. Also create little buttons that all of your citizens can wear (if there are partner schools only one school should do this; the other does assignment 4). Assignment 2: Conduct a mock trial, in which members of the minority group in your country are on trial for spying. Assignment 3: Write a campaign speech based on the need to attack the neighboring country. Read out the speech. Assignment 4: Create a pledge that all citizens have to read out every morning in front of the flag. The pledge should contain positive commitment to your own country and abhorrence of the neighboring country (if there are partner schools only one school should do this; the other does assignment 1).

STEP 5:

The results per sub-group need to be presented to the entire class. After all the assignments have been completed and presented, the teacher discusses with each group separately their results, but also their feelings and thoughts.

APIE PROJEKTA GRIZTAMASIS RYŠYS VIETOS SCHEMA MOKYTOJAI ZODYNAS PARODA

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