Bandwagon 

Amy Foote and Erin Young

Mr. Tobin, 5th grade

Topic:  To inform students about the propaganda technique known as bandwagon and to give then an opportunity to work on their final presentations.   

 Rationale: We feel that it is highly important for the students to understand the techniques that advertisers use and to learn how to exercise skepticism when viewing advertisements.  Therefore, it is essential to introduce them to the techniques used so that they will be able to recognize them in the future. 

 Prior Knowledge: Every student in our class was interviewed regarding their opinions based on the advertisements that were shown to them for our inquiry project. In addition, all students are familiar in some way, shape, or form with the advertising that exists today.  As a result of our previous lesson within our unit, students have also learned about name-calling, testimonials, and credibility. 

 New Jersey Core Curriculum Standards:

3.5: All Student Will View, Understand, and Use Non-Textual Visual Information.

2.) Demonstrate the ability to gain information from a variety of media.

3.) Articulate awareness of different media forms and how these contribute to communication.

 Objectives: Our students will be able to describe the bandwagon technique and explain how and why it is used in advertisements.  In addition, they will be able to recognize the bandwagon technique when presented with various advertisements.  Our students will also be able to incorporate what they have learned into their group presentations. 

 Hook: “Who has ever heard of the phrase ‘jumping on the bandwagon’?”  “Who would like to share with the class what this phrase means?  Based on the advertising techniques that you have learned so far, what do you think the bandwagon technique is?”

 Lesson Narrative: After we discuss the responses to the question posed in the Hook we will clarify the students’ responses so that everybody understands what bandwagon means and how it is used in the advertising industry.  We will also provide the students with examples of bandwagon by discussing popular commercials that use this technique.  Examples are as follows:

  1. 80% of people use Colgate toothpaste, do you?

  2. Everybody is voting for George W. Bush, so you should too.

  3. Hurry to the store because you don’t want to be the only kid on your block with out X-Box.

We will also explain that this technique is highly persuasive because people feel uncomfortable about being “left out” or not conforming to a popular trend.  We will ask the students to imagine how they would feel if they were the only member of a group who did not have a certain game or who did not agree with an opinion.  We will then discuss these feelings and relate them to why the bandwagon technique is so successful.  

 Closure:  Who can summarize how the bandwagon technique is used?”  At this time, we will distribute a worksheet summarizing the techniques that we taught thus far.  We will then distribute a poster to each group and students will then use the remainder of the class period to work on their final presentations.  We will explain to them that their final posters are due on April 25, 2002, and that they should be between five and ten minutes, and that they must include at least three techniques that we discuss throughout our unit.  Each student will be responsible for a technique to ensure that all group members pull their weight in the presentation.  The poster can include pictures, words, or drawings to make their advertisement persuasive.  We will also explain to them that their advertisements will be presented in stations, meaning that they will be presenting to only a few of Mr. Reach’s students at a time.  They will be allowed to have a piece of paper to refer to during their presentations, but we will emphasize that they are not to rely on their paper.  If we see them reading from the paper, then we are going to assume that they did not truly learn the information that we taught.  Therefore, they must feel comfortable enough with their advertisement and its propaganda techniques to talk about it without memorizing the information.  In addition, they will be required to ask Mr. Reach’s students whether or not they found their advertisement persuasive.  They will then present to Mr. Reach’s class the techniques that they chose to use and how they were used in their advertisement.   Those groups working well together will receive a small prize.  

 Individualization: As stated in previous lessons, the groups in which students will be working are heterogeneous and therefore all equal within the class.  We also will be presenting information in the form of inquiry, during which the students construct their own knowledge, class discussions, handouts, and small group work.  Therefore, the needs of individual students will be met through our varying of instruction.  In addition, each group of students will be able to make its own decision regarding what type of advertisement and what persuasive techniques to use. 

 Materials: We need 6 posters, 20 copies of the summary worksheet and candy or other small prizes.

.Imagination: The students’ imaginations will be necessary when they are visualizing how they would feel if they were left out of a group in some way.  It is important for them to imagine this feeling in order for them to completely understand the effect of the bandwagon technique.  In addition, the students will need to use their imaginations when working in their groups on their own advertisements groups. 

 Education for Democracy: All students will be given an equal opportunity to share their thoughts and feelings with the class during our discussions.  They will also be working in their groups which were assigned so that they would all be of equal ability.  In addition, the group members will be working together to attain the same goal.  Those groups that are working well together will also receive a prize, which will hopefully increase their cooperation.

 Unit

JPE

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