Grade 8 English Language Arts | FL B.E.S.T. Standard: ELA.8.R.3.1
ELA.8.R.3.1: Analyze the author's use of rhetoric and identify propaganda techniques in various types of texts.
By the end of this unit, students will be able to:
| Term | Definition | Student-Friendly Explanation |
|---|---|---|
| Rhetoric | The art of effective or persuasive speaking or writing | The tools and techniques used to convince or influence people |
| Ethos | Appeal to credibility, ethics, or character of the speaker | Convincing people by showing you're trustworthy or an expert |
| Pathos | Appeal to emotions and feelings | Convincing people by making them feel something (fear, hope, anger, joy) |
| Logos | Appeal to logic, reason, and evidence | Convincing people with facts, statistics, and logical arguments |
| Propaganda | Information, often biased or misleading, used to promote a particular cause or point of view | Messages designed to manipulate people's opinions, often using unfair or dishonest tactics |
| Bandwagon | Propaganda technique suggesting everyone is doing something, so you should too | "Everyone's doing it!" - pressure to follow the crowd |
| Ethical Rhetoric | Propaganda |
|---|---|
| Uses honest evidence and reasoning | May use half-truths or misleading information |
| Acknowledges opposing viewpoints | Ignores or demonizes opposing views |
| Appeals to logic alongside emotion | Relies heavily on emotional manipulation |
| Encourages critical thinking | Discourages questioning or analysis |
| Day | Focus | Activities |
|---|---|---|
| 1 | Introduction to Rhetoric | Define rhetoric; introduce the rhetorical triangle (ethos, pathos, logos). Use Student Concept Worksheet. |
| 2 | Ethos, Pathos, Logos Deep Dive | Analyze examples of each appeal in advertisements and speeches. Identify which appeal is dominant. |
| 3 | Introduction to Propaganda | Define propaganda; introduce common techniques (bandwagon, fear appeal, testimonial, etc.). |
| 4 | Analyzing Real-World Texts | Apply skills to political speeches, ads, and social media. Complete Practice Worksheet. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
For any persuasive text, have students map the three corners:
Speaker/Writer: What ethos (credibility) do they establish?
Audience: What pathos (emotions) are they targeting?
Message: What logos (logic/evidence) do they use?
Students should identify which corner is emphasized and why that choice is effective.
Create cards with propaganda techniques. When analyzing texts:
- Students hold up the card matching the technique they identify
- Discuss why the technique is effective and potentially manipulative
- Ask: "How might someone who disagrees respond to this?"
This develops critical media literacy skills.
Set up stations with different advertisements (print, video clips, social media):
- Station 1: Identify the rhetorical appeals used
- Station 2: Identify propaganda techniques
- Station 3: Evaluate effectiveness and ethics
Students rotate and compare findings, building analysis skills.
Have students bring examples from their own lives:
- Texts from family or friends trying to convince them
- Social media posts with persuasive intent
- School announcements or community messages
Analyzing familiar texts makes the skills relevant and transferable.
| Technique | Definition | Example |
|---|---|---|
| Bandwagon | "Everyone is doing it" | "Join the millions who have already switched!" |
| Fear Appeal | Creates anxiety about not acting | "Don't let your family be unprotected!" |
| Testimonial | Celebrity or expert endorsement | "9 out of 10 dentists recommend..." |
| Plain Folks | Appeal to ordinary people | "I'm just like you - a regular parent who..." |
| Name-Calling | Using negative labels for opponents | "Those radicals want to destroy..." |
| Glittering Generalities | Vague, positive words with no substance | "Freedom! Liberty! The American Way!" |
Correction: Persuasion using honest evidence and reasoning is ethical rhetoric. Propaganda specifically involves manipulation, often through biased or misleading information. Help students distinguish between the two.
Correction: Emotional appeals are natural and appropriate in many contexts. Sharing personal stories or appealing to values isn't inherently wrong - it becomes problematic when emotions are used to bypass logical thinking entirely.
Correction: Statistics and "facts" can be manipulated or taken out of context. Teach students to evaluate the source and context of evidence, not just accept data at face value.
Correction: Propaganda techniques appear in advertising, social media, news coverage, and even entertainment. Help students recognize these techniques across all media they consume.
On the FAST assessment, rhetoric and propaganda questions at Grade 8 typically ask students to:
Key Strategy: Teach students to ask "What does the author want me to think, feel, or do?" when reading any persuasive text.