Crystal Blue Persuasion
By Cooper-Hewitt National Design Museum, August 23, 2006
- Middle School
- Graphic Design
- Social Studies
Common Core State Standards
English Language Arts Standards: Speaking and Listening
Comprehension and Collaboration:
- CCSS.ELA-LITERACY.SL.6-8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly.
- CCSS.ELA-LITERACY.SL.6-8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- CCSS.ELA-LITERACY.SL.6-8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
- CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas:
- CCSS.ELA-LITERACY.SL.6-8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS.ELA-LITERACY.SL.6-8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- CCSS.ELA-LITERACY.SL.6-8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
English Language Arts Standards: Reading Informational Text
Key Ideas and Details:
- CCSS.ELA-LITERACY.RI.6-8.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RI.6-8.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
English Language Arts Standards: History/Social Studies
Key Ideas and Details:
- CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
- CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- CCSS.ELA-LITERACY.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure:
- CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Integration of Knowledge and Ideas:
- CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- CCSS.ELA-LITERACY.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
- CCSS.ELA-LITERACY.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity:
- CCSS.ELA-LITERACY.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
- analyze how people have used design to express political beliefs
- design an item to call attention to an issue
- National Archives Website
- Smithsonian Press Website
- "Power of Persuasion" Worksheet
- a variety of art supplies and materials based on students' designs
Building Background Political ArtifactsThe purpose of this activity is to provide an opportunity for students to examine how design has been used by governments and individuals to convey political messages. 1. Share and discuss the following political artifacts with your students:
- National Archives "Powers of Persuasion Poster Art from WWII" http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_home.html
- Smithsonian Press "Jailed for freedom" pin, 1917 (U.S. Suffragists Movement) http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=233
- "Longest Walk" poster, 1978 (Native Americans and tribal rights) http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=231
- Button from March on Washington for Jobs and Freedom, 1963 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=227
- Antislavery medallion, about 1787 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=229
- Equal Rights Amendment charm bracelet, 1972-74 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=230
- Panel from the AIDS Memorial Quilt, 1987 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=238
Steps for Learning Design a StatementIn this activity, students will design an item with the intention of persuading a particular group of people or the population as a whole to take a certain action. This activity may be shaped to fit the specific needs of a variety of topics and subject areas. 1. Ask students to design an item to call attention to a specific cause or event. Their intention might be to educate or raise awareness regarding a situation of which people are unaware. Listed below are a few specific ideas of how this activity can be used. These are suggestions, but the activity can be use in a wide variety of topics and subjects. History Possible topics for a history class might include the following:
- Rome's major problems during the Roman Republic
- Conflict of ideas between the Judeo-Christian system of values and the Classical Greco-Roman system during the Renaissance and Reformation
- Opposite views of patriots and the loyalists regarding the decision to break away from England
- Child labor during the industrial revolution
- AIDS in Africa
- Land conservation
- Scarcity of water
- Local issues in your community
- Urging people to vote