Skip to main content

View Diary: My very first real life encounter with a Tea Partier (251 comments)

Comment Preferences

  •  I want that exercise (15+ / 0-)

    done in schools.  I always thought kids should be taught to see how marketing manipulates them.  We see the consequences of letting the propagandists go wild.  A whole bunch of people live in a political cult.  My Dad raised us to see the folly of marketing to our emotions and I thank him often even though he is gone.

    Everyone! Arms akimbo!

    by tobendaro on Wed Feb 20, 2013 at 05:03:26 AM PST

    [ Parent ]

    •  They do. Lots of lessons on it (9+ / 0-)

      in Social Studies.  And, in English, picking out fact from opinion.  It's one of the small victories we have won in the schools.

      David Koch is Longshanks, and Occupy is the real Braveheart.

      by PsychoSavannah on Wed Feb 20, 2013 at 05:15:57 AM PST

      [ Parent ]

      •  It's being taught. (7+ / 0-)

        Here are just a few examples, from the Texas curriculum guidelines.

        5th grade

        (12)  Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

        (A)  identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and

        (B)  recognize exaggerated, contradictory, or misleading statements in text.

        6th grade
        (13)  Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

        (A)  explain messages conveyed in various forms of media;

        (B)  recognize how various techniques influence viewers' emotions;

        (C)  critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and

        (D)  analyze various digital media venues for levels of formality and informality.

        There are also lots of curriculum objectives relating to distinguishing fact from fiction; identifying faulty reasoning; determining whether a writer actually supports the claims he is making; etc.
    •  Teaching kids about polls (9+ / 0-)

      I have a friend who was assigned to teach a life skills type of class. Most of the students in the class were not strong students academically.

      One of his class projects for the students was designed to help them understand how polling works, because he wanted them to be able to see the difference between high quality and, well, manipulative quality, polls.

      He asked them what they thought was a good issue to poll fellow students on. The issue that was really bugging them was the administration's rule on clothing--something like a ban on wearing baseball caps backwards.

      First step: learning how to write a good poll question. What's a bad question, and why?

      Second step: clipboards, forms, pencils--and out into the school to interview students.

      Third step: compiling the data and calculating the responses.

      Fourth (and most challenging) step: Inviting the principal to class, and presenting their poll results to him.

      That fourth step was really important, because these were students who were not accustomed to talking to decision-makers and advocating a change in policy.

      My friend did a lot of preparation with them so that their presentation to the principal would be as strong and effective as they could make it.

      Pretty cool class project, eh?

Subscribe or Donate to support Daily Kos.

Click here for the mobile view of the site