UNIT 2 - PROPAGANDA - part II PART 2: RECONCILIATION STEP 1 The teacher reads (to the entire group): It has become clear that a war could start at any moment. Actually, both sides have nuclear weapons, and if they are used it would mean the death of all of your citizens. Therefore, it is essential that you find a way to co-exist and work together on a future that guarantees peace for generations to come. A special Joint Nations Council for Reconciliation (with members from both sides) has been created for this purpose. This committee has the task of improving relations between the two countries. Smaller sub-groups are composed again, but differently. Each sub-group (again 4-6 to a sub-group, and again using the subgroups Media, Ministry of Culture and Education, Cabinet) now consists of two or three members from each country (thus the groups are mixed). The titles are largely the same, but reflect the committee status. In total there will be 6 groups (two parallel groups for the Media, two parallel groups for Culture and Education and two parallel groups for mediation). 1. Committee Media Subgroup a. International Editor (facilitator) b. Anchorperson (reporter) c. Investigative Journalist (materials manager) d. International Bureau Director (messliter)

2. Committee Cultural and Education Subgroup a. International Education Coordinator (facilitator) b. Press Director (reporter) c. Research Director (materials manager) d. Cultural Mediator (messliter) 3. Joint Nations Council of Mediation Subgroup a. General Secretary (facilitator) b. Press Attaché (reporter) c. Chief Researcher (materials manager) d. International Ambassador of Peace and Reconciliation (messliter) The task is now to get these working groups to hammer out reconciliation expressions and strategies. The same role assignments (facilitator, messliter, etc.) are made again (teacher - watch for conflict here), and the following assignments are tackled: Media Subgroup: Choose two of the following four assignments Assignment 1: Create a biographical sketch of a hero who is acceptable to both countries. Assignment 2: Conduct an interview with a mediator (what questions would you ask). Write a journalistic article, based on the interview, to go on the front page of your newspaper Assignment 3: Create a cartoon for kids with a superhuman character that saves the two countries from destroying each other. Assignment 4. Interview two people from each of the other two subgroups. Devise questions that try to increase the public's understanding of how the feelings towards each other are changing (if they are). What obstacles do they need to overcome to work together. Write a short article based on the interviews. Culture and Education Subgroup: Choose two of the following five assignments Assignment 1: Design a poster and a joint nations council flag that show how the two countries can get along in the future. Assignment 2: Create a brand new curriculum for your age group that would encourage people to appreciate each other. What subjects would be taught? How would the minority students be treated and reflected in the curriculum? How would the school deal with problems such as the bullying of minority students? Assignment 3: Create a "rap-song of harmony" between the two nations. Assignment 4: Physically build a "sculpture of peace" with the bodies of all the students in your subgroup. Take a photo of it and put it on the website. Assignment 5: Write a poem to your favorite music about the ideal society of the future, in which the two countries can live in peace. Joint Nations Council Subgroup: Choose two of the following six assignments Assignment 1: Create a Bill of Rights that can be used for both your countries - one that protects the rights of all citizens. Assignment 2: Create a homepage for a "website of peace". Assignment 3: Create a document that details how the countries can prevent such a conflict from happening again. Assignment 4: Devise a strategy for each country to get to know each other better. Assignment 5: Design a youth center that promotes co-operation between the youth from both countries. What does it look like (draw), what kinds of activities take place, etc. Assignment 6: Put the presidents, who brought the countries to the brink of ultimate destruction, on trial. Upon completion the various results are again presented to the entire group. Discussion follows.

WRAP UP:

After the presentations the teacher needs to take a good amount of time (at least one classroom period) to discuss the overall exercise with the students, focusing on: · How did they experience the exercise? · Did they feel uncomfortable, and why? · Have they learned something, and what? · What is propaganda? · When does it work? · What makes it effective? · How can it be countered (in broader terms)? · How can we defend ourselves individually against propaganda? Further Classroom Follow-up: A. Conduct follow-up to the module above by having the students closely examine and analyze propaganda campaigns of the past and present. Some of this information will be available through books, but many are listed below. Also, the resource section of this website contains a few examples of propaganda. The large number of websites presently on the web is ideal to design groupwork for classrooms with more then one computer. Especially examining propaganda used by Nazi Germany during WWII will be useful follow-up exercise (see LINKS page). Given the experiences of the students with propaganda creation, they can now be asked to assess any or all of the following, as they go through the various materials listed above: * Why is the material they have found propaganda? * What are the basic ideas behind these campaigns, what are they trying to accomplish? * What was/is the target audience of the propaganda (adults, children, workers, etc.)? * Do they think the approach was successful? Why? * How do education and propaganda differ from each other (show textbook passages that can be termed propaganda)? * How do they think they could best counter the types of propaganda that they have found? * How were the arts used as a weapon? The methods used here should be similar to the ones discussed in parts one and two of the unit. Teachers should attempt to organise this part of the unit themselves. B. Go to the following website and follow the instructions: http://www.uen.org/cgi-bin/websql/lessons/l4.hts?id=1330&core=4&course_num=6230&std=1 C. Go through that week's national and local newspapers in class to find what the most politically controversial issues of the week are in your country. Have the class vote which of the issues can best be defined in terms of 'for' and 'against' a certain issue. Divide the class randomly in two. Have each group research arguments in favor of the position they are given. To do this they need to re-examine the newspapers, but also to pull arguments from news resources on the world-wide web. Try as much as possible to get an outsiders opinion on the world wide web (for instance, from the media in another country). D. Have the class reflect on the following question: "When are education and propaganda the same? When are they different?" E. For teachers who feel confident that their students are well-rounded critical thinkers, you can have the students explore the websites of Neo-Nazi organizations and explain what kind of propaganda they espouse. Go to the following web page to find some websites listed by a very interesting project called Think Quest: http://library.advanced.org/12663/summary/neo.html F. Ask you students if they consider the following text to be propaganda? Why or why not? Would they write this way about their own country? http://library.advanced.org/26786/en/introduction/intro.php3

APIE PROJEKTA GRIZTAMASIS RYŠYS VIETOS SCHEMA MOKYTOJAI ZODYNAS PARODA

1 SKYRIUS 2SKYRIUS 3 SKYRIUS 4 SKYRIUS 5 SKYRIUS