• Keep the focus of the lesson on propaganda techniques, particularly on bandwagon. Based on the activities and participation in the discussions, evaluate individual students and determine who needs additional help. Use the following criteria to determine if students have met the goals of the lesson:
  • Student can identify stated claims, facts, reasoned judgments, and opinions across texts.
  • Student can identify the use of the bandwagon technique.
  • Student can use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions about the use of the bandwagon technique.

Focus Question: How is the bandwagon technique used in persuasive texts?

Write the following examples on the board or post them for students to read:

“But, Mom, everybody else is going!”

“Dad, everyone I know has a dog. Why can’t I have one?”

“Mr. Jones, nine out of ten students in eighth grade ride bikes to school. The school needs a new bike rack.”

“Ms. Miller, all the other teachers are allowing students to have snacks in class.”

Say, “You may recognize this persuasive technique, and you may even have used it! What is the basis for this technique?” (It tries to persuade someone to do something because everyone else is doing it.)

Part 1

Say, “The technique used in the examples on the board is called bandwagon––a term that comes from the 1800s. When the circus came to town, the performers and their animals would parade through the streets, and the circus’s band was perched in a wagon, playing lively music to attract customers. Politicians, too, picked up the habit of having a bandwagon to attract voters during a campaign, encouraging them to ‘jump on the bandwagon’ and join their cause.”

Say, “Advertisers often use the bandwagon technique. An ad showing a yellow down jacket that is ‘worn by more teens than any other’ is asking you to buy it on that basis. When you encounter this technique, always ask yourself why it is being used and what factual evidence supports it. Also, ask yourself whether going along with it is wise for you. In the case of the yellow jacket, no evidence is offered to support the claim.”

To emphasize the importance of becoming informed consumers, you might post those questions for students’ reference:

• What propaganda technique is being used?
• Why is the technique being used?
• What factual evidence supports the claim?
• Is buying the product a good choice for me?

Remind students that propaganda techniques are extremely effective and, for that reason, they are used for both worthy and questionable purposes. Say, “By learning what these techniques are and how they are used, you will be better able to distinguish the real purpose of an ad or other text.”

Direct students to the membership page for the Internet Chess Club (found at http://www.chessclub.com/tryicc/purchase.html). Ask students to identify uses of the bandwagon technique. (tells how many people like the site on Facebook, “over 200,000 memberships sold,” “Join the thousands of members on ICC”)

Say, “This example uses the technique in a legitimate way and for legitimate purposes, although the ICC is selling memberships and so has a financial interest in the ad. However, sometimes bandwagon’s only motive is to sell something. If you see an ad for a Best Wear T-shirt that says ‘Everybody wants a Best Wear Tee’ and ‘Millions of them were sold last year,’ Best Wear is encouraging you to jump on the bandwagon and buy a T-shirt too. You should think about what other qualities might make the T-shirt worth looking at, such as fabric quality and workmanship.”

Part 2

Distribute examples of bandwagon slogans so that each student has one (L-8-4-3_Bandwagon Slogans.doc). Tell students to read the examples quickly and pass them on, and note the example they think is most appealing. Give students the opportunity to read at least five examples. Then have them discuss which example they think is most effective and why.

Say, “You will design an ad for an activity or a destination that includes at least three uses of the bandwagon propaganda technique. This should be a flyer that would be sent out to students. After you have completed the flyer, attach a sheet identifying the examples of bandwagon propaganda used in the ad and explain why you think they are effective.”

Give students an opportunity to view each other’s ads by posting them on a bulletin board or through small-group exchanges.

Extension:

• If students have difficulty with the bandwagon technique, remind them that it is about going along with the group. Provide this example:

You have been reluctant to vote for Zak Earnest for student council president, but then you discover that all your friends support him, so you “jump on the bandwagon.”

Ask students to come up with other examples.

• Students who are ready to move beyond the standard may compare bandwagon and testimonial propaganda techniques. Have them work with a partner or in a small group to present an advertisement using the technique they think is best suited to the product. Then have students explain their reasons for choosing that technique.